John,
I think another point about phrasal verbs in their separable and
inseparable forms has to do with the reason the preposition is called a particle.
There are a few adverbs, like “back”, that do not have a prepositional
use, but are found in separable phrasal verbs. Also, many of the
prepositions seem to have a very distinctive meaning when used as part of a
phrasal verb. To “give up” is certainly a different meaning (aspectual)
than to “walk up the street” (locative). The reason they are
called particles, I think, is to help us keep this distinction in mind.
Bruce
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of STAHLKE,
HERBERT F
Sent: Monday, March 23, 2009 9:14 PM
To: [log in to unmask]
Subject: Re: Phrasal Verb Overview
John,
I’m glad you found Lester’s book useful.
I’ve used it as a reference often, but, with some regret, I’ve
never used it as a text, maybe because by the time that edition came out
I’d stopped using textbooks in my grammar classes and started using The
Oxford English Grammar with lots of handouts.
I will add just one comment to your excellent summary. I
learned the object pronoun wrinkle a long time ago as you have described it in
your last bullet. It was sometime later that I realized that that word
order is an artifact of discourse pragmatics. If the DO is a pronoun,
it’s generally old information and therefore unstressed and
reduced. The result is that it can’t carry the tonic accent of the
sentence, and so the particle, which you note is generally stressed is placed
finally to bear that accent. It’s a nice instance of discourse
function influencing sentence-level syntax.
Herb
From: Assembly for the Teaching
of English Grammar [mailto:[log in to unmask]] On Behalf Of John
Dews-Alexander
Sent: 2009-03-23 20:00
To: [log in to unmask]
Subject: Phrasal Verb Overview
Greetings, ATEGers!
Someone (I believe it was Herb) recently suggested a book to
me: Mark Lester's (1990) Grammar in the Classroom. I'm not sure why I
haven't discovered this book before, but I quite like it and would suggest it
to anyone reviewing grammar texts. Even if you can't use it in your classroom,
you and/or your students might enjoy knowing about it as a reference
text. I find Lester's writing to be straightforward and uncluttered.
Has anyone actually used this as a classroom text for teachers-in-training? If
so, I'd be interested to hear about your experiences.
I went to the text specifically to find some more
information on phrasal verbs, information that wasn't overly technical for
non-linguistic students but also not overly simplified so as to ignore
descriptive facts. I thought I'd share here a few of the main points about
phrasal verbs that Lester includes.
John
turned out the light. (Noun subject+phrasal verb+noun phrase object)
John
turned at the light. (Noun subject+verb+adverbial prepositional phrase)
Say
the sentences out loud and notice the stress. In phrasal verbs the preposition
is stressed while it is not in the PP.
Hope all the grammar nerds enjoy this as much as I did!
Regards,
John Alexander
Austin, Texas
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