Dimapilis, Mika S. Portfolio - Lang 500

Republic of the Philippines
BATANGAS STATE UNIVERSITY
COLLEGE OF ARTS AND SCIENCES

Pablo Borbon Main I,Batangas City
PORTFOLIO IN LANG 500

STRUCTURE OF ENGLISH LANGUAGE
In Partial Fulfillment of the Requirements in Lang 500
Submitted to: DR. CHONA ANDAL

Professor
Submitted by:
MIKA S. DIMAPILIS
Student, MA in English
SECOND SEMESTER, AY 2021-2022June

2022
Republic of the Philippines
BATANGAS STATE UNIVERSITY
COLLEGE OF ARTS AND SCIENCES

Pablo Borbon Main I,Batangas City
TABLE OF CONTENTS
TOPICS PAGE#
I. POWERPOINT PRESENTATION
1.1. SYNTAX
1.1.1. Natural Language Ambiguity …
p. 3
1.1.2. Internal Structure of Syntactic Constituents …
p. 4
1.1.3. Specifiers, Adjuncts and Complement …
p. 7
1.2. THE X-BAR THEORY

1.2.1. BASIC PARSE TREE …
p. 12
1.2.2. From Flat Structure to X-Bar theory …
p. 13
II. THOUGHT REFLECTION ESSAY
2.1. TRP #1: Dissecting Words …

p. 14
2.2. TRP #2: Discourse, Ideology, and Context …
p. 15
2.3. TRP #3: Canonical Sentences: The Standard Pattern …

p. 16
…
p. 17
2.4. TRP #4: Finite Verbs as Markers of Time
III. ACTIVITIES
3.1. Dissecting Words (Morphology) p. 18
3.2. The X-Bar p.20
IV. STRUCTURAL ANALYSIS

p. 22
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I. WRITTEN REPORT
1.1. SYNTAX
- the arrangement of words and phrases to create well-formed sentences in a language.
1.1.1. NATURAL LANGUAGE AMBIGUITY
COMPOSITIONALITY
- Words are not the only ones to convey their meanings, but also, how they are formed
into a sentence.
AMBIGUOUS
- The word ambiguous is another of those words that has a specific meaning in
linguistics: it doesn’t just mean that a sentence’s meaning is vague or unclear.
Ambiguous means that there are two or more distinct meanings available.
EXAMPLE:
1. Hilary saw the pirate with the telescope.
A. Hilary saw the pirate using a telescope.
B. Hilary saw the pirate who has a telescope.
2. Well, I’ve certainly never tasted chicken cooked that way before!
A. The cooked chicken is not good.
B. The cooked chicken did not taste like anything because it is good.
STRUCTURAL AMBIGUITY
- structural ambiguity can sometimes lead to some funny interpretations. This often
happens in news headlines, where function words get omitted. For example, in
December 2017, several news outlets reported, “Lindsay Lohan bitten by snake
on holiday in Thailand”, which led a few commentators to express surprise that
snakes take holidays.
LEXICAL AMBIGUITY
- If a word has more than one distinct meaning, then using that word in a sentence will
make it ambiguous.
1. Heike recognized it by its unusual bark.
A. Bark - sound of a dog
B. Bark - part of a tree
2. I saw bats
SYNTACTIC AMBIGUITY
- The context plays an important role in giving meaning in sentences. Depending on how
a speaker/writer uses the words in certain context, the meaning changes.
DISCOURSE AMBIGUITY
1. Call me a taxi, please.
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a. Call a taxi for me.
b. Call me, “taxi”
SCOPE AMBIGUITY
- Ambiguity in quantifiers.
A. Every kid climbed a tree.
B. Every kid climbed that tree.
PRAGMATIC AMBIGUITY
- the words which have multiple interpretations. Pragmatic Ambiguity arises when
the meaning of words of a sentence is not specific; it concludes different meanings.
1. Will you crack open the door? I am getting hot
A. to break
B. open the door just a little
1.1.2. INTERNAL STRUCTURE OF SYNTACTIC CONSTITUENTS
CONSTITUENTS
- group of words that act together to form a unit.
- A constituent can be a morpheme, word, phrase, or clause.
EXAMPLE:
1. Harriet mistakenly went home with her cousin’s jacket.
[Harriet] -1
[mistakenly went home] -2
[with her cousin’s jacket] -3
1 + 2 + 3 ≠ 3 + 2 +1
The arrangement of the constituents declares the meaning of the sentence because these
are arranged in HIERARCHICAL ORDER.
2. Harriet, who purchased a guitar, mistakenly went home with her cousin’s jacket.
Constituents can contain constituents.
[Harriet, who purchased a guitar] -1
[mistakenly went home] -2
[with her cousin’s jacket] -3
Harriet mistakenly went home, who purchased a guitar, with her cousin’s jacket.
CONSTITUENCY TESTS
1. Replacement Test
2. Movement Test
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3. Cleft Test
4. Sentence Fragment Test
REPLACEMENT TESTS
● Noun Phrases can be replaced with Pronouns (it, them, they).
● Verb Phrases can be replaced with do or do so (or did, does, doing).
● Some Preposition Phrases (but not all) can be replaced with then or there.
● Adjective Phrases can be replaced with something that you know to be an adjective,
such as happy.
1. Harriet, who purchased a guitar, mistakenly went home with her cousin’s jacket.
[Harriet, who purchased a guitar] Noun phrase (She)
[mistakenly went home] Verb phrase (did)
[with her cousin’s jacket] Preposition phrase (it)
2. The old man ate his fresh vegetable salad.

[The old man] [ate his fresh vegetable salad.]
[The old man] [ate] [his fresh vegetable salad.]
3. [The students] [saw their friends] [after class.]

[The students] (Noun phrase) They
[saw their friends] (Verb phrase) did
[after class.] (Preposition phrase) then
[The students] They saw their friends after class.

[saw their friends] The students did after class.
[after class.] The students saw their friends then.
MOVEMENT TEST
- We change the position of the constituents inside the sentence.
[The students] [saw their friends] [after class.]
After class, the students saw their friends.
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[Marites, who is the Barangay’s muse,] [had fun] [last night.]
Last night, Marites, who is the Barangay’s muse, had fun.
WRONG:
[The] [students saw] [their friends after class.]
Their friends after class, the students saw
CLEFT TEST
A cleft is a kind of sentence that has the form:
It was ____ that …
She was _______ who
He was _______ who
They were _________ which
To use the cleft test, we take the string of words that we’re investigating and put it after
the words It was, then leave the remaining parts of the sentence to follow the word that.
It is to give emphasis on the word.
Example:
After class, the students saw their friends.
[The students] [saw their friends] [after class.]
Those were their friends whom the students saw after class.
It was after class that the students saw their friends.
Rhea’s sister baked these delicious cookies.
[Rhea’s sister] [baked] [these delicious cookies.]
It was these delicious cookies that Rhea’s sister baked.
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SENTENCE FRAGMENT TEST
Asking questions and providing the constituents as the answers.
1. Jeffrey rested in a chaotic motel.
[Jeffrey] [rested] [in a chaotic motel.]
[Jeffrey] [rested in a chaotic motel.]
Q. What did Jeffrey do?
a. rested
b. rested in a chaotic hotel.
c. rested in a
2. Amy forgot about her wallet.
[Amy] [forgot about her wallet.]
Q. What did Amy do?
a. forgot about her wallet.
b. About her
1.1.3. Specifiers, Adjuncts and Complements
1. The head carries the central meaning of the phrase.
Example: The wife bought the book last week.
Head: wife
2. The specifier points to the head. For nouns, specifiers include determiners
(“the”) and possessives (“her”). For verbs, adverbs occasionally fill this role
(“quickly”).
3. The complement tends to feel intimately related to the head of a phrase (e.g., “of
poems” in “a book of poems”).
4. Adjuncts, on the other hand, tend to feel more optional (e.g., “big” in “big
book”).
In basic parsing from a sentence:
ADVERB HEAD
I quickly asked him.
I quickly asked him.
This takes the VP HEAD

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Auxiliary:
I will ask him.
I will ask him.
Preposition:
I sleep at night.
I sleep at night.
I sleep at night.
This takes the PP HEAD
Determiner:
The boy asks him.
The boy asks him.
This takes the NP HEAD
SPECIFIER
The specifier points to the head. For nouns, specifiers include determiners
(“the”) and possessives (“her”). For verbs, adverbs occasionally fill this role
(“quickly”).
The grandmother nervously went to the office yesterday.
[The grandmother] [nervously went to the office] [yesterday.]
[The grandmother] [nervously went] [to the office] [yesterday.]
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MODIFIER: NOUN PHRASE
The grandmother nervously went to the office yesterday.
[The grandmother] [nervously went to the office] [yesterday.]
The - specifier
Grandmother – head
Head is grandmother, grandmother is a noun, it is a NOUN PHRASE.
SPECIFIER : VERB PHRASE
The grandmother nervously went to the office yesterday
[The grandmother] [nervously went to the office yesterday.]
Nervously - specifier
went – head
Head is went, went is a verb, it is a VERB PHRASE.
SPECIFIER : NOUN PHRASE
Her song gently kissed my monsters away.
[Her song] [gently kissed my monsters] [away.]
Her - specifier
song – head
Head is song, song is a noun, it is a NOUN PHRASE.
SPECIFIER : Verb Phrase
Her song gently kissed my monsters away.
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[Her song] [gently kissed my monsters] [away.]
Gently - specifier
Kissed – head
Head is kissed, kissed is a verb, it is a VERB PHRASE.
COMPLEMENT
The complement tends to feel intimately related to the head of a phrase (e.g., “of
poems” in “the book of poems”).
A noun clause is defined as a dependent clause that is formed by a subordinating

conjunction directly followed by a clause. The subordinating conjunctions that
introduce noun clauses in English are that, Ø, if, whether, wh- words, and wh-
ever words.
The book of poems is read by Amy.
[The book of poems] [is read] [by Amy.]
[The book of poems] [is my favorite.]
[The book of poems]
The specifier
book head Noun phrase
of poems complement
The parent bought fresh fishes in the market.
[The parent] [bought fresh fishes in the market.]
[The parent] [bought fresh fishes] [in the market.]
Bought head
Fresh fishes complement Verb phrase
ADJUNCT
An adjunct is a word or group of words that gives extra information to a

sentence; but, when removed makes no harm to its grammar.
We played soccer in our school garden on Wednesday.

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[We] [played soccer] [in our school garden] [on Wednesday.]
[We] [played soccer].
1.2. THE X-BAR THEORY
X-bar theory makes the claim that every single phrase in every single sentence in the
mental grammar of every single human language, has the same core organization.
According to x-bar theory, every phrase has a head. The head is the terminal node of the phrase.
It’s the node that has no daughters. Whatever category the head is determines the category of the
phrase. So if the head is a Noun, then our phrase is a Noun Phrase, abbreviated NP. If the head is
a verb (V) then the phrase is a verb phrase (VP). And likewise, if the head is a preposition (P),
then the phrase is a preposition phrase (PP), and Adjective Phrases (AP) have Adjectives as their
heads.
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Keep in mind: Heads:
A= adverb (e.g. quickly, kindly);
C = conjunction (e.g. and, but);
D = determiner (e.g. a, the, my, every winter);
I = auxiliary verb (e.g. has been reading);
J = adjective (e.g. beautiful, yellow);
N = noun or a nominal (e.g. I, Tom, table);
P = preposition (e.g. on, in);
1.2.1. SIMPLE PARSING
A parse tree or parsing tree or derivation tree or concrete syntax tree is an ordered,
rooted tree that represents the syntactic structure of a string according to some context-
free grammar.
1. I eat beans with a fork
A parse tree is made up of nodes and branches In the picture the parse tree is the entire
structure, starting from S and ending in each of the leaf nodes (John, ball, the, hit). In a
parse tree, each node is either a root node, a branch node, or a leaf node. In the above
example, S is a root node, NP and VP are branch nodes, while John, ball, the, and hit are
all leaf nodes.
Nodes can also be referred to as parent nodes and child nodes. A parent node is one which
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has at least one other node linked by a branch under it. In the example, S is a parent of
both NP and VP. A child node is one which has at least one node directly above it to
which it is linked by a branch of the tree. Again from our example, hit is a child node of
V.
2. John hit the ball.
3. The dog chased the cat.
1.2.2. From Flat Structure to X-Bar Theory
X-bar theory makes the claim that every single phrase in every single
sentence in the mental grammar of every single human language, has
the same core organization.
According to x-bar theory, every phrase has a head. The head is the terminal node of the
phrase. It’s the node that has no daughters. Whatever category the head is determines the
category of the phrase. So if the head is a Noun, then our phrase is a Noun Phrase,
abbreviated NP. If the head is a verb (V) then the phrase is a verb phrase (VP). And
likewise, if the head is a preposition (P), then the phrase is a preposition phrase (PP), and
Adjective Phrases (AP) have Adjectives as their heads.
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II. Thought Reflection Essays
Thought Reflection Paper 1: Dissecting Words
The idea of the English language system is just the same as the concept of Science. Human
beings cannot live without language which is congruent with their intellectual (IQ), physical
(spoken words), and social abilities (communication). But even though language is natural and
14 | P a g e
inborn, its origins need a lot of time and expertise to understand. Kracht (nd) has stated that
language is a mean to communicate and it has four different levels such as Semantics,
Morphology, Syntax, and Phonology. Language, as it is formed into a sentence, is as
complicated as how a word is formed and how it is formed to fit its function.
Morphology is ambiguous in meaning because just as what is stated earlier, Science and
Language overlap. In Science, morphology is the study of the physical and internal structure of
organisms (Toepfer, 2021), while in Language, it is the analysis of word formation. Both body of
knowledge dissect the abstract idea of words and the earthly organisms. Linguistically speaking,
words are studied as how these were formed to fit its purpose. For example, there are free
morphemes which are independent words and create own meaning, and there are bound
morphemes which are morpheme that create their meanings only when attached on free
morphemes. In addition to this, bound morphemes are also categorized as inflectional and
derivational. Inflectional morphemes are attached on words to either make it plural, change its
tense, or create comparison. In a sense, the word “child” means there is only one young human,
but if a speaker is talking about many others, it is combined with the suffix -ren (which is not
ordinary since it is an irregular noun) to pluralize it. On the other hand, derivational morphemes
are morphemes that shift the meaning and the word class of a certain word. Taking a look at the
word “agree”, it used as a verb alone, but to change it into a noun, a speaker shall add the suffix
“-ment”.
Other than morphology, words can also be studied by how it means when being used by
humans. This is the idea of Semantics which is the study of words and its meaning. Semantics lie
heavily on individuality since humans are the ones who use words to communicate and create
messages by means of discourse. Words are also boundaries that separate the social order of a
person from one another, for example, slangs can be often used by people with lower social
order in the society, while jargons are used by those who have professional endeavors. In a
nutshell, meanings can be made based on humans’ intersectionality- or what is called as the
different aspects that create an individual such as gender, race, age, social order and etc (Ferree,
2018).
These concepts of the English language are the preliminaries of Linguistics, yet, not
everyone can actually understand how to form words to serve its meaning that can fit in the
purpose of a sentence. Sometimes, people tend to just look for the meaning of words in the
dictionary, never really minding how to use it in a sentence. But just like what is stated in
Semantics, word meanings are innate in human’s diversity and so, making the language
dynamic.
Thought Reflection Paper 2: Discourse, Ideology and Context
In a discourse between two people, and even in a larger scale of group, the context of the
message does not only depend on any time or place. It is rather strongly adhered to the
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individual’s diversity in ideology. Ideology, however, is a set of beliefs and opinions that
common and is enveloped in a certain individual or group (Martin, 2015). And for every set of
ideology, context gives off different intended effects to people who are participating in the
discourse.
One example, the formality of the language and accent. The Standard English language,
according to Bickerton, is composed of the different lects that forms the hierarchy of the
language usage. These are acrolect (highest level spoken by prestige people), mesolect (the
average), and the basilect (the lowest level). In the Philippine context, according to Llamzon,
there is so called “Standard Filipino English” in which he defined as the accepted scholarly
usage of English (1997). In my opinion, since the English language is not the native language
spoken by the Pilipinos, the context of the lects of Standard English cannot be applied. And this
is how ideology takes place also.
Freedom of opinion and usage of the English language can be depending also on the
limits of ideology. If a society is finesse and strict, then freedom is also limited. Otherwise, if the
ideology of the society is not restricted, then use of language is loose.
Thought Reflection Paper 3: Canonical Sentences: The Standard Pattern
Creating sentences may require skills, it will mostly depend on the complexity of
meaning and the purpose it will serve. Sentences can be simple, complex, or compound, or can
be a combination of all. What unexpecting is, we are not aware that there is a certain pattern that
we are all using unconsciously.
The term “canon” or “canonization” is defined by Halbertal (1997) as incorporated with
“sacredness, authority, value, prestige, and so on”. In this context, it is also believed that there
are so called “canonical texts” which deals with expectations of standards of a text. However,
canonical sentences are the ones with pattern that follows “S-TV-O” or “S-TV-DO-OC” or such.
In the English language, to form a confirming sentence, the subject must come first before the
verb/predicate.
On the other hand, canonical phrases, in a sentence is the leading phrase that dictate the
tense or the whole idea of the whole sentence. It is the main clause, in short, leading
Students who find it difficult to construct sentences shall be aware of the canonical
structure of sentences to ease out their difficulties in simple sentence construction. It may not be
applied to another language, but it is an exclusive trick for the English language.
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Thought Reflection Paper 4: FINITE VERBS AS MARKERS OF TIME
As a kid, a learner would wonder as to how to construct sentences with proper tense of a
verb. As a general rule, the verb should agree with the subject, considering also the time the
action was done. Finite verbs are said to be time markers of the sentence. It is located near the
main subject of the main clause.
Lately, when I was asked to be the grammarian of BatState-U Malvar campus, I realized
that it was really difficult to construct a research paper wherein it has to comply their standard
with the grammatical rules. Almost everything in the research paper should be in past tense, but
then, it should be disregarded when stating facts, no matter how old the statement was. Also, it
was really confusing to decide which tense should be applied because sometimes, in a sentence,
the finite verb was not the same as the tense of the non-finite verb. For example in a research:
Elizalde (2021) stated that we do not know what the future holds, but we hold the future.
The finite verb was “stated” because it was near to the subject, but then, notice that the
following verbs were not in the past tense such as know, holds, and hold. These verbs were
called as non-finite verbs and were not a part of the main clause, but rather, in the subordinating
clause. It was a part of the clause that stated a fact, that was why past tense was not appropriate.
Sentence construction could be difficult, because sentences should be analyzed parts by parts.
III. ACITIVITIES
DISSECTING WORDS: MORPHOLOGY
The idea of the English language system is just the same as the concept of Science. Human
beings cannot live without language which is congruent with their intellectual (IQ), physical
(spoken words), and social abilities (communication). But even though language is natural and
inborn, its origins need a lot of time and expertise to understand. Kracht (nd) has stated that
language is a mean to communicate and it has four different levels such as Semantics,
Morphology, Syntax, and Phonology. Language, as it is formed into a sentence, is as
complicated as how a word is formed and how it is formed to fit its function.
Morphology is ambiguous in meaning because just as what is stated earlier, Science and
Language overlap. In Science, morphology is the study of the physical and internal structure of
organisms (Toepfer, 2021), while in Language, it is the analysis of word formation. Both body of
knowledge dissect the abstract idea of words and the earthly organisms. Linguistically speaking,
words are studied as how these were formed to fit its purpose. For example, there are free
morphemes which are independent words and create own meaning, and there are bound
morphemes which are morpheme that create their meanings only when attached on free
morphemes. In addition to this, bound morphemes are also categorized as inflectional and
derivational. Inflectional morphemes are attached on words to either make it plural, change its
tense, or create comparison. In a sense, the word “child” means there is only one young human,
but if a speaker is talking about many others, it is combined with the suffix -ren (which is not
ordinary since it is an irregular noun) to pluralize it. On the other hand, derivational morphemes
are morphemes that shift the meaning and the word class of a certain word. Taking a look at the
word “agree”, it used as a verb alone, but to change it into a noun, a speaker shall add the suffix
“-ment”.
Other than morphology, words can also be studied by how it means when being used by
humans. This is the idea of Semantics which is the study of words and its meaning. Semantics lie
heavily on individuality since humans are the ones who use words to communicate and create
messages by means of discourse. Words are also boundaries that separate the social order of a
person from one another, for example, slangs can be often used by people with lower social
order in the society, while jargons are used by those who have professional endeavors. In a
nutshell, meanings can be made based on humans’ intersectionality- or what is called as the
different aspects that create an individual such as gender, race, age, social order and etc (Ferree,
2018).
These concepts of the English language are the preliminaries of Linguistics, yet, not
everyone can actually understand how to form words to serve its meaning that can fit in the
purpose of a sentence. Sometimes, people tend to just look for the meaning of words in the
dictionary, never really minding how to use it in a sentence. But just like what is stated in
Semantics, word meanings are innate in human’s diversity and so, making the language
dynamic.
Word Root Word Inflectional Derivational Word Class

Beings being -s Noun-noun
intellectual intellect -ual Noun-adjective
Abilities ability -ies Noun-noun
Words word -s Noun-noun
communication communicate -ion Verb-noun
Its it -s Pronoun-
pronoun
origins origin -s Noun-noun
expertise expert -ise Adjective-noun
stated state -ed Noun-noun
complicated complicate -d Noun-noun
formed form -ed Noun-noun
Morphology morpheme -ology Noun-noun
meaning mean -ing Verb-noun
organisms organ -isms Noun-noun
analysis analyze -is Verb-noun
formation form -ation Verb-noun
linguistically linguistics -ally Noun-adverb
words word -s Noun-noun
morphemes morpheme -s Noun-noun
independent depend In-, -ent Verb-noun
attached attach -ed Noun-noun
others other -s Noun-noun
combined combine -d Noun-noun
irregular regular Ir- Noun-noun
derivational derive -ation, -al Verb-adjective
inflectional inflection -al Noun-adjective
pluralize plural -ize Noun-verb
taking take -ing Verb-verb
used use -d Verb-verb
humans human -s Noun-noun
heavily heavy -ily Verb-adverb
jargons jargon -s Noun-noun
slangs slang -s Noun-noun
intersectionality section Inter-, -ality Noun-noun
aspects aspect -s Noun-noun
concepts concept -s Noun-noun
preliminaries premilinary -ies Noun-noun
actually actual -ly Adjective-
adverb
really real -ly Adjective-
adverb
diversity diverse -ity Adjective-noun
THE X-BAR THEORY

Details on this structure analysis final requirement for the course LANG 500- Structure of
English Language are as follows:
1. Write five different sentences. These sentences must be originally created and not
interrelated; hence, each must deal with a concept/idea that varies from the others.
a. Every man deserves a chance because we are all humans.

b. Writing is fun yet difficult and frustrating.
c. Eli is eating sushi while Zeus is drinking orange juice.
d. Several students liked the adventure while some wanted the solitude.
e. The research stated the correct presentation of data which we used.
2. The document must begin with an introduction which is the first part of the paper.
I. Introduction- This must be one to three paragraphs long, must briefly explain
the theories or concepts that are applied in the analysis of each of the five
sentences.
Structural analysis is a process wherein individuals decode the meaning of the

encoded words as a part of the language acquisition and development. It is said to be
the study of how words are formed to create a meaning. Also, this is about
disseminating words to study its structure and how it can fit to the sentence it belongs.
Furthermore, language acquisition is the ability of a person to perceive and think

and to acquire language. His ability can be dictated on how he can understand the
function of words and how it shall be formed to serve its purpose.
Lastly, language development also depends on the language acquisition of a

person. If he cannot acquire language, then, there is no development. Development
makes a language user attain wider vocabulary and with this, his ability to use
language will improve and will not be stagnant. In short, the success to perform
structural analysis will affect language acquisition and language acquisition will
either improve or damage someone’s language development.
3. As the second part of the analysis, the following format shall be employed:
II. Structure Analysis – This must provide details and discussion of each of the
five sentences using the following matrices:
Sentence 1: Every man deserves a chance because we are all humans.
Sentence type: declarative
A. Morphological Dimension
A.1. Morphemic and Morphological Typification
Word Morpheme Type Morph Affixation

Type
Grammatic Content/Func Free Bound Inflection/Derivatio

al/ Lexical tion n
Every Grammatical Function Ever Y Derivation

Nominalizer
man Lexical Content
deserves Lexical Content deserve S Inflection – present

tense
a Grammatical Function
chance Lexical Content
because Grammatical Function
we Lexical Content
are Lexical Content
all Grammatical Function
humans Lexical Content human S Inflection –

pluralization
A.2. Morphological Analysis
The first sentence is a declarative one. In this sentence, there are six lexical
morphemes and four grammatical. The lexical morphemes are composed of three nouns (man,
chance and humans); one verb (deserves); one linking verb (are); and one pronoun (we). The
remaining grammatical morphemes consisted of three determiners (every, a, and all); and one
conjunction (and).
A.3. Morphemic Analysis
Bound and free morphemes connect with each other to either form new words or
just transform it in various ways. In the sentence, there are three morphemes (every, deserve, and
humans). The determiner every, is a combination of the free morph every and bound morph -y
wherein, the word ever becomes every. On the other hand, the verb deserves and noun humans
are combined with suffix -s to show the tense of the verb which is present tense and for
pluralization respectively.
B. Verb Dimension
Verb Type Object
Linkin Transitiv Intransiti Finit Non Direc Indirec

g e ve e Finit t t
e
deserves √ √ √
are √ √
Note: Check the appropriate column/s and the indicate the object where it is applicable.
C. Syntactic Dimension
C.1. Word Layer
Word Part of Word Form

Speech (as
used in the
sentence)
Every Determiner base
Man Noun base
Deserves Verb present tense
A Determiner base
Chance Noun base

Because Conjunction base
We Pronoun base
Are linking verb base
All Determiner base
Humans Noun Pluralization
C.2. Clause Analysis

Identify and classify each clause in the sentence as to whether it is:
Type A: dependent or independent
Type B: subordinating or coordinating (if applicable)

Type C: canonical or non-canonical
dependent independent subordinating Coordinating Canonical Non-
canonical
because Every man because we Every man Every man because
we are deserves a are all deserves a chance deserves a we are
all chance humans. chance all
humans. humans.
C.3. Phrase and Constituent Specification
NP VP
Every man deserves a chance because we are
all humans.
C.4. Parse Tree
Sentence 2:Writing is fun yet, it is difficult and frustrating.


Type
Grammatic Content/Fun Free Bound Inflection/De

al/ Lexical ction rivation
Writing Lexical Content Write Ing Derivation/

nominalizatio
n
is Lexical Content
fun Lexical Content
yet Grammatical Function
it lexical content
Is lexical Content
difficult Lexical Content
and Grammatical Function
frustrating Lexical Content frustrate Ing Derivation/

nominalizatio
n
The second sentence is also declarative. In this sentence, there are seven lexical
morphemes and two grammatical. The lexical morphemes are composed of one nouns (writing);
two linking verbs (both is); three adjectives (fun, difficult, and frustrating); one pronoun (it); and
one conjunction (yet). The remaining grammatical morphemes consisted of two conjunctions
(yet and and).
In the sentence, there are two morphemes (writing and frustrating) that have
bound morphemes. The noun writing, is a combination of the free morph write and bound morph
-ing wherein, the word ever becomes writing, making the verb write transform into a noun. On
the other hand, the adjective frustrating is combined with suffix -ing to make the verb frustrate
an adjective.
B. Verb Dimension
Verb Type Object

g e ve e Finit t t
e
Is √ √ √
is √ √ √
C.1. Word Layer
Speech (as
used in the
sentence)
Writing Gerund derivation
Is linking verb Base
Fun Adjective Base
Yet Conjunction Base
It pronoun Base
Is Linking verb Base
Difficult Adjective Base
And Conjunction Base
Frustrating Gerund derivation


Dependent independent subordinating Coordinating Canonical Non-
canonical
yet it is Writing is yet it is Writing is fun Writing is yet it is
difficult fun difficult and fun difficult and
and frustrating frustrating
frustrating

NP VP
Writing is fun yet it is difficult and frustrating
C.4. Parse Tree
Sentence 3: Eli is eating sushi while Zeus is drinking orange juice.


Type
Gramma Content/Func Free Bound Inflection/Deriv

tical/ tion ation
Lexical
Eli Lexical Content
Is Lexical Content
eating Lexical Content Eat Ing Inflection –
progressive
tense
sushi Lexical Content
while Grammati Function

cal
Zeus Lexical Content
is lexical Content
drinking Lexical Content Drink Ing Inflection –

progressive
orange Lexical Content
juice lexical Content
The third sentence is also declarative. In this sentence, there are nine lexical
morphemes and one grammatical. The lexical morphemes are composed of four nouns (Eli,
sushi, Zeus, and juice); one adjective (orange); two linking verbs (both is); two verbs (eating and
drinking). The only grammatical morpheme is a conjunction (while).
In the sentence, there are three morphemes (eating, drinking, and softdrinks) that
have bound morphemes. The verbs eating and drinking, are combinations of the free morph eat
and drink and bound morph -ing wherein, the word eat becomes eating and drink becomes
drinking).
B. Verb Dimension
Verb Type s Object

g e ve e Finit t t
e
Is √ √ √
Eating √ √ √
Is √ √
drinking √ √ √
C.1. Word Layer

Speech (as
used in the
sentence)
Eli noun Base
is linking verb Base
eating verb progressive tense
sushi noun base
While conjunction base
Zeus Noun Base
Is Verb Present tense
drinking verb progressive tense
orange Adjective base
Juice Noun base


Dependent independent subordinating Coordinating Canonical Non-canonical
while Eli is eating while Eli is eating sushi Eli is eating while
Zeus is sushi Zeus is sushi Zeus is
drinking drinking drinking
orange orange orange
juice juice juice
NP VP
Eli is eating sushi while Zeus is
drinking orange juice.
C.4. Parse Tree
Sentence 4: Several students liked the adventure while some wanted the solitude.
Type
Grammatic Content/ Free Bound Inflection/Derivatio

al/ Lexical Function n
Several Grammatical Function
students Lexical Content Student S Inflection –

pluralization
Liked Lexical Content Like D Inflection – past

tense
the Grammatical Function
adventure Lexical Content
While Grammatical Function
Some grammatical Function
Wanted Lexical Content Want Ed Inflectional – past

tense
the grammatical Function
solitude Lexical Content
The fourth sentence is also declarative. In this sentence, there are five lexical
morphemes and five grammatical. The lexical morphemes are composed of three nouns
(students, adventure, and solitude); two verbs (liked and wanted). The five grammatical
morphemes consisted of three determiners (several, the, and some); and one conjunction (while)
In the sentence, there are three morphemes (students, liked and wanted) that have
bound morphemes. The noun student is combined with the suffix -s for pluralization. The verbs
like and want are combined with the suffix -ed to transform into past tense.
B. Verb Dimension
Verb Type s Object

g e ve e Finit t t
e
Liked √ √ √
wanted √ √ √
C.1. Word Layer

Speech (as
used in the
sentence)
Several Determiner base
students noun pluralized
like Verb base
the determiner base
adventure noun base
while Conjunction base
some Determiner Base
Like Verb Present tense
the determiner base
solitude Noun Base


dependent Independen Subordinating Coordinating Canonical Non-canonical
t
While Several While Several students Several While
some students some liked the adventure students some
wanted liked the wanted liked the wanted
the adventure the adventure the
solitude solitude solitude
NP VP
Several students Liked the adventure while some
wanted the solitude.
C.4. Parse Tree

Sentence 5: The research stated the correct presentation of data which we used.

Type
Gramma Content/Functio Free Bound Inflection/Derivation

tical/ n
Lexical
The Grammati Function

cal
research Lexical Content Search Re Derivation –

nominalization
stated Lexical Content State D Inflection – past tense
the Grammati Function

cal
correct Lexical Content
presentation Lexical Content present Ation Derivational –

nominalization
Of Grammati Function
cal
data Lexical Content
which grammatic Function

al
we lexical Content
used lexical Content Use d Inflectional – past

tense
The research stated the correct presentation of data which we used.
The fifth sentence is also declarative. In this sentence, there are seven lexical morphemes
and three grammatical. The lexical morphemes are composed of three nouns (research,
presentation, and data); one adjective (correct); one pronoun (we); and two verbs (stated, and
used). The four grammatical morphemes are two determiners (two the) and two prepositions (of,
and which).
In the sentence, there are three morphemes (research, stated, presentation, and
used) that have bound morphemes. The verbs search is applied with the prefix re- to transform
into a noun. Meanwhile, the verb state is combined with -ed to change into past tense. The verb
present is joined by the suffix -ation to transform into a noun. And lastly, the verb use is
combined with suffix -ed to change into past tense.
B. Verb Dimension
Verb Type s Object

g e ve e Finit t t
e
stated √ √ √
used √ √
C.1. Word Layer
The research stated the correct presentation of data which we used.

Speech (as
used in the
sentence)
The Noun Base
Research linking verb Base
Stated Verb Past tense
The determiner Base
Correct adjective Base
presentation noun
Of Preposition Base
data Noun Base
which Adjective Base
we Pronoun Base
used Verb Past tense


Dependent independent subordinating Coordinating Canonical Non-canonical
which we The which we The research stated The which
used research used the correct research we used
stated the presentation of data stated the
correct correct
presentation presentation
of data of data
NP VP
The research stated the correct presentation of
data which we used.
C.4. Parse Tree
4. The paper must end with a conclusion which emphasizes the significance of understanding
and analyzing the structure of words and sentences of a language.
III. Conclusion
The structural analysis of sentences is far more complex than creating sentences.
People use language in communication and grammar, in this particular activity, is being
mildly disregarded because the intention is to send message. But then, the usage of
language is not enough the value of language can only be appreciated when it is
understood in its smallest unit of meaning – morph.
Language is said to be dynamic and even in the English language, new words exist and add up to
the vocabulary since their functions depend upon the usage and the intention of the user. Verbs
can be nouns, such as present to presentation, and also, nouns can be adjective (orange – orange
juice) or verb (telephone – telephoned ). In fact, the flexibility of words also depends on the
context of the time these are being used. Nowadays, there are a lot words that are still being
updated by the younger generation which can be studied by future researchers. And because
language is dynamic, analyzing the language structure today may be already obsolete someday.

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Republic of the Philippines

BATANGAS STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

PORTFOLIO IN LANG 500

In Partial Fulfillment of the Requirements in Lang 500

Submitted to: DR. CHONA ANDAL

SECOND SEMESTER, AY 2021-2022June

BATANGAS STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

1.2. THE X-BAR THEORY

II. THOUGHT REFLECTION ESSAY

2.1. TRP #1: Dissecting Words …

2.3. TRP #3: Canonical Sentences: The Standard Pattern …

IV. STRUCTURAL ANALYSIS

2. The old man ate his fresh vegetable salad.

3. [The students] [saw their friends] [after class.]

[The students] They saw their friends after class.

[The students] [saw their friends] [after class.]

After class, the students saw their friends.

Last night, Marites, who is the Barangay’s muse, had fun.

Their friends after class, the students saw

A cleft is a kind of sentence that has the form:

It was ____ that …

She was _______ who

He was _______ who

They were _________ which

After class, the students saw their friends.

[The students] [saw their friends] [after class.]

It was after class that the students saw their friends.

Rhea’s sister baked these delicious cookies.

[Rhea’s sister] [baked] [these delicious cookies.]

It was these delicious cookies that Rhea’s sister baked.

Asking questions and providing the constituents as the answers.

1. Jeffrey rested in a chaotic motel.

[Jeffrey] [rested] [in a chaotic motel.]

[Jeffrey] [rested in a chaotic motel.]

Q. What did Jeffrey do?

b. rested in a chaotic hotel.

2. Amy forgot about her wallet.

[Amy] [forgot about her wallet.]

Q. What did Amy do?

a. forgot about her wallet.

1.1.3. Specifiers, Adjuncts and Complements

1. The head carries the central meaning of the phrase.

Example: The wife bought the book last week.

In basic parsing from a sentence:

I quickly asked him.

I quickly asked him.

This takes the VP HEAD

I will ask him.

I will ask him.

This takes the VP HEAD

This takes the VP HEAD

This takes the PP HEAD

The boy asks him.

The boy asks him.

This takes the NP HEAD

The grandmother nervously went to the office yesterday.

[The grandmother] [nervously went to the office] [yesterday.]

[The grandmother] [nervously went] [to the office] [yesterday.]

The grandmother nervously went to the office yesterday.

[The grandmother] [nervously went to the office] [yesterday.]

Head is grandmother, grandmother is a noun, it is a NOUN PHRASE.