Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hA9CILV15871; Sun, 9 Nov 2003 07:18:22 -0500 (EST) Date: Sun, 9 Nov 2003 07:18:22 -0500 (EST) Message-Id: <BBD45F43.81F6%applepie@minos.ocn.ne.jp> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: $B9b66!!H~DE;R( <applepie@minos.ocn.ne.jp> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9615] Re: mystery thanks, and sentence analysis. X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="ISO-2022-JP" Status: RO Content-Length: 1188 Lines: 37 Sinnes, Elizabeth, Sandra Gustafson, Karen Oswald, and others, Thanks to your leads I was able to order some interesting$B!!(Jmystery books. I have a different topic today. The following (1)(2)(3)(4) are the sentences where you have to know the parts of speech to analyze the sentences. (5)(6) are the ones that can be interpreted as two different meanings, although one of them is possible but not probable. They are syntactically acceptable. Do you know of any other variety of these kinds? My students find them both amusing and educational. Sentences you have composed yourselves will be most welcome. (7)(8) the ones I made. I$B!G(Jm not sure how they come across to you all. (1)I think that that that that that wirter used is wrong. (2)Give a little more space between king and and and and and queen. (3) We eat all we can but what we can not we can. (4)Can he can me for kicking a can? (5)Time flies like an arrow. (6)Fruit flies like a banana. (7) These police police the police. (8) My mother mothers her mother. The sentences are targeted at upper intermediate and advanced students but never at those in semantics major in graduate schools. Mitsuko Japan
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