Module+3+Unit+1+Syntax+June+14-June+20

EDU 367/483 Module 3 Unit 1 Syntax

Key terms

Syntax is the part of grammar that tells us how words and morphemes are arranged into sentences, phrases, and/or clauses. It also explains how sentences, phrases, and clauses interact with speech, sign language, and writing to create communication. Syntax has rules that apply to how words and morphemes can or cannot be arranged to make different types of utterances. These rules are subconscious, for the most part. As Blaha Blahahahahaa teacher we must bring these rules to the conscious level in order to help our students master them and become more linguistically competent. We must be aware that we are setting a good linguistic model in both speaking and writing. At the same time, we must be sensitive to the linguistic development of our students so as not to embarrass or discourage them by over correcting them or by constantly pointing out all their mistakes. Jill Mora (2010) has an interesting website [] about teaching grammar and syntax in ESL and CLAD classrooms. There is a lot of information on this site that can be useful to teachers who are trying to help students who are ELLs. Mora, J. (2010). //Major components of the study of syntax and grammar: Teaching grammar in context.// Retrieved from [] by Kelley Morrissey 6/16
 * Syntax** (Rowe and Levine, Chapter 5)


 * Descriptive syntax or descriptive grammar**
 * Prescriptive syntax or prescriptive grammar**
 * Sentence**

According to our book sentence is defined as, "is a string of words that is grammatically complete with at least two components, a subject and a predicate." (pg.113) My daughter is starting to put words together and I am trying to teach her to make those phrases shes says into sentences. For example, she will says, "I eat" for when she want to eat something. I will reply, "I eat dinner" or "You want to eat dinner?" So I try to teach her how to make a phrase into a sentence. Here is a link to help understand sentences, thier structure, and being able to recognize them. http://www.chompchomp.com/terms/completesentence.htm By Angeles Dragunaitis 6/16

A sentence by definition is a string of words that is grammatically complete with at least two components, a subject and a predicate. I bet if you asked random individuals on the street what two components make up a sentence I bet you they would say everything but subject and predicate. I personally believe that we begin to form sentences when we are very young and it is not until we get to school that we find out the true components and parts of sentences. From babysitting I have learned that kids try to make sentences from what they know but in actuality they are forming phrases instead of sentences. So for example when I hear "me go outside" I turn it around and ask why do you want to go outside and in doing so I typically get a sentence response instead of a phrase. Attached is a cute little website that allows you to create sentences with the given words. This website would be good to use for kindergarten, 1st and even 2nd grade with helping students create sentences. [] By: Kristen Kuzanek 6/16

Constituents, in linguistics, are the smaller pieces that are put together to form larger constructions like sentences. Some examples of constituents are the subject and predicate of a sentence. This word makes me think of another definition of constituents, which refers to the people who live in a congressional district. This helps me remember the linguistic definition because the people make up the district as the linguistic constituents make up the sentence. For a list of sentence structure games for students go to [] Dell, D. (2007). //Gamequarium: Sentence structure games.// Retrieved from [] by Kelley Morrissey 6/16
 * Constituents** (Rowe and Levine, Chapter 5)

According to the book, " the subject of a sentence is the topic of the sentence." When I teach subject to my students I always tell them that the subject is who or what the sentence is about. When I have to teach my students to identify a subject in a sentence I always tell them to ask themselves this question. "Who or what is this sentence about." When they ask themselves that question they can usually identify the subjec of a senence. This website gives examples of subjects and predicates. Peck, F. (2007). Subject and predicate. Retrieved from [].
 * Subject**

Edy 6/20

The subject of a sentence is the topic of the sentence, as stated in our book. Please watch a cute video via brainpop. [] By: Michelle A Carrillo

According to our book, "the predicate of a sentence is comment or assertion made about the topic." When I teach predicate to my students I tell them that predicate means "what". When I say this I mean that the predicate is what is hapening or going on with the subject. Most of the time my students understand this concept. Once they have the subject idetified they can usually tell what is going on with the subject. This website gives examples of subjects and predicates. Peck, F. (2007). Subject and predicate. Retrieved from [].
 * Predicate**

Edy 6/20

The predicate of a sentence is a comment or assertion made about the topic. As I shared above, under "subject," the video on brainpop, it is a nice way to introduce or follow-up when teaching subject and predicate. [] By: Michelle A Carrillo

According to our book, "a simple sentences is a sentence with one subject and one predicate." (pg.113) These are the first type of sentences we tend to learn and teach when forming sentences. An example of simple sentence is... //Tony works at the park district.// //Tony// = subject //works at the park district// = predicate. Here is a website to help understand different types of sentences is __http://www.eslbee.com/sentences.htm__ By Angeles Dragunaitis 6/15
 * Simple sentence**

The book explains a simple sentence as having one subject and one predicate. She plays volleyball. (She=subject, plays volleyball=predicate). [] -- The Ear Book (Bright and Early Books) --- Author(s) & Illustrator(s): Al Perkins, Edition: Hardcover -- Plot Summary, Book Review & Buying Info In simple sentences, "The Ear Book (Bright and Early Books)" by Al Perkins describes interesting sounds ears can hear. Pictures are colorful, uncluttered and funny. They show a boy and a dog that are listening to different sounds, & the objects that the sounds come from. "The Ear Book" is a good book for babies and toddlers to learn about the sense of hearing. It is also a good picture book for kindergarteners and beginning readers. The previous links are from the picture book, The Ear Book”, that helps young students learn about simple sentences. Patrisa Keys 7/6/10

According to our book, "A compound sentence is made up of at least two simple sentences joined by a coordinating conjunction; in writing, punctuation can substitute for the conjunction." (pg. 113) Once we know how to form a simple sentence with "turn it up a notch" and combine it with another simple sentence. For example a compound sentence may look like: //Don't leave your bike out in the rain, it will get rusty.// I found this website that has a lot of games on sentence structures. The sentence sort game you have to decide what type of sentence it is compound, simple or complex. It was pretty fun. __http://www.gamequarium.com/sentencestucture.html__ Also, the same website that I posted for simple sentence with work for compound sentence as well. __http://www.eslbee.com/sentences.htm__ By: Angeles Dragunaitis 6/15
 * Compound sentence**

By definition in our text book a compound sentence is made up of at least two simple sentences joined by a coordinating conjunction; in writing, punctuation can substitute for the conjunction. I can remember back in school when we learned how to put words together to form a sentence. It was a great time but for some reason I **always** made compound sentences and never simple sentences. I think that is because I just wanted to get everything into one sentence and not have to write two sentences when I could fit it into one! (haha) These days when students learn how to write sentences they are given explicit lessons on the different kinds of sentences, when they are to be used and when they should not be used. I think that compound sentences are good but students should be able to write good simple sentences with a lot of detail and creativity into it. The link I have attached is a neat little worksheet for identifying compound sentences. [] By: Kristen Kuzanek 6/16

According to our book, “an //independent clause// is a simple sentence.” According to [] (Wikipedia- The Free Encyclopedia- retrieved June 21,2010) an independent clause (or main clause, matrix clause) is a clause that can stand by itself, also known as a simple sentence. An independent clause contains a subject and a predicate; it makes sense by itself. Multiple independent clauses can be joined by using a semicolon or a comma plus a coordinating conjunction (for, and, nor, but, or, yet, so). Examples: I love penguins. (simple sentence) I drive a bus. (simple sentence) I am a doctor, and my wife is a lawyer. (compound clauses made up of two independent clauses) The Tongue Untied: A guide to grammar, punctuation, and style: (Retrieved June 21, 2010) [] By Melissa Guzman 6/21/10
 * Independent clause**

 According to the book, “a //dependent clause// has a subject and predicate but cannot stand alone as a simple sentence. It depends on an independent clause to make it complete.” The book further elaborates by stating that a //dependent clause// “must be attached to an independent clause. A dependent clause often begins with a relative pronoun or a subordinating conjunction. Some examples of dependent clauses are the following: although it is tempting, who would be traveling with us, if I come late.” Dependent Clauses: Adverbial, Adjectival, Nominal (Retrieved June 21, 2010)
 * Dependent clause**

[]

By: Melissa Guzman 6/21/10


 * Complex sentence**

According to the book, “a //complex sentence// contains a simple sentence and one or more dependent clauses. The following are complex sentences:

Although it is tempting, I will not go to Las Vegas.

These are the people who would be traveling with us.

If I come late, start without me.” (pg. 114)

The Complex Sentence: (Retrieved June 21, 2010) More definitions and examples:

[]

Complex Sentences (Retrieved June 21, 2010)

[]

By Melissa Guzman 6/21/10


 * Compound-complex sentence**

By definition in the book a compound-complex sentence has two or more independent clauses and at least one dependent clause. //When the teacher assigned the reading for the exam, many students were stunned, but they agreed to study as well as they could.// This is the example they provide in the book. From personal experience and observations done compound-complex sentences are hard to do the 'right way'. I always got confused with the dependent and independent clause so I would cram a lot in to one sentence and overload it. I have seen students going through the same thing that I did; cramming too much into one sentence. I found a website online that talks about all the different sentence structures and what not. I thought it was useful! [] By: Kristen Kuzanek 6/17

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; font-weight: normal; line-height: 115%;"> According to our book, “a sentence can be in the active or passive voice. Voice is the relationship of the grammatical subject of a verb to the action conveyed by that verb. In most English sentences the grammatical subject precedes the verb. In an active sentence, the grammatical subject of the verb carries out an activity or purpose, as in the sentence //Mark hit the ball//. In the passive version of this sentence, the subject is receiving the action of the verb. So in the above example, what was the direct object becomes the grammatical subject and what was the grammatical subject is moved to the position of the object. The result is //The ball was hit by Mark//. Note that the word //by// and an auxiliary verb //was// are added in the passive construction. Although the word //by// often indicates a passive construction, it does not have to be present in the passive sentence” (pg. 115).
 * Passive versus active voice**

Active/Passive Voice: (Retrieved June 21, 2010) [|**http://www.towson.edu/ows/activepass.htm**]

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; font-weight: normal; line-height: 115%;">By: Melissa Guzman 6/21/10


 * Phrase**

A phrase is any constituent of a clause according to the book. When I think of the word phrase I think of short little "sentences". Phrases can never be complete sentences. Some people might argue that but when you really think about it when you say //ran to the store...be back.// Is that a complete sentence? Nope. Phrases are simply strings of words or maybe even just one word. When I looked up the word //phrase// on dictionary.com for multiple meanings a bunch came up so I thought it was neat. [] By: Kristen Kuzanek 6/16

<span style="color: black; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">A phrase is a group of words that does not complete a thought. It is not a complete sentence. When I think of a phrase I think of Wheel Of Fortune puzzles. Also, when I was in school our teacher told us that sentences always included a subject & a verb. If missing either of those parts it would be considered a phrase. [] <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">The previous link <span style="background: white; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">about common phrases, casual expressions and idioms. Patrisa Keys 7/6/10

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; font-weight: normal; line-height: 115%;"> According to our book, “the //head of a phrase// is the word that determines the syntactic or phrasal category of that phrase- whether the phrase functions as a noun phrase, verb phrase, prepositional phrase, and so on. The head of a noun phrase is a noun, the head of a verb phrase is a verb, and the head of a prepositional phrase is a preposition. If the phrase is made up of one word, then that word is the head of the phrase. If a phrase has two or more words in the lexical category that the phrase is named for, then the one that carries the central meaning of the phrase is the head of the phrase. In the noun phrase //the boat//, it is clear that //boat// is the head of the phrase. However, in the noun phrase //the title of the new movie//, there are two nouns, //title// and //movie//. Because the phrase is about the //title// of the movie and not about the //movie// itself, the head of the phrase is //title//” (pg. 116).
 * Head of a phrase**

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">What is the head of the phrase? (Retrieved June 21, 2010) <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[]

By: Melissa Guzman 6/21/10


 * Dependent or dependents of a phrase**

The specifier of a phrase makes the meaning of the head of the phrase clearer. One way that helps me remember this term is to think of the word specific, which comes from the same root word. Specifiers make the meaning more specific. To see how the definitions of these words are related go to []. Certain types of words have certain specifiers: determiners are specifiers for nouns, adverbs for verbs, and degree words for adjectives and prepositions. Specifier (2009). In //The Free Dictionary.// Retrieved from [] by Kelley Morrissey 6/16
 * Specifier** (Rowe and Levine, Chapter 5)

Complements of a phrase give more information about the head of the phrase. One way that helps me remember the term complement is to think of the word complete. Complement has the same root word as complete so you can think of it as making the head of the phrase more complete by adding information. To read a comparison of compliment versus complement visit []. Hale, A. (2008, August 8). Daily writing tips: Compliment vs. complement. [Web log]. Retrieved from [] by Kelley Morrissey 6/16
 * Complements** (Rowe and Levine, Chapter 5)


 * Noun phrase**
 * Determiner**
 * Verb phrase**
 * Adjective phrase**
 * Prepositional phrase**

A prepositional phrase is a phrase headed by a preposition. It can function to modify a noun phrase or a very phrase; as define by Rowe and Levine. Prepositional phrases is a dreadful memory dating back to my freshman year of high school. My English teacher game the class a sheet of prepositional phrases that we had to memorize in alphabetical order and cite back to her in 2 days (she was nuts!) Making a sentence without a prepositional phrase turns into a ungrammatical sentence because like the example Angie gave "Can you do big favor" who needs the favor? With 'me' missing in that sentence it would not necessarily make sense. Like every other component of sentences prepositional phrases are important also! I found a video on youtube from an old show called grammar rock about prepositions...it's really good! [] By: Kristen Kuzanek 6/17


 * Grammatical sentence**


 * According to the book, "grammatical sentence is one in which the sequence of words conforms to the syntactic knowledge (rules) of native speakers of a language." This means that the sentence is following grammar rules. I stated in a previous definition that we as educators spend a lot of time trying to get our students to write and speak grammatical sentences. Some of my students will come up and ask me "Is we going to gym?" I will give them a look that indicates they need to rephrase the sentence so that it will be grammatical. They will then say "Are we going to gym?" This website gives tutorials on on how to write gramatical sentences using various forms, tenses, etc... Pearson. (2010). The little, brown essential handbook. retrieved from [].**


 * Edy 6/20**

According to our book the meaning for ungrammatical sentence, "is one in which the sequence of words does not conform to the syntactic knowledge (rules) of fluent speakers of a language." (pg.121) My parents are not fluent English speakers so I am constantly trying to correct them or teach them how to properly correct them. For example my mom says, "Can you do big Favor?" which is not correct so I nicely reply "Can you do me a big favor?" . I found a link thats goes indepth about ungrammatical and grammatical sentences and structure. [|www.linguistics.ucla.edu/people/schlenker/LING1-06-LN-4B] By: Angeles Dragunaitis 6/16
 * Ungrammatical sentence**

<span style="color: black; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">In our book, LWO describes the sequence that different types of words follow. I think we are taught the (S-V-O) word order as young students. In first grade all sentences begin with “The dog eats a bone.” And from there it becomes more complex. [] The previous link is to the book, Linguistic <span style="display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Inquiry Monographs #25: The Antisymmetry of Syntax, by R.S. Kayne. //The Antisymmetry of Syntax// proposes a restrictive theory of word order and phrase structure that denies this assumption. Patrisa Keys 7/6/10
 * Linear word order**

Case Lexical ambiguity Per our book, lexical ambiguity refers ti the situation in which a word or phrase can refer to more than one meaning. The following article has a nice breakdown that helped me better understand lexical ambiguity. []

Structural ambiguity When the constituents of an utterance can be arranged in more than one way, we refer to structural ambiguity. Just as stated in our book, which also gives the following example, a sentence that can be organized in two ways: //Chris owns large dogs and cats.// This is ambiguous because it can mean: //Chris owns large dogs and cats (of any size).// // or it can mean: // Chris owns large dogs and large cats.

Below is a sample of structural/syntactic ambiguity from wikipedia. []
 * By: Michelle A Carrillo**


 * Part-of-speech ambiguity**

According to our book, " A tree diagram is an illustration in the form of an upside-down tree shape that shows the constituents of an utterance, with the most general at the top and more specific constituents at the bottom of the tree." (pg.126) I found a you tube video on a how to make a basic tree diagram out of a sentence __http://www.youtube.com/watch?v=e4xu0HgzUIk&feature=related__ By Angeles Dragunaitis 6/13
 * Tree diagram**


 * Lexicon (mental dictionary)**
 * Co-occurrence restriction**
 * Phrase marker**

A node is any point in a tree diagram where branching occurs. For an explanation about how to construct tree diagrams and properly use nodes you can visit this site []. The common definition for node is a connection point. So when trying to remember this term I think of the connections on a tree diagram. Hagan, K. (2010). //Polysyllabic//: Principles for drawing tree diagrams. Retrieved from [] by Kelley Morrissey 6/16
 * Node** (Rowe and Levine, Chapter 5)

According to the book, surface sructure refers to an actual utterance that can be broken down by conventional methods of syntactic analysis." The term surface structure means that what is said can be broken down following normal rules of language. Surface language is what we work so hard to correct in schools. When our students come up and say something like "Is we going to go to gym." We know that this sentences does not follow the rules of lanuage, so that means the surface structure is incorrect. This is a chart that gives example of what things would be considered surface and deep structure elements. Keene,. (2002). Literacy learning: What's essential cognitive strategies. Retrieved from [].
 * Phrase structure rules**
 * Generative grammar**
 * Recursion**
 * Surface structure**

Edy 6/20

According to the book, "deep structure refers to a highly abstract level of language that reprsents the basic meaning of a sentence." The term deep structure is early stage of language when we know things about language at a subconscious level. When my child was learning to talk she would pause between words. This is not something I cousciously taught her and she did not consciously work to pause between words. This article gives an example of children having difficulty with deep structure of the language. (2009). Deep structure vs. surface structure: An example from Andy Griffith. Retrieved from [].
 * Deep structure**

Edy 6/20
 * Transformation rules**


 * Verbal base**

As described very simple in our book, the verbal base is the main part of the verb. Please enjoy another student video I found on brainpop, that explains verb. [] Enjoy! By: Michelle A Carrillo

<span style="color: black; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">Topicalization According to the book, topicalization, is another kind of movement transformation. The same words in the sentence can be transformed to shift focus or emphasis. The abstract is written similar to an algebraic expression. Tomorrow is my birthday=My birthday is tomorrow; X2+V+PX+X1 = PX+X1+V+X2. [] The previous link gives a definition and example of topicalization. Patrisa Keys 7/6/10
 * Verbal particles**
 * Topicalization**

Optional transformations Obligatory transformations

The website [] by Erlyn Baack explains the difference between the three types of sentences: ‘**Simple**,’ ‘**Compound**,’ and ‘**Complex**.’ Baack, E. (2010 ). //Advanced composition for non-native speakers of english//. Retrieved from [] Our book explains the **Simple sentence** as “a sentence with one subject and one predictate.” The website above tells us that the Simple sentence is “also called an independent clause”. It “contains a subject and a verb”. All of these information I remember from High School. The website however, also states that the sentence has to “expresses a complete thought.” I don’t remember any of my teachers telling us that but maybe they thought that just the fact that it has to be an independent clause, would explain everything.

Our book sees the **Compound sentence** as: “is made up of at least two simple sentences joined by a coordinating conjuction; in writing, punctuation can substitute for the conjunction.” The website above also explains this kind of sentence. “…two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so.” However, Empire State College website seems to have better sentences to explain the concept. Epire [|State] [|College]. (2010 ). //Compound sentences//. Retrieved from [] Most of my writing is compound sentences; nevertheless, most of the time I’m not sure if I write my sentencess correctly.

Capital [|Community College] Foundation,. (2010 ). //Quiz on sentence types//. Retrieved from [] I remember learning each one of these kinds of sentences back in High School. However, I never trully understood the whole concept. Many times even now I would have a problem writing any of these sentencess. I’m sure that websites such as the ones I mentioned above would have been very helpful at the time.
 * Complex sentence** also is in our book as a sentence which “contains a simple sentence and one or more dependent clauses.” The [|http://eslbee.com] tells us that “has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which.” The website by E. Baack has a lot of good examples and it explains the kinds of sentencess well. The Interactive Quizes website has a quiz which can be helpful with learning the idea of the different kinds of sentences.

The Purdue OWL website shows us the difference between the Independent and Dependent clause. Berry, C. (2010 ). //Identifying independent and dependent clauses//. Retrieved from [] Our book tells us that the **Independent clause** “is a simple sentence.” The above website explains it as: a group of words which “contains a subject and verb and expresses a complete thought.” The definition might be similar if not the same of a simple sentence.

Our book shows a **Dependent clause** as group of words which “has a subject and predicate but cannot stand alone as a simple sentence. It depends on an independent clause to make it complete.” The Purdue OWL website shows it as group of words which “contains a subject and verb but does not express a complete thought.” However, the website by M. L. Benner shows more examples of the Dependent clauses. Benner, M. L. (2010 ). //Dependent clauses: adverbial, adjectival, nominal//. Retrieved from [] It seems that I still don’t fully understand the concept of these two clauses. Back in High School my teachers seem to go through the concepts way to quickly for me to even closely understand them. By: Magdalena Krol (sorry, I forgot to sign!!! :p)

“A **determiner** is a word used before a noun to indicate whether the noun refers to something that is specific or general” (Rowe & Levine, p. 117). Examples of determiners coming from Rowe and Levine (2009) are as follows; __the__ six dogs, __my__ dog, __what__ dog, __that__ dog. Everyone uses determiners throughout the day while speaking or writing without even knowing it. I have never heard of the word “determiner” before, I have may have in passing throughout my 15 years of education but never registered it or deemed it insignificant to remember. Kim O’Byrne 6.20 [] Kim O’Byrne 6.20 [] Kim O’Byrne 6.20 Kim O’Byrne 6.20 [|[[http://www.english-international.com/test.htmlKim|http://www.english-international.com/test.html]]] Kim O’Byrne 6.20
 * Compound sentences** have at least two simple sentences joined together by a coordinating conjunction, however while writing punctuation may be a substitution for words (Rowe & Levine, 2009). All throughout school I remember learning about compound sentences and the constant workbook pages we would have to complete that had two sentences and we would have to rewrite them and add in a coordinating conjunction. I always found it to be so pointless because we would have to rewrite everything and just add in a little three letter word or whatever the case may be. I found a website that has numerous worksheets on all aspects of grammar including 8 that pertain to compound sentences that can help students practice and even let teachers refresh their memories. I included the link that has links to all types of grammar/writing worksheets so everyone can see all of them; just scroll down almost to the bottom and you’ll find the ones for compound sentences:
 * Independent clause** “is a simple sentence” (Rowe & Levine, p.114). The two simple sentences found in compound sentences are called independent clauses as well (Rowe & Levine, 2009). All throughout school I despised the word “clause” when it came to grammar because teachers always explained it in these complex terms making it sound like the most complicated thing in the world. After the reading the very short section on what independent clauses are it seems to be nothing any more complicated than a simple sentence…I think I’m going to have to write a letter to all my past English teachers. I found an awesome video on YouTube that explains what an independent clauses is, as well as a dependent clause (see below). It is very short and simple to listen to and understand, as well as helpful and really breaks everything down for you:
 * Dependent clause** cannot stand alone by itself and must have a independent clause attached to it (Rowe & Levine, 2009). I thought it was difficult when it came to independent clauses, but dependent clauses made me even more annoyed! I never understood what they were, I feel like it is partly because it seems to be the same as a fragment or incomplete sentence to me. The video I posted for independent clause also goes on to simply state and define dependent clauses as well. Rowe and Levine (2009) also give examples of dependent clauses; “although it is tempting,” “who would be traveling with us”, and “if I come late.”
 * Grammatical (well formed)** sentence is when the “sequence of words and the relationship between the word conforms to the syntactic knowledge (rules) or fluent speakers of a language and it the sentence contains all of its required components” (Rowe & Levine, p. 121). In other words if a person fluently speaks the language the subconscious allows them to produce grammatical sentences (Rowe & Levine, 2009). As a fluent English speaker I can usually hear if another person is grammatically incorrect while speaking English, and I also do not have to put much thought into speaking grammatically correct English. I was however wondering, if a person who speaks two languages fluently do they know immediately know the grammatically correct way to speak in both languages or is it easier in the language they learned more about grammar in? I found a short 12 question to quiz on website that helps people to see how well they do know English grammar that I found to be very helpful and thought provoking. (I do not know about the reliability of the quiz):

<span style="color: black; display: block; font-family: 'Century Gothic','sans-serif'; font-size: 10pt;">The book describes adverb phrase as a modifier of a verb in the following ways: frequency, duration, time, manner, purpose. I have a 5:00p.m. class.(Time). [|http://www.learn4good.com/languages/evrd_grammar/adverb.htm#What is an adverb phrase]The previous link contains several examples of adverb phrases. Learn 4 Good provides educational resources to students, parents, schools, educators & colleges. Patrisa Keys 7/6/10
 * Adverb Phrase**