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CAS LX 522 Syntax I Week 11. Interim summary and some things to do in class. The Y model • We’ve covered most of the components—let’s walk slowly through a derivation to illustrate everything. • What does every student want me to be reading? q Theory DS Subcategorization Overt movement, Expletive insertion X-bar theory Case theory, EPP SS Phonology/ Morphology PF Covert movement LF Binding theory Walking through a derivation DS SS PF LF • What does every student want me to be reading? • Read: Agent, Theme • Want: Agent, Proposition • Agents go in SpecVP, objects (Theme and Proposition) are sister to their verb at DS. What does every student want me to be reading? • To start with, figure out the skeleton. CP DS C C [+Q] [+WH] SS TP PF T T VP [PRES] • There are two clauses, every student wants (something) and me to be reading what. • The top clause has a +Q, +WH C, since it is a wh-question. LF V V want TP T T to VP V V be VP V V reading What does every student want me to be reading? CP • Then start filling in the q-roles for the verbs. • Remember: C – Each verb needs to assign its q-roles within its own VP. – Auxiliaries (be, have) do not assign q-roles. DS C [+Q] [+WH] SS TP PF T LF VP T [PRES] DP ev.st. V want V TP T T to VP V V be VP DP me V V DP reading what What does every student want me to be reading? CP • Are all the q-roles assigned? • reading: C – Agent: me – Theme: what • want: – Experiencer: Bill – Proposition: TP DS C [+Q] [+WH] DS SS TP PF T VP T [PRES] DP ev.st. V want V TP T T to VP V V be • It’s a good DS. LF VP DP me V V DP reading what What does every student want me to be reading? CP • Now, we move things around in order to have a satisfactory SS. C DS C [+Q] [+WH] SS TP PF T VP T [PRES] DP • All DPs need Case. • Every SpecTP needs to be filled. • A [+Q, +WH] C needs to have a [wh] element in its specifier. • Matrix [+Q] C needs T to move up to it. LF ev.st. V want V TP T T to VP V V be VP DP me V V DP reading what What does every student want me to be reading? CP • Case: So far, only one DP has Case, what. • Reading is an active transitive verb, it assigns accusative Case to its sister. • Moving up the tree, me needs Case, and SpecTP needs to be filled. Both problems can be solved by moving me to SpecTP. C DS C [+Q] [+WH] SS TP PF T LF VP T [PRES] DP ev.st. V want V TP T T to VP V V be VP DP me V V DP reading what What does every student want me to be reading? CP • Case: How does me get Case? C DS C [+Q] [+WH] SS TP [PRES] DP ev.st. V V want TP DPi me • However, me is governed by want. Want assigns accusative Case to me. LF VP T • Nonfinite T (to) does not assign Case to its specifier. PF T T to T VP V V be VP ti V V DP reading what What does every student want me to be reading? CP • Case: Now, every student needs Case and the higher SpecTP needs to be filled. C DS C [+Q] [+WH] SS TP PF T VP T [PRES] DP ev.st. • Both problems can be solved by moving every student to SpecTP. LF V V want TP DPi me T to T VP V V be VP ti V V DP reading what What does every student want me to be reading? CP DS C C SS TP • Every student gets [+Q,+WH] DPj nominative Case from ev.st. the finite T. T – Matrix [+Q] C needs to have T move to it. – A [+Q, +WH] C needs a [wh] element in its specifier. LF VP [PRES] • What’s left? PF T tj V V want TP DPi me T to T VP V V be VP ti V V DP reading what What does every student want me to be reading? • T moves up to C. CP DS C C+Tk TP -s DPj ev.st. • What’s left? – A [+Q, +WH] C needs a [wh] element in its specifier. SS PF T tk VP tj V V want TP DPi me • The only [wh] element we have is what, which we’ll need to move into SpecCP. LF T to T VP V V be VP ti V V DP reading what What does every student want me to be reading? • What moves up to SpecCP. • Now: – Every DP got Case (along the way). – All SpecTPs are filled. – T moved to [+Q] C. – SpecCP has a [wh] element. CP DS SS DPm C what SS C+Tk TP -s DPj ev.st. PF T tk VP tj V V want TP DPi me T to T VP V V be • This is a good SS. LF VP ti V V reading tm What does every student want me to be reading? • Now, the derivation splits. • This (the SS) is the “pronunciation focus” of the derivation. CP DS DPm C what SS C+Tk TP -s DPj ev.st. PF T tk VP tj V V want TP DPi me • First let’s head off toward PF. LF T to T VP V V be VP ti V V reading tm What does every student want me to be reading? CP DS DPm C what SS C+Tk TP -s DPj ev.st. • The only problem with pronouncing this structure is that we have a “stranded affix”—the present tense suffix is in C, and cannot attach to a verb. PF T tk LF VP tj V V want TP DPi me T to T VP V V be VP ti V V reading tm What does every student want me to be reading? CP DS PF DPm C what SS C+Tk TP do-s DPj ev.st. • So, we have to insert do to support the stranded affix. • This is the pronounced form of the sentence: What does every student want me to be reading? PF T tk LF VP tj V V want TP DPi me T to T VP V V be VP ti V V reading tm What does every student want me to be reading? • We’re not done yet… • At SS, the derivation splits, one set of steps leads to PF. This is where do-support (and also affix lowering) happens. • But we also must compute the meaning, the logical form (LF). • So we need to return to SS and consider the LF branch. CP DS SS DPm C what SS C+Tk TP -s DPj ev.st. PF T tk LF VP tj V V want TP DPi me T to T VP V V be VP ti V V reading tm What does every student want me to be reading? CP SS DPm C what • We have a quantifier, every student, and all quantifiers need to move out of TP before we have a valid LF. (Quantifiers need to leave a trace to serve as a variable) SS C+Tk TP -s DPj ev.st. PF T tk LF VP tj V V want TP DPi me T to • So every student needs to adjoin to TP. DS T VP V V be VP ti V V reading tm CP DPm C What does every student what C+Tk want me to be reading? -s • The quantifier is not moving very far, but it is now no longer contained in TP. (TP does not dominate DPj) • The requirements on LF are now met, this is a valid LF. • What is the x such that for every student y, y wants me to be reading x? LF TP DPj ev.st. DS SS TP tj PF T tk LF VP tj V V want TP DPi me T to T VP V V be VP ti V V reading tm Some others Opi that we might want PROsub to do ti • What is likely to be served at Thanksgiving? • Who should not expect to eat every drumstick? • Most students know where to go.