1. Week 11. Interim summary and some things to do in class. CAS LX 522 Syntax I

2. The Y model We’ve covered most of the components—let’s walk slowly through a derivation to illustrate everything we’ve got up to this point. We’ve covered most of the components—let’s walk slowly through a derivation to illustrate everything we’ve got up to this point. What does every student want me to be reading? What does every student want me to be reading? DS SS LFPF X-bar theory Covert movement Phonology/ Morphology  Theory Subcategorization Binding theory Case theory, EPP Overt movement, Expletive insertion

3. Walking through a derivation What does every student want me to be reading? What does every student want me to be reading? Read: Agent, Theme Read: Agent, Theme Want: Agent, Proposition Want: Agent, Proposition Agents go in SpecVP, objects (Theme and Proposition) are sister to their verb at DS. Agents go in SpecVP, objects (Theme and Proposition) are sister to their verb at DS. DS SS PFLF

4. What does every student want me to be reading? To start with, figure out the skeleton. To start with, figure out the skeleton. There are two clauses, every student wants (something) and me to be reading what. 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. The top clause has a +Q, +WH C, since it is a wh- question. DS SS PFLF VP V be V VP V V TP T T VP V V TP T T CP C C reading want to [+Q] [+WH] [PRES] Note: I’m ignoring the AspP for -ing

5. What does every student want me to be reading? Then start filling in the  -roles for the verbs. Then start filling in the  -roles for the verbs. Remember: Remember: Each verb needs to assign its  -roles within its own VP. Each verb needs to assign its  -roles within its own VP. Auxiliaries (be, have) do not assign  -roles. Auxiliaries (be, have) do not assign  -roles. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP me DP ev.st.

6. What does every student want me to be reading? Are all the  -roles assigned? Are all the  -roles assigned? reading: reading: Agent: me Agent: me Theme: what Theme: what want: want: Experiencer: Bill Experiencer: Bill Proposition: TP Proposition: TP It’s a good DS. It’s a good DS. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP me DP ev.st. DS

7. What does every student want me to be reading? Now, we move things around in order to have a satisfactory SS. Now, we move things around in order to have a satisfactory SS. All DPs need Case. All DPs need Case. Every SpecTP needs to be filled. Every SpecTP needs to be filled. A [+Q, +WH] C needs to have a [wh] element in its specifier. A [+Q, +WH] C needs to have a [wh] element in its specifier. Matrix [+Q] C needs T to move up to it. Matrix [+Q] C needs T to move up to it. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP me DP ev.st.

8. What does every student want me to be reading? Case: So far, only one DP has Case, what. Case: So far, only one DP has Case, what. Reading is an active transitive verb, it assigns accusative Case to its sister. 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. Moving up the tree, me needs Case, and SpecTP needs to be filled. Both problems can be solved by moving me to SpecTP. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP me DP ev.st.

9. What does every student want me to be reading? Case: How does me get Case? Case: How does me get Case? Nonfinite T (to) does not assign Case to its specifier. Nonfinite T (to) does not assign Case to its specifier. However, me is governed by want. Want assigns accusative Case to me. However, me is governed by want. Want assigns accusative Case to me. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP i me DP titi ev.st.

10. What does every student want me to be reading? Case: Now, every student needs Case and the higher SpecTP needs to be filled. Case: Now, every student needs Case and the higher SpecTP needs to be filled. Both problems can be solved by moving every student to SpecTP. Both problems can be solved by moving every student to SpecTP. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q] [+WH] what DP i me DP titi ev.st.

11. What does every student want me to be reading? Every student gets nominative Case from the finite T. Every student gets nominative Case from the finite T. What’s left? What’s left? Matrix [+Q] C needs to have T move to it. Matrix [+Q] C needs to have T move to it. A [+Q, +WH] C needs a [wh] element in its specifier. A [+Q, +WH] C needs a [wh] element in its specifier. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T T CP C C reading want to [PRES] [+Q,+WH] what DP i me DP j titi ev.st. tjtj

12. What does every student want me to be reading? T moves up to C. T moves up to C. What’s left? What’s left? A [+Q, +WH] C needs a [wh] element in its specifier. A [+Q, +WH] C needs a [wh] element in its specifier. The only [wh] element we have is what, which we’ll need to move into SpecCP. The only [wh] element we have is what, which we’ll need to move into SpecCP. DS SS PFLF VP V be VDP VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk

13. What does every student want me to be reading? What moves up to SpecCP. What moves up to SpecCP. Now: Now: Every DP got Case (along the way). Every DP got Case (along the way). All SpecTPs are filled. All SpecTPs are filled. T moved to [+Q] C. T moved to [+Q] C. SpecCP has a [wh] element. SpecCP has a [wh] element. Is this is a good SS? Is this is a good SS? DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm SS

14. What does every student want me to be reading? Well, that’s weird. Well, that’s weird. It sounds like a good sentence, but it shouldn’t be, should it? It sounds like a good sentence, but it shouldn’t be, should it? It looks like it should be a Subjacency violation. And know there’s no CP in there, because me is getting Case from want, so they have to be close together. It looks like it should be a Subjacency violation. And know there’s no CP in there, because me is getting Case from want, so they have to be close together. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm SS

15. What does every student want me to be reading? Sentences like this one actually led to a fairly significant shift in how people thought about Subjacency. Sentences like this one actually led to a fairly significant shift in how people thought about Subjacency. For our purposes, a close enough approximation is to thinking of TP as a bounding node only if dominated by a CP. For our purposes, a close enough approximation is to thinking of TP as a bounding node only if dominated by a CP. It’s still TP that’s the barrier to movement, but only if there’s a CP above it—having a V above it like in this sentence makes it “transparent”. It’s still TP that’s the barrier to movement, but only if there’s a CP above it—having a V above it like in this sentence makes it “transparent”. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm SS

16. What does every student want me to be reading? Now, the derivation splits. Now, the derivation splits. This (the SS) is the “pronunciation focus” of the derivation. This (the SS) is the “pronunciation focus” of the derivation. First let’s head off toward PF. First let’s head off toward PF. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm

17. What does every student want me to be reading? 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. 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. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm

18. What does every student want me to be reading? So, we have to insert do to support the stranded affix. 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? This is the pronounced form of the sentence: What does every student want me to be reading? DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to do-s what DP i me DP j titi ev.st. tjtj tktk tmtm PF

19. What does every student want me to be reading? We’re not done yet… 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. 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). But we also must compute the meaning, the logical form (LF). So we need to return to SS and consider the LF branch. So we need to return to SS and consider the LF branch. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm SS

20. What does every student want me to be reading? 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) 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) So every student needs to adjoin to TP. So every student needs to adjoin to TP. DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm SS

21. What does every student want me to be reading? The quantifier is not moving very far, but it is now no longer contained in TP. (TP does not dominate DP j ) The quantifier is not moving very far, but it is now no longer contained in TP. (TP does not dominate DP j ) The requirements on LF are now met, this is a valid LF. 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? What is the x such that for every student y, y wants me to be reading x? DS SS PFLF VP V be V DP m VP V V TP T T VP V V TP T CP C C+T k reading want to -s what DP i me DP j titi ev.st. tjtj tktk tmtm LF TP tjtj

22. Some others Op i that we might want PRO sub to do t i What is likely to be served at Thanksgiving? What is likely to be served at Thanksgiving? Who should not expect to eat every drumstick? Who should not expect to eat every drumstick? Most students know where to go. Most students know where to go.

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