Chapter  IV   SENTENCE   EXPANSION

Lesson  17   Emphatic Sentence(EMPH-S)

 17-1  [Kernel Sentence(K-S) and Emphatic Sentence(EMPH-S)] 
     A sentence(S) may expand into another sentence(S).  Look at the following sentences.
      (1)a.  John is a vegetarian.
         b.  John IS a vegetarian.
      (2)a.  John likes onions.
         b.  John DOES like onions.
           (The words written in capital letters, as in IS and
            DOES, mean that they carry an accent where an abrupt
            pitch change occurs.  The same usage of capital
            letters follows hereafter.)
     Sentence (1b) derives from sentence (1a); the difference is that the latter has a new meaning {Emphasis} added.  The case is the same with sentences (2a) and (2b).  In this book we call the latter type as in (1b) and (2b) an emphatic sentence, or EMPH-S.  And we call the former type as in (1a) and (2a) a kernel sentence, or K-S.  A kernel sentence is a prototype.
     Thus sentences (1b) and (2b) are derived from (1a) and (2a) respectively according to the formula (3):
          (3) {Emphasis} + Kernel Sentence(K-S)
                   Emphatic Sentence(EMPH-S)
 17-2  [Diagrams] 
     It is the accent or the pitch change that triggers the meaning change in Section 17-1.  We can take this accent a kind of expander(EPD) which we call an S EPD {Emphasis}, or, EMPH.  Thus, the diagram for (1b) and (2b) is:
      (4)       EMPH-S
                   
          EPD[EMPH]    K-S
          (accent)
 17-3  [Operations of EMPH] 
     A sentence expander {Emphasis}, EMPH, changes a kernel sentence(K-S) into an emphatic sentence(EMPH-S).
     The expander EMPH has two types of accent delivery: (i)without DO/DOES/DID(-DO Type) and (ii) with DO/DOES/DID(+DO Type).
     What EMPH does is as follows.
    (i) -DO Type
    (5)  EMPH + [John +  PRS +  be a vegetarian]
                      Step 1
                [John +  PRSaccent + be a vegetarian]
                      
                [John  IS a vegetarian]

   (ii) +DO Type
    (6)  EMPH + [John +  PRS +  like onions]
                      Step 1
                [John +  PRS + do + like onions]
                      Step 2
                [John +  PRSaccent + do + like onions]
                      
                [John +  DOES  + like onions]
     In other words, EMPH reacts two ways according to the verb type;-DO type or +DO type.
    <EMPH>
    EMPH-(i) [-DO Type]:When PRS/PST immediately precedes some 
                        element other than a common verb (Vcom),
       Step 1: Put an accent on PRS/PST.
    EMPH-(ii)[+DO Type]:When PRS/PST immediately precedes a common 
                        verb(Vcom),
       Step 1: Insert "do" in between PRS/PST and Vcom.
       Step 2: Put an accent on PRS/PST.
     EMPH puts an accent on PRS/PST anyway.  It depends on the type of elements immediately after PRS/PST whether the output sentence has DO/DOES/DID or not.

 17-4  [Operator] 
     The accented word is traditionally called an operator.  In the following, ARE, SHOULD, HAS, IS, WAS, DO, DOES, and DID are all operators.
    (i) -DO Type
      (7)  We ARE friends.
      (8)  You SHOULD take this medicine.
      (9)  The typhoon HAS gone.
     (10)  Dad IS doing the dishes.
     (11)  My wallet WAS stolen.

   (ii) +DO Type
     (12)  We DO go to school on Saturdays.
     (13)  This mustard DOES work.
     (14)  The president DID take dirty money.
     Notice that an operator agrees with the preceding noun.
     (15)  We + PRSaccent + be friends
                We ARE/WERE/*AM friends.   (=7)
     (16)  We + PRSaccent + do + go to school on Saturdays.
                We DO/*DOES/DID go to school on Saturdays. (=12)
     In English an operator is an important grammatical member, because it plays a role in making a negative sentence(NEG-S), a question(Q-S), and so on.  Further explanation is given in Lessons 18-21.

 17-5 [Scopes of EMPH:Sentence vs Word/Phrase] 
     Example (17a) is an emphatic sentence where the whole sentence is emphasized.  Notice that the sentence is different from the sentences (17b) and (17c) which carry an emphasis only on the verb "WROTE" and "to JOHN" respectively.
     (17)a.  Mary DID write to John yesterday.
         b.  Mary WROTE to John yesterday.
         c.  Mary wrote to JOHN yesterday.
In (17a), the whole sentence contrasts with "Mary DIDN'T write to John yesterday", while in (17b) the verb "WROTE" contrasts with some other verbs such as "CALLED" or "E-MAILED" and in (17c) the adverbial phrase "to JOHN" contrasts with some other phrases, such as "to JOE" or "to MAX".
     In (17a) the whole sentence is the scope of EMPH, while in (17b) and (17c) only "WROTE" and "to JOHN" are the scopes of EMPH.  In other words, the first EMPH is a sentence expander(S EPD), while the latter EMPHs are a verb expander(V EPD) and an adverb expander(AD EPD) respectively.
     The following diagrams show the difference.
     (18)  (Mary DID write to John yesterday)
                EMPH-S
                  
          EPD[EMPH]   K-S
           (accent) (Mary wrote to John yesterday)

     (19)  (Mary WROTE to John yesterday)
                  S
                  
              N        V
            (Mary)    
                EPD[AGR]   V
                 (PST)    
                       V      AD
                         (to John yesterday)
               EPD[EMPH]   V
               (accent)  (write)

     (20)  (Mary wrote to JOHN yesterday)
                  S
                  
              N        V
            (Mary)    
                EPD[AGR]   V
                 (PST)    
                      V       AD
                    (write)   
                           AD      AD
                            (yesterday)
                  EPD[EMPH]    AD
                   (accent) (to John)
Copyright(C) 2004 Masaya Oba. All rights reserved.