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Various sentences using the syllables mā, má, mǎ, mà, and ma are often used to illustrate the importance of tones to foreign learners. One example: Chinese: 妈妈骑马马慢妈妈骂马; pinyin: māma qí mǎ, mǎ màn, māma mà mǎ; lit. 'Mother is riding a horse... the horse is slow... mother scolds the horse'. [37]
The sentence can be given as a grammatical puzzle [7] [8] [9] or an item on a test, [1] [2] for which one must find the proper punctuation to give it meaning. Hans Reichenbach used a similar sentence ("John where Jack had...") in his 1947 book Elements of Symbolic Logic as an exercise for the reader, to illustrate the different levels of language, namely object language and metalanguage.
For example, the sentence The window was broken may have two different meanings and might be ambiguous: The window was broken, i.e. Someone or something broke the window. (action, event) The window was broken, i.e. The window was not intact. (resultant state) The first sentence is an example of the canonical English passive as described above.
For more than two decades, Madison Vaughan has built a sweet relationship with her longtime mailman, Tim, highlighting the importance of community
The sentence could be misread as the turning action attaching either to the handsome school building or to nothing at all. As another example, in the sentence "At the age of eight, my family finally bought a dog", [3] the modifier At the age of eight is dangling. It is intended to specify the narrator's age when the family bought the dog, but ...
He put me through a lot last February. I was very stressed for a second," Swift said while signing an autograph for a child. Purdy was 23-of-38 with 255 passing yards and a touchdown pass. The ...
An 11-year-old's Christmas came early with a special surprise that left him absolutely over the moon. Kellan couldn't believe his eyes when he spotted a tail-wagging puppy on the other side of his ...
Each use of the word 'milk' in the examples above could have no use of intonation, or a random use of intonation, and so meaning is reliant on gesture. Anne Carter observed, however, that in the early stages of word acquisition children use gestures primarily to communicate, with words merely serving to intensify the message. [ 12 ]