Tuesday, September 2, 2025

Brainstorming: Possible Seminar Topics (Spring 2026)

As usual, I post a few of the ideas I have for a seminar in order to get feedback. That is, each of the following topics is a possible topic for my Spring 2026 seminar, and I need to choose one of them. The default is ‘Inversion’, but I could be persuaded to do one of the others, if there is enough interest.

1. Inversion

This course will look at a wide variety of inversion constructions cross-linguistically, including: quotative inversion, locative inversion, inverse copular constructions, subject-object inversion in Bantu, as well as other related constructions. The goal will be to show how these constructions fit into the theory of argument structure and voice of Collins (2024) (‘Principles of Argument Structure’, MIT Press) (see also Storment 2025 ‘Projection (your) Voice: A Theory of Inversion and Defective Circumvention’, Doctoral dissertation, Stony Brook). Students will be given the opportunity to do fieldwork with a consultant during the course of the semester.

2. Foundations of Minimalism

This course will discuss foundational issues in syntactic theory, including the notion of Merge, copies versus repetitions and workspaces. Discussion will focus on Marcolli (2025) (‘Mathematical Structure of Syntactic Merge’, MIT Press) and related papers (e.g., Chomsky et. al. ‘Merge and the Strong Minimalist Thesis’ CUP). By the end of the semester, students will write papers in the framework of Marcolli (2025), or write papers critiquing that framework.

3. Large Language Models and Generative Syntax

This course will review literature concerning the relationship between Large Language Models and linguistic theory. Some of the topics of interest include: (a) What is the basic architecture of a LLM? (e.g., How are vectors used for lexical representation?) (b) How are LLMs able to produce fluent and natural English text? (c) Can LLMs be taken as a possible theory of the human language faculty? (d) If not, can LLMs contribute anything useful to the study of human language? (d) Can generative syntax contribute anything useful to the creation of LLMs? Students will be expected to do projects directly investigating these issues. 


Morphology as Syntax (MaS) I-III

Here are the links to the first three Morphology as Syntax workshops.  Hopefully, the fourth will be held soon. Keep your eyes open for announcements:

MaS I

MaS II

MaS III

MaS IV (TBA)

For convenience, I also include a link to Collins and Kayne 2023, which is the philosophical foundation of the MaS workshop series:

Collins and Kayne 2023






Monday, August 25, 2025

CV (2025)

 Here is an updated version of my CV.

Please let me know if you need any of the papers listed there.

CV (2025)

Thursday, August 14, 2025

Creating a Syntax Syllabus at the Graduate Level

How do you write a syllabus for the introduction to syntax at the graduate level (Syntax I, II)? This blog post poses some basic questions, and provides some preliminary suggestions, based on my experience in writing such syllabi over the last thirty years. I got my PhD 1993, and have been teaching Syntax I and II regularly ever since. 

Although the framework I teach is Minimalism, most of the suggestions I make below could be used for a course based on a different syntactic framework. Most of them could also be used for an introductory course in a different subfield (e.g., phonology, semantics, acquisition, etc.).

Wednesday, August 6, 2025

Retirement Plan

Goals: 

i.  To retire after the age 65 in order to receive Medicare benefits.

ii. To retire by the age of 67 (or earlier) in order to receive NYU retirement package.

Age Year Activity

62 2025-2026 Teaching

63 2026-2027 Teaching

64 2027-2028 Sabbatical Togo (Full Year)

65 2028-2029 Reduced Teaching, NYU Option C 

(or Full Teaching, NYU Option A)

66 2029-2030 Reduced Teaching, NYU Option C 

(or Full Teaching, NYU Option A)

67 2030-2031 Retirement (location???)

Source:

NYU Tenured Faculty Retirement Program

https://www.nyu.edu/about/leadership-university-administration/office-of-the-president/office-of-the-provost/academic-policies-procedures/tenured-faculty-retirement-program.html

 

Friday, August 1, 2025

Summer 2025 Fieldwork (Kpelegbe) by the Numbers

From June 1 to August 1, I was in Togo to teach at the University of Lome and to do fieldwork. I spent roughly the first month in Lome, and the second month in Agbanon, a small village north of Kpalime. The focus of the fieldwork was on Kpelegbe, a dialect of Ewe spoken in Togo. 

The trip was exploratory, working on language contacts and other logistical issues for future fieldwork. Most of the fieldwork done involved recording lexical items, and some oral texts. The following numbers give a bird’s eye view of what was accomplished.

1. Six native speaker consultants for Kpelegbe (3 male, 3 female)

2. One native speaker consultant for Kumagbe (1 female)

3. 19 days of fieldwork (spread over 5 weeks)

4. 722 lexical items recorded, transcribed and translated into English and French

(not entered into Flex)

5. 4,242 sound files (.wav) of words and phrases Kpelegbe

6. 55 sound files (.wav) of words and phrases for Kuma dialect

7. 19 video recordings of oral texts (102 minutes 21 seconds).

(neither transcribed nor translated)

8. 21 audio recordings of oral texts (28 minutes 37 seconds)

(neither transcribed nor translated)

9. 1,115 photos

10. 44 Whatsapp contacts

11. 1 submitted paper: ‘Ghanaian versus Togolese Ewe’


Thursday, July 31, 2025

On Foundational Work in Syntactic Theory

A longtime concern of mine, never voiced until now, is the feeling I get that the field of syntax is not very committed to foundational work. 

Simplifying a lot, the typical linguistics research agenda runs something like the following:

Standard Paradigm for Syntactic Research

1.

Identify some interesting dataset from some language.

2.

Adopt a specific set of syntactic assumptions (the theory).

3.

Show how to account for the dataset within the assumptions.

4.

If needed, tweak the assumptions to account for the dataset.

5.

Show how your account is better than other possible accounts within the theory.

6.

Show how the tweaking does not lead to inaccurate empirical predications.

This is the kind of work that linguists are by far the most comfortable with. Any change in the theory should be directly related to the data being analyzed. If a new theory is proposed, it should be evaluated on the basis of its success in handling data. On this way of looking at things, the link between data and theory is very tight.

I personally have no problem with this kind of work. I have engaged in such analyses many times in my life. But foundational work is of a different character. 

By foundational work, I mean work at the deepest level, analyzing the most basic assumptions of the field. Can the assumptions be understood precisely with no handwaving? What is the logical relationship between the assumptions? Can certain assumptions be eliminated? Are there implicit assumptions in the current theory that need to be brought out? What is the motivation for the assumptions over other assumptions, which may be more or less equivalent in terms of empirical coverage? Why is linguistic theory the way it is (instead of some other logically conceivable way)?

Foundational work is often driven by the desire to understand the underlying order of a formal system, the symmetries and asymmetries, the hidden connections between seemingly unrelated assumptions, and interesting unexpected explanations for why the system is the way it is. The belief is that the human faculty for language is governed by simple and elegant principles, and it is our job as theoreticians to try to uncover them.

The research agenda runs roughly like this:

Foundational Paradigm for Syntactic Researc

1.

Identify a syntactic theory.

2.

Identify a foundational issue within that theory (related to the questions posed above).

3.

Try to gain insight into that foundational issue. 

My characterization of these two paradigms is overly simplistic. Of course, there may be empirical consequences of foundational work. And there are degrees along the scale defined by the two poles above. There is not always a clear-cut distinction.

But the value of the foundational work may just be to gain insight into how the theory works. One of the most interesting papers of this kind was Sam Epstein’s paper on c-command ‘Un Principled Syntax and the Derivation of Syntactic Relations’, which subjected a fundamental notion (c-command) to close conceptual scrutiny, asking questions about why c-command was defined the way it is (instead of some other way), and answering those questions in terms of a derivational model of syntax. My paper on ‘Eliminating Labels’(and related work by Daniel Seely) was written in a similar spirit, proposing that the syntactic notion of label is unnecessary in syntactic theory.

Through many personal experiences, I know that it is very hard to get colleagues and students to engage in thinking about foundational issues. When you start asking foundational questions, people’s eyes gloss over, and they start yawning. In fact, some people even seem to be uncomfortable with foundational work. For example, one reviewer felt obliged to add the following comment to their review of one of my foundational papers:

“I cannot say that this is the kind of paper I care much for. It carefully and clearly discusses an issue that leaves me entirely cold. “

This comment was not about the arguments of the paper. It was about the topic itself. According to the reviewer, the issue left them cold, with the implication that doing such work was not important, and maybe even misguided. I have had similar experiences not just with reviewers, but in many in other areas of academic life (e.g., course enrollment, hiring decisions, selection of colloquium speakers, etc.).

If I am right, it raises the question of why? Why is the field of linguistics so apathetic to foundational work? I think there are a few reasons.

First, foundational work takes a lot of time and effort, and the payoff is uncertain. The question is what counts as progress. You may think for years and years about the ‘copy versus repetition’ distinction or about the definition of c-command or about the nature of workspaces without resolving the issues, even though in the end you have a much deeper understanding. Does that count as progress? Can you write it up and publish it? Does it count as currency in the academic monetary system?

Second, foundational work does not fit into the standard syntactic paradigm, which is the paradigm everybody recognizes as valuable. Meditating on the definition of c-command seems less satisfactory than showing that a particular definition of Agree accounts for more data than a different definition of Agree. Linking to data is a certain way to measure progress. If the work is not tightly linked to data, it may not be clear what the progress is.

Third, the field is beset by what I can call ‘the busy hands syndrome’. If a theory provides many opportunities for analysis of various kinds, including interesting new mechanisms to play with in different ways, it attracts people. It supplies with them things to do. But foundational work does not have this character. Rather, one focuses on some conceptual issue to try to gain insight into it. 

Fourth, and related to the previous points, from the standpoint of a graduate student, the question is what kind of work will they be able to present at conferences and publish before they enter the job market. Committing to foundational work might not do the trick, if the rest of the field feels that it is not important.

To end this blog post, we can ask the question of how foundational work should fit into the future of the study of natural language syntax. If everybody is chasing data, competing on the best definition of Agree, or the scope of the impoverishment operation, or the number of projections in the left periphery, are we really making progress understanding the fundamental principles at play in syntactic theory? 

I am definitely not claiming that such empirical work is unimportant. Far from it, it is the bread and butter of syntactic theory. But contrary to popular belief in our field, having an empirically adequate theory does not mean that it is a good theory. If your theory provides easy explanations for X, it does not necessarily add to the value of your theory. This is why, years ago, Chomsky introduced the notion of ‘explanatory adequacy’, in order to go beyond the clever organization of data into rules. 

The purpose of foundational work is to push us out of our comfort zone with the goal of helping us to find deeper explanations for syntactic phenomena.

Wednesday, July 23, 2025

Evedada -- A Traditional Ewe Game

 July 22, 2025 Tuesday

It rained all morning, so we could not really do any serious lexical recordings.  It was a tropical raining, beating down heavily. The background noise on the recordings was just too great. Instead, we decided to play the game evedada (eve-throw-throw), which is a traditional game amongst Ewe boys and men. We got a video of the game. The players had a great time.

Here are my notes. This is the first time I have studied the game, so there are probably a few misunderstandings.

Monday, July 21, 2025

Ghanaian versus Togolese Ewe

Abstract: This paper shows that there are features that distinguish dialects of Ewe spoken in Ghana from dialects of Ewe spoken in Togo. Ewe dialects spoken in Ghana are collectively referred to as Ghanaian Ewe, and those in Togo are collectively referred to as Togolese Ewe. 

Keywords: Ewe, dialect, Ghana, Togo

Ghanaian versus Togolese Ewe


Friday, July 18, 2025

Linguistic Subfields and Genetics

I am not a natural born lexicographer. Far from it. 

I have written one small dictionary for Sasi, a Khoisan language of Botswana. Now, I find myself starting another dictionary, for the Kpele dialect of Ewe. So I have some idea of what it takes to write a dictionary of a certain sort. But I am forcing myself to do it, and it does not come naturally. 

I believe that every linguist is basically born into the field that they adopted. Their innate disposition, including various skills, lead them to the field that they choose: syntax, phonology, semantics, lexicography, sociolinguistics. There would only be only a correlation between genetics and final behavioral outcome, but my hypothesis is that a correlation exists. 

To be more concrete: My hypothesis is that within the set of professional linguists, it will be possible to discover a correlation between genetic traits and career choice (defined broadly into one of several categories: syntax, phonology, semantics, sociolinguistics, lexicography). This is an example of a polygenic index, as described in Dalton Conley’s recent book ‘The Social Genome’. For a summary of the concept, see: https://en.wikipedia.org/wiki/Polygenic_score

My prediction is that if there were a study of identical twins born apart, both of whom became linguists, then they would choose the same field in linguistics (with a greater than random probability). For example, they would both be syntacticians. Since linguistics is a relatively small field, I doubt any actual cases exist, but the prediction is clear.

It is not a question of IQ, because there are absolutely brilliant linguists (genius level linguists) in all subfields. IQ seems to be a different notion. Rather, it is question of propensity to do certain kinds of analysis. If anything, I am a natural born syntactician. I love to manipulate sentences, and witness the effect on acceptability and meaning. I could play with sentences all day long, and never tire of it. It is a source of endless fascination. 

But keeping track of all the intricacies of lexical items and making sure to create uniform lexical entries becomes tiring for me. It does not inspire me in the same was as syntax. For me, lexicography is an obligation as a field linguist, not an adventure. It is something I need to do, because the information is important. For the languages I work with, nobody else is in a position to do the work. So I am obliged.

Sunday, July 13, 2025

Languages I have Studied

This is a list of the languages I have studied in my life. Of the 42 languages below, 29 are African languages, showing the clear focus of my career on African languages. I feel very blessed to have been given a life where I was able to investigate the mysteries of these languages and of the human capacity for language more generally. For a fieldwork oriented linguist, I think this list is pretty typical. 

They can be classified as: 

(a) languages I have studied in the field (Fieldwork), 

(b) languages I have studied in a Field Methods course (Field Methods), 

(c) languages I have studied in a course somewhere (Course), 

(d) languages I learned in the Peace Corps (Peace Corps), 

(e) languages I written a paper about (Paper). 

I also list the location where I studied the language. Of course, the list would be much larger if I added all the languages that I had read about in books or papers.

1. Brazilian Portuguese (NYC, Course)

2. Cua (Botswana, Fieldwork)

3. Chuukese (NYC, Field Methods)

4. English (Minnesota) (Native Language)

5. English (AAE) (NYC, Paper)

6. Ewe (Kpelegbe) (Togo, Fieldwork)

7. Ewe (Standard) (Togo, Course, Peace Corps)

8. Ewe (Danyigbe) (Togo, Peace Corps)

9. Ewe (Gengbe) (Togo, Peace Corps, Field Methods)

10. Ewe (Pekigbe) (NYC, Field Methods)

11. Ewe (Wudu) (Togo, Fieldwork)

12. Ewe (Tongugbe) (NYC, Paper)

13. French (Togo, Peace Corps)

14. German (NYC, Paper)

15. Greek (NYC, Paper, Field Methods)

16. Kabiye (NYC, Field Methods, Paper)

17. Khoekhoe (NYC, Field Methods)

18. Kua (Botswana, Fieldwork)

19. Icelandic (Cambridge, Paper)

20. Ife (Togo, Fieldwork)

21. Igbo (Ithaca, Field Methods)

22. Ju|’hoansi (Namibia, Fieldwork)

23. Lubukusu (Ithaca, Field Methods)

24. Masalit (NYC, Field Methods)

25. Medumba (NYC, Field Methods)

26. N|uu (South Africa, Fieldwork)

27. Okri/Cherepong (Ghana, Fieldwork, Field Methods)

28. Sasi (Botswana, Fieldwork)

29. Setswana (Botswana, course, Fieldwork)

30. Sherpa (NYC, Field Methods)

31. Shughni (NYC, Field Methods)

32. Shupamem (NYC, Field Methods)

33. Sinhala (NYC, Field Methods)

34. Songhay (NYC, Field Methods)

35. Spanish (NYC, Course, Paper)

36. Swahili (Ithaca, Course, Paper)

37. Thai (NYC, Field Methods)

38. Twi (Ghana, Course)

39. Tshila (Botswana, Fieldwork)

40. Wolof (Ithaca, Field Methods)

41. Yoruba (Ithaca, Course)

42. =Hoan (Botswana, Fieldwork)

 

Thursday, July 10, 2025

Using Whatsapp for Linguistic Fieldwork

Whatsapp is a smartphone app that allows people in different countries to communicate over the phone for a very reasonable price. 

In addition, Whatsapp also allows the creation of Voicemail messages that can be used in linguistic fieldwork. Here are the basic steps for using Whatsapp for fieldwork. I thank Claire Bowern for some helpful suggestions. 

1.

Buy a smart phone and install Whatsapp.

2.

Have your consultant buy a smart phone and install Whatsapp.

3.

You should be able to call each other and write messages back and forth. 

4.

Install Google Drive as an app on your smart phone (using the Google Play Store app).

5.

You may also have to change the permissions on Google Drive. I went to the Google Drive app (installed on the smart phone), and disabled ‘Transfer uniquement en Wifi’. You may have to play with it a bit.

6.

In a Whatsapp message, write the word or the phrase that you want your consultant to speak. For example, “Say the word for ‘dog’ three times.” Send the message.

7.

Your consultant will create a voicemail message with the response to your question. To do so, they click on the mic to the right of the message window, and start to record. For example, your consultant will speak the word for ‘dog’ three times. Once the voicemail message is complete, they will send it to you. 

8.

When you get the message, press down on and select the voicemail. Then in the top right corner of your Whatsapp app, click on the menu and chose ‘share’.

9. 

Since you have installed Google Drive as an App, one of the options that appears should be Google Drive. Select it.

10.

Go to the folder (e.g., ‘Whatsapp Sound Files’) you have created in Google Drive, and download the voicemail (I clicked ‘Importer’ in my Google Drive app).

11.

You can also send the voicemail to your e-mail account. As in step (8), chose ‘share’. Then select Gmail from the options given. This process is a little more awkward, since you will need to open a new e-mail message for each sound file you produce (instead of just having them in a Google Drive folder right away).

12.

The file type will be .oga, which is not readable by Praat. So you need to convert it to .wav.

13.

Download Audacity to your computer (it is free).

14. 

Open the .oga file in Audacity, then save it as a .wav file.

15. 

The file name should be: XX_dog.wav, where XX are the initials of your consultant (e.g., CC for ‘Chris Collins’). Since you are using the file in Praat, there should be no special characters other than underscore.

16. 

You should now be able to open your file and analyze it in Praat (e.g., transcription)

17. 

Using these sound files, you can start to create a dictionary or a database of recordings for future use. 

18.

I do not yet know the size limitation on sound files, but you should be able to record three repetitions of a word, and any sentence. I am not sure whether you can record a five-minute long oral text yet. I need to experiment with that.

19.

I am not entirely sure whether the sound files are up to the standards of phonetics research, but they sound and look pretty good in Praat. Some verification of the quality of the sound files is needed. That is, a direct comparison is needed of sound files created by a ZoomH4n and by Whatsapp voicemail.

20.

I have yet to carry out a real project using this process, so it may have to be fine-tuned in the future.


Thursday, June 26, 2025

Speaking Ewe: The Three Dialect Rule

To speak Ewe in Togo, you need to know at least three separate dialects. Ewe is also spoken in Ghana and Benin, but I am not sure whether this discussion carries over to those countries.

First, there is the dialect of the village. For example, a person may come from a village in the Kpele canton, in which case they probably speak Kpelegbe, which is a dialect of Ewe. Some other dialects of Ewe of Togo include: Agu, AvenÉ”, Be, Togo, Danyi, Kpesi, Vo, Waci, Wudu.

Second, in Togo you need to know the lingua franca, which is Gen/Mina (also called Ewe). This dialect originates in Anecho, but through commerce has spread throughout the entire country (especially in markets). In Lome, it is the dialect of all communication outside of the home. It even dominates French, which is the national language. People do speak French in Lome, but nowhere near as much as Gen/Mina.

Gen/Mina differs lexically, syntactically and phonologically from other dialects of Ewe. If I had to estimate I would say that the difference is a little greater than the difference between a dialect of American English and a dialect of Scottish English. Mutual comprehension is high, but there are still many opportunities for miscommunication. 

A simple example: When I went to buy a hat on the side of road, I asked the vendor if he sold ‘hat’ kuku (MH). He thought I was talking about chickens. When I told him in French that I wanted a ‘chapeau’, he corrected my Ewe pronunciation to kuku (HH). MH is the Kpelegbe pronunciation. HH is the Gen/Mina pronunciation. But just the difference between MH and HH blocked all communication between us.

Third, you also need to know standard Ewe, which is taught in schools and used at church. The bible is written in standard Ewe, as are any other Ewe books. The daily news is also broadcast in standard Ewe.

Even somebody born in Lome, who only speaks Gen/Mina will also understand standard Ewe (through school, church and the radio). Their parents or friends probably speak another dialect (e.g., Aflaogbe, the original Lome dialect) and they will be familiar with that as well. So they also obey the rule of three.

To give an example of the differences, consider the sentence ‘Where are you going?’:

a. Kpelegbe: Gane yi e-le? (lit. where go 2sg-cop?)

b. Gen/Mina: Fike wo-le yi o? (lit. where 2sg-cop go particle)

c. Standard Ewe: Afika yi-m ne-le? (lit. where go-prog 2sg cop)

Even from this simple example, it can be seen that there are major differences between the dialects. For example, in the progressive, the verb follows the question word in Kpelegbe and Standard Ewe, but not in Gen/Mina. Also, Gen/Mina has a sentence final particle for wh-questions, but Kpelegbe and Standard Ewe do not. The word for ‘where’ in Kpelegbe is quite different from the word for ‘where’ in the other two dialects. 

But any Kpelegbe speaker will easily understand all three (a-c).

In addition to these three dialects, people might know others. For example, a young man I know in Lome speaks Gen/Mina fluently. His mother and father both speak Kpelegbe, so he also speaks Kpelegbe. He has friends in Lome who speak Aflaogbe, so he also knows that. And of course, like everybody else he understands standard Ewe.

More generally, many people in Lome will recognize the Kpele dialect as Kpalimegbe, meaning one of the dialects spoken in and around Kpalime Togo (southwestern part of country).

If a person from Kpele moves to Lome, they will continue to speak Kpelegbe at home, and their children will therefore acquire it as a second language (second to Gen/Mina). Their children will be competent speakers of Kpelegbe. But their grandchildren will definitely not speak Kpelegbe at all (although they will still understand it).

Outside of the home, the Kpelegbe speaker will mix dialects. Pure Kpelegbe spoken on the streets of Lome will give rise to difficulty in communication (like the one sketched above), and remarks like ‘You speak Kpalimegbe?’. 

All of Lome has bought solidly into the idea that Gen/Mina is the lingua franca. Even speakers of totally different languages from the north, like Kabiye or Tem or Moba will come to Lome and speak Gen/Mina as the lingua franca.

In neighboring Ghana, roles are reversed. The lingua franca is Twi (Akan), and Ewe is clearly a minority language. In Togo, it is relatively rare for an Ewe speaker to speak Twi, unless they happen to have worked in Ghana during their lives. But in Ghana, it is very common for Ewe speakers to speak Twi.

Monday, June 9, 2025

Togo Diary (June July 2025)

August 2 Saturday

I got into Newark just before 8pm last night. The flight was a transitional zone from me, from one life to another. A kind of dead buffer zone linking my two lives. It is a part of travel that I am least interested in. In fact, I dread it.

Tuesday, May 27, 2025

Graduate Student Handbook (Linguistics)

I put together some blog posts that I have written in the last few years

which are relevant to graduate education in linguistics. In some cases,

the posts lean more toward syntax than other subfields. If there is

interest, I will continue to add links to this list in the coming years.

Many other topics need to be covered, for example, advice on writing

a doctoral dissertation. 


1. Top Likes and Dislikes of Working in Academics (Revised)

2. Writing a Statement of Purpose for Linguistics Graduate School

3. Advice for Surviving Linguistics Graduate School

4. Writing a Conference Abstract in Syntax – Some Practical Advice

5. Giving a Talk -- Some Practical Advice

6. How to Review a Syntax Paper

7. Responding to Reviewers: 10 Pieces of Advice

8. Collaboration in Syntax

9. Required Documents during a Career in Linguistics




Friday, May 16, 2025

Remembering Haj Ross

When I was an undergraduate at MIT (1982-1985), I took Ken Hale’s graduate introduction to syntax. I remember a large guy in the back of the room asking difficult questions throughout the semester. I thought to myself, “How could I think of such questions to ask?” He turned out to be Haj Ross, another professor at MIT. He was taking Ken’s course to catch up on the so-called Government and Binding (GB) framework. 

After that, while still an undergraduate, I signed up for Haj’s seminar on Islands. There were very few people in the class (only 2 or 3 as I recall). He could go on about any syntax topic, bringing up endless interesting examples and counter-examples from English and other languages. He was one of my earliest models for what a syntactician is supposed to be like.

One day, as we were heading to the soda machine during break, he called the cans of soda “industrial sludge” and he told me an anecdote about the Navajo: when they make rugs, they intentionally leave a small error in the rug. I may be mistaken, but I think he wanted to tell me that no work is perfect, and that the imperfections are part of the beauty of the work. That little piece of wisdom has helped me finish writing many papers.

Later in my student days, I heard one professor refer to Haj (somewhat derisively) as ‘a walking counter-example’. But to me his facility with language and English syntax was something of a miracle.

I tried to stay in contact with him, especially later when I got to NYU (2005) and started collaborating with Paul Postal. I would send Haj papers from time to time, and he would send me observations. I was looking forward to learning all kinds of things from him. I had been asking him questions about what it was like to study with Zellig Harris, and he would answer. Now, there is nobody left to ask about that. Here is an excerpt:

“After his syntax class (there were about 25 of us, crunched into a small room, with not enough chairs for us all, none of us cared, we were in the Holy Presence, we knew our great good luck).   At the end of class, some of us would come up to him, with suggestions, questions, requests for a time to see him, the usual. And some questions about syntax. Nothing interesting to report on all of the above, except the questions about syntax. Most of those he would answer immediately, vocally.  But sometimes, rarely, the questioner would have hit something which pierced through to a higher level. He would reach into his righthand pocket of the decrepit jacket he always wore, and pull out a 3X5 yellow pad, and wrote down something that had caught his fancy. After writing it, the pad would go back to its invisible home. Of course, I longed to have a pocketable, 3X5-paddable question to go into the sacred pocket…I can still hope that maybe something that I had asked made it into the sacred pocket.”

Lastly, here is a great syntax observation from Haj, that I just dug up from e-mail today. As far as I know, nobody has ever pursued this observation, which is like a golden nugget.

Fellow negationists –

Just when you thought nothing else could possibly raise:

From an old folk song:

Oh the Erie was a-rising

And the gin was a-gettin’ low

And I scarcely think

We’ll get a drink

Till we get to Buffalo

Till we get to Buffalo.

NB:  *We’ll get a drink till we get to Buffalo.

Peace and Happy New Year!

Haj


Outline: Introduction to Syntax for Undergraduates (NYU)

Here are the lecture titles for my introduction to syntax at the undergraduate level:

Table of Contents

1. Syntactic Data

2. UG and I-Langauge

3. Syntactic Categories

4. Merge

5. Constituent Structure Tests

6. Functional Projections: TP

7. Complementizers, CP and Recursion

8. DP Structure

9. Complements versus Adjuncts

10. Lexicon: Theta-Roles

11. Introduction to the Binding Theory

12. English Auxiliary Verbs

13. Head Movement (V to T)

14. Head Movement: Do-Support and Affix Hopping

15. Head Movement: Structure Dependence

16. Movement (Internal Merge)

17. Passive and Case Theory

18. VP Internal Subject Hypothesis

19. Raising and Control (Subjects)

20. VP-Shells: Double Object Constructions

21. Raising and Control (Objects)

22. Principles and Parameters



Saturday, May 10, 2025

A Scope Freezing Effect with Inverse Linking

Abstract: In this squib, I will discuss a scope freezing effect found with inverse linking. I will explain the freezing effect in terms of the theory of negation of Collins and Postal (2012). Then I will discuss the consequences of the scope freezing effect for the theory of inverse linking. 

Paper

Friday, May 9, 2025

On the Syntactic Status of Implicit Arguments: Greek as a Case Study (WCCFL 2023)

 In this paper, we investigated the behavior of implicit arguments with respect to diagnostics such as control, binding, and secondary predication, in the Greek verbal passive and nominals, comparing them to their English counterparts. Some diagnostics might at first sight suggest that the implicit argument is not projected in the Greek verbal passive, but we provide evidence to the contrary.

Paper

It can also be found here:

https://www.lingref.com/cpp/wccfl/41/index.html

2025 NYU Doctoral Convocation

On Thursday May 8th, 2025, I attended the NYU Doctoral Convocation. The reason I was there was that my student, Selikem, requested that I attend so that I could ‘hood’ him. This was my first time to attend a college graduation ceremony during my time at NYU, and during my whole life. 

I arrived at Silver Center (Heights Alumni Lounge) at 9:00am Thursday, carrying my robe, hood and cap in a bag. Soon after, the other professors started filing in, most of them already wearing their ‘regalia’. You are supposed to wear regalia that matches the institution where you got your graduate degree. So I should have worn MIT colors. But when I ordered the robe from Herff, they just sent me black (which does not look like the MIT colors, which are red and silver-grey and really nice looking). The hat was also too small. The did agree to send me a larger hat, but I was not able to get MIT colors.

Once everybody was assembled, at around 11:00am, we filed out of the Silver Center, into Washington Square Park, which is in effect, a park owned by NYU. We went around the fountain in the center of the park, and then took a left to go into the Skirball Center across the street. 

As we were going to the auditorium, a security person asked me (but nobody else in the faculty line) if I had a ticket. I barely comprehended the question and said ‘what?’. Then they said ‘never mind’ and let me through. This is the curse of being a tall heavy person, you always attract attention.

Upon entering the auditorium, the faculty where seated on the stage. My number in the line was 50, and my chair was labeled with my name. Every faculty member on the stage was responsible for ‘hooding’ some graduate student. In the audience were the students (200-300 hundred) and then hundreds of other guests, mostly the families of the students, I imagine.

After several speeches, the hooding started. The students filed into the stage one-by-one, each holding their hoods. Then their designated faculty member took the hood from them, and the student turned and faced the audience. The faculty member fit the hood over the head of the student, and they either hugged or shook hands. After that, the student went back to sit in the audience.

Wearing the robe, hood and cap made me hot and thirsty. In addition, we were all sitting on a well-lighted stage facing an audience of hundreds of people. The organizers provided a little bottle of water for each of us, under the chairs, but I was afraid to drink it, because there did not seem like any way to use the restroom (once on the stage).

In our department this year, there were three graduates getting hooded. So after the ceremony we all went over to Washington Square Park and took some group photos. After taking pictures, I left the park at around 1:00pm. 

The ceremony provides a formal way for the student to gain closure and to transition from one period to the other. It also provides a nice context for the whole family to recognize the student’s achievements, and for the student to implicitly thank the family for always being there for him or her. In my case, it was a pleasure to be able to hood my student Selikem. I have greatly enjoyed working with him these last few years, advising him and watching his progress.  I include a picture of us below, taken by his wife Mawusi.







Friday, May 2, 2025

Congratulations to John David Storment on successful dissertation defense.

 Congratulations to John David Storment on his successful doctoral dissertation defense at  Stony Brook University. John David was one of our undergrads in the Department of Linguistics at NYU.  See the picture below.

Projecting (your) voice: A theory of inversion and defective circumvention

This dissertation revolves around a colloquial agreement alternation observed in several classes of English sentences with postverbal thematic subjects.

(1) a. There {was/were} no seats left c. What I love most {are/is} your outfits

b. “Moo!” {go/goes} the cows” d. In{walk/walks} several bad pirates

Using a maximally simple formulation of Agree that effectively reduces to minimal Search, I show that the aforementioned agreement alternations are derivable from a single set of syntactic operations through an optional process which I dub defective circumvention, in which a probe can conditionally Agree past a featurally deficient goal and undergo sequential multiple Agree with more than one goal, given that the features of the two goals are featurally compatible with one another.

The sentences in (1) involve A-movement of an internal argument over an argument that was externally merged in a higher position, as evidenced by the effect that the internal argument in this position has on agreement. Given the understood uniformity of the projection of arguments, as well as the locality and strict minimality of this formulation of Agree, a mechanism is needed to affect the accessibility of arguments for the creation of A-dependencies such as Agree.

As such, I demonstrate that these constructions necessarily involve inversion via smuggling, in which the internal argument is smuggled to a position above the higher argument, facilitated by phrasal movement of a verbal projection containing the internal argument, which is empirically supported by the distribution of non-argument VP internal elements in these inversion constructions. An operation such as smuggling is necessary to obviate the minimality violation that would normally occur in A-moving an internal argument over an external argument. I further show that VP smuggling of arguments is characteristic of voice constructions. Voice, then, is what allows for inversion to take place and ultimately what allows for the agreement alternation facilitated by defective circumvention.


Thursday, May 1, 2025

My Y-DNA Haplogroup

 My Y-DNA Haplogroup is I-FT2223. Some information is given in the file pasted below.  If you share my haplogroup or any haplogroup downstream from I-M223, please let me know.

A partial I-FT2223 ancestral path is:

I-M223 > P222 > CTS616 > CTS10057 > Z161 > CTS4348 > L801 > Z178

> Z165 > CTS6433 > S2364 > ZS3 > Y4924 > Y4928 > L1272 > Y5715

> FT112201 > Y5718 > Y5717 > FT2223




Wednesday, April 23, 2025

A Note on Wh-in-Situ in English

Abstract:  The purpose of this squib is to show that wh-in-situ is productive in English, even outside of echo-questions and multiple wh-questions. I also discuss the relation of the data I adduce to quiz-show questions (Jackendoff 1994).

A Note on Wh-in-Situ in English

Tuesday, April 22, 2025

Top Likes and Dislikes of Working in Academics (Revised)

After more than three decades working in academics (graduated from MIT 1993), this is a small list of things that I like and dislike the most. I understand that my position at a private university in the United States is very privileged. Don’t get me wrong, I am grateful for having my job. 

I believe that this list might be useful to somebody starting their career, and wondering whether academics is right for them. I would love to hear feedback from others on their experiences.

Monday, April 21, 2025

Some Scribblings on Nasal Gobbling

In my informal midwestern speech (raised in suburban Minnesota and rural Wisconsin), I can say the following:

1.

I’mÊŒ nÊŒ go

‘I’m going to go.’

(spelled dialectally as: ‘I’muh nuh go’, or maybe, ‘I’ma na go’).

In this short note, I sketch the series of phonological changes at play in deriving (1) in an attempt to understand my own personal speech patterns. 

I did an informal survey of the students in my undergraduate syntax class (18 students), and most of them said (1) is acceptable, but I do not know if there are any geographical generalizations about where it is used.

I assume that the underlying form is something like the following (written with English orthography):

2. I am going to go.

I rarely pronounce -ing with an engma [ng]. Mostly, I pronounce it with -in.

3. I am goin to go.

In my English, unstressed infinitival (and prepositional) ‘to’ is very generally pronounced as tÊŒ, which can also be slightly voiced as shown in (5):

4. I am goin tʌ go.

5. I am goin dʌ go.

From there, the nasal of -in gobbles up the following voiced dental:

6. I am goi nʌ go.

I find the same nasal gobbling with 'trying to'. And both seem related to wanna-contraction. But, I think that (5) itself is infrequent. Rather, (5) seems to prefer the following reduced form of ‘going’:

7. I am gʌ nʌ go.

In (7), [o] is changed to [ʌ] (o --> ʌ), and the [i] of the suffix -in is dropped. Alternatively, it may be that the progressive suffix is really -Vn (not -ing), and the V is generally filled with an epenthetic lax [i]. So in (7), the V of -Vn is simply not syllabified (not literally deleted).

Nasal gobbling in (7) involves nasal spreading auto-segmentally to the following C slot:

8. n t ʌ

| |

C V

Given the representation in (8), the nasal docs to the initial C, delinking the [t], yielding the correct form: nʌ.

The form in (7) can be stressed (indicated by underlining):

9.

Q: Are you refusing to go to your class?

A: I am gʌ nʌ go.

But stressed or not stressed, the vowel [o] is not possible:

10. *I am go nʌ go.

The facts in (7) and (10) suggest that we are dealing with a kind of verbal suppletion. The verb ‘go’ in English can be realized as [go] in most contexts, but can also be realized as [gÊŒ] in some contexts, and it is not explained away as a phonetic vowel reduction (because the latter can be stressed). 

The alternation between [go] and [gÊŒ] similar to the fact that ‘do’ [du] can be realized as [dÊŒ] as in the word ‘does’ (which can also be stressed).

From (7), the auxiliary ‘am’ can be contracted:

11. I’m gÊŒ nÊŒ go.

About the contraction in (11), I am assuming that the auxiliary am is bimorphemic a-m, and that in (11) only the second morpheme is being spelled out. Part of the reason for this assumption is the presence of [m] in all 1SG pronouns exceptive nominative: me, my, mine. This series suggest that 1SG in English is [m].

Then the 1SG nasal of the auxiliary gobbles up the following voiced velar:

12. I’mÊŒ nÊŒ go.

Note in (12) that the nasal gobbling is not accompanied by any change in the place of articulation of the nasal. (12) involves a bilabial nasal, not a velar nasal. So the [g] has completely disappeared from the utterance. 

I have no idea how common the form in (12) is in the United States. But for me personally, it is the most natural way of speaking.

If the auxiliary is not contracted, nasal gobbling is less acceptable:

13. a. *I am mʌ nʌ go.

b. *I a mʌ nʌ go.

Nasal gobbling involves the nasal spreading auto-segmentally to the following C slot:

14. m g ʌ n ʌ

| | | |

C V C V

Given the representation in (14), the 1SG nasal docks to the initial C, delinking the [g], yielding the correct form: mÊŒ nÊŒ. This is the same nasal gobbling rule as seen in (8) above. 

One thing to notice is that these reductions do not occur with the main verb use of ‘going to’:

15. a. *I am gʌ nʌ the beach.

Intended: ‘I am going to the beach.’

b. *I’mÊŒ nÊŒ the beach.

Intended: ‘I am going to the beach.’

Let’s see where the chain of reductions stops. First, the unstressed preposition ‘to’ can also be pronounced tÊŒ

16. I am going tʌ the beach.

But the following is completely unacceptable:

17.

a. *I am goi nʌ the beach.

b. *I am gʌ nʌ the beach.

So it seems that o-->ÊŒ for ‘go’ and nasal gobbling are not possible for the main for ‘go’. This suggests that the internal structure of main verb going is different from the internal structure of auxiliary verb going, in a way which blocks nasal gobbling and suppletion for main verbs, but I do not pursue that here.

Another thing to notice is that the changes only occur if ‘be’ in ‘be going to’ is finite:

18. a. He may be going to go.

b. He must be going to go (based on what I know).

c. To be going to

While the sentences in (18) are uncommon, the ones in (19) sound unacceptable to me:

19. a. *He may be gʌ nʌ go.

b. *He must be gʌ nʌ go.

c. *To be gʌ nʌ go.

If a negation (or adverbs) intervenes between the auxiliary and ‘go’, the following form is possible:

20. I’m not gÊŒ nÊŒ go

But not:

21.

a. I’m not mÊŒ nÊŒ go

b. *I’mÊŒ not nÊŒ go

So nasal gobbling seems to require phonological adjacency.

Nasal gobbling is found in many places in English phonology, which are well-known, so I will not repeat them here. Off the top of my head, I know of: ‘I don’t know’ (‘I dunno’), ‘something’ (smthn), ‘pumpkin’ (pungkin). 

In the cases that I am considering in this paper, the nasal is always part of a function word (e.g., the -ing suffix, or the auxiliary ‘am’), and the target consonant is also part of a function word (e.g., infinitival to, future going). Generalizing (8) and (14) we have, the following rule:

22. Nasal Gobbling

Structural description: N is non-syllabified nasal consonant of any place of articulation. xy are the first two segments of a non-stressed function word.

N x[stop] y[vowel]

|      |

C         V

Structural change: the nasal optionally docks to the initial C, delinking the x segment.

Tuesday, April 15, 2025

Top Likes and Dislikes of Working in Academics

After more than three decades working in academics (graduated from MIT 1993), this is a small list of things that like and dislike the most. I understand that my position at a private university in the United States is very privileged. Don’t get me wrong, I am grateful for having my job. The order of presentation is random.

Quantifier Raising: Entailment and Inverse Scope (Syntax II, Spring 2025)

Consider the following two sentences, each involving an existential quantifier phrase and a universal quantifier phrase.

1.
a. Some boy loves every girl.
b. Every boy loves some girl.

In both cases, we can ask what the possible logical form representations of the sentence are, and what the truth conditions of those representations are. If we adopt the syntactic operation QR, then (1a) with inverse scope yields truth conditions that clearly distinguish it from (1a) with surface scope. The question of whether inverse scope is needed for sentences like (1b) is more intricate. This note goes into these issues in detail.

Applying QR to (1a), there are two logical form representations:

2.
LF1: (surface scope)
[TP <[some boy]1> [TP <[every girl]2> [TP DP1 loves DP2]]
LF2: (inverse scope)
[TP <[every girl]2> [TP <[some boy]1> [TP DP1 loves DP2]]

In these structures, the notation <…> indicates that the occurrence is not pronounced. In LF1, for example, [some boy] has two occurrences, but only the one in subject position is pronounced. Furthermore, in these representations the possibility of VP adjunct is ignored (see Fox 2002 for discussion).

These LF representations can be paraphrased as follows:

3. LF1 (paraphrase): There is some boy who loves every girl.
LF2 (paraphrase): For every girl, there is some boy who loves her.

Now consider the following two situations:

4.
S1: John love Sue, Mary and Kathy.
(and there are no other people or relationships involved)
S2: John loves Sue, Bill loves Mary, Chris loves Kathy.
(and there are no other people or relationships involved)

Calculating the truth value of each LF representation in each situation (actual semantic calculation omitted), we have the following results (SS = surface scope, IS = inverse scope):

5. S1 S2
LF1 (SS) true false
LF2 (IS) true true

This table shows that LF2 (inverse scope) is true in S2, whereas LF1 (surface scope) is not. These truth values provide an important argument for the existence of inverse scope. If inverse scope were not allowed, there is no way we could capture the intuition that (1a) (with structure LF2) is true in S2.

In the theory I presented in class (from May 1977, Fox 2002), inverse scope is accounted for in terms of QR. In inverse scope, the object undergoes QR to a scope position higher than the subject scope position (see LF2 above). Therefore, the data in (5) provides evidence supporting the covert movement operation QR.

This table shows that only S2 distinguishes the two LF representations, S1 does not. Therefore, it is clear that LF1 is stronger, in the sense that whenever LF1 is true, so is LF2, but not vice versa. In fact, using formal semantic tools, it is possible to prove the following:

6. a. LF1 entails LF2 (LF1 ⊨ LF2)
b. LF2 does not entail LF1 (LF2 ⊭ LF1)

When there is an entailment relation like this between two LFs, it is sometimes hard to distinguish them empirically. For example, in 5, both LF representations were true in S1. And so S1 could not be used to distinguish them.

With this background, consider now (1b) above. Applying QR to (1b), there are two logical form representations:

7.
LF1: (surface scope)
[TP <[every boy]1> [TP <[some girl]2> [TP DP1 loves DP2]]
LF2: (inverse scope)
[TP <[some girl]2> [TP <[every boy]1> [TP DP1 loves DP2]]

These LF representations can be paraphrased as follows:

8. LF1 (paraphrase): For every boy, there is some girl who he loves.
LF2 (paraphrase): There is some girl who every boy loves.

Now consider the following two situations:

9.
S1: John loves Sue, Bill loves Mary, Chris loves Kathy.
(and there are no other people or relationships involved)
S2: John love Sue, Bill loves Sue, Chris loves Sue.
(and there are no other people or relationships involved)

Calculating the truth value of each LF representation in each situation (calculation omitted), we have the following results:


10. S1 S2
LF1 (SS) true true
LF2 (IS) false true

In this case, LF2 is stronger than LF1, in the sense that LF1 is true whenever LF2 is true. In other words, we have the following entailment relations:

11. a. LF2 entails LF1 (LF2 ⊨ LF1)
b. LF1 does not entail LF2. (LF1 ⊭ LF2)

Now let’s ask what the evidence is for the inverse scope representation in LF2 of the sentence in (1b). Unfortunately, because of the entailment relations, there is no situation (such as S1 or S2) where LF2 (inverse scope) is true and LF1 (surface scope) is false. This makes it difficult to justify the inverse scope representation purely on the basis of situations where the LF representations are true. Therefore, the question is whether in this case one needs an inverse scope representation of (1b) at all.

To put matters more intuitively, concerning (1b), if it is true that there is some girl who every boy loves (inverse scope) then it is also true that for every boy, there is some girl who he loves (surface scope). So perhaps in this case we could say that only the surface scope representation in LF1 is possible, but it is vague as to whether everybody loves the same girl or not.

We can summarize as follows:

12.
a. Some boy loves every girl.

i. Inverse scope does not entail surface scope.

ii. There is a situation where inverse scope LF is true,
but surface scope LF is not true.

b. Every boy loves some girl.

i. Inverse scope entails surface scope.

ii. If inverse scope LF is true in some situation,
then so is surface scope LF.

Notice that LF1 and LF2 in (7) are not equivalent, and so they are false in different cases (see (10)). In particular LF1 is true in S1 but LF2 is false in S1. This leads to the suggestion that we could use falsity to distinguish the interpretations of LF1 and LF2.

So, given S1, consider the following dialogue:

13. (in S1)
A: Isn’t it strange that every boy loves some girl? (with structure LF2)
Intended: Isn’t it strange that there is some girl that every boy loves?
B: That is false, they all love different girls.

If this were an acceptable discourse it would provide evidence that both LF1 and LF2 are needed for (1b). Since it would show that LF2 (inverse scope) is possible, and is false in a particular situation. Unfortunately, it is not very easy to access the inverse scope interpretation in 13A, and the discourse seems forced.

Another similar way to distinguish LF1 and LF2 is through constructions like “It is false that” and “It is not the case that”. These constructions negate the embedded clause:

14. a. It is false that every boy loves some girl.
Intended: It is false that there is some girl that every boy loves.
b. It is not the case that every boy loves some girl.
Intended: It is not the case that there is some girl that every boy loves.

If LF2 (inverse scope) were a possible representation here, then the sentences would be true in S1. Once again, the facts are not that clear.

There are ways to bring out inverse scope. For example, adding the word particular makes it much easier:

15. a. It is false that every boy loves some particular girl.
Intended: It is false that there is some particular girl that every boy loves.
b. It is not the case that every boy loves some particular girl.
Intended: It is not the case that there is some particular girl that every boy loves.

This kind of sentence where one is negating the inverse scope LF representations suggests that inverse scope is also needed in examples such as (1b).

In summary, based on truth conditions, it is easier to justify an inverse scope LF representation for (1a) than it is for (1b). However, given the clear need for an inverse scope LF representation for (1a), the null hypothesis is that such an inverse scope representation should also be available for (1b). That conclusion leaves open the difficult status of the judgments in (13) and (14).







Thursday, April 10, 2025

New Horizons in Morphology as Syntax: My Three Published Papers

MaS (Morphology as Syntax) is a framework which asks the question of whether putative morphological phenomena can be can be accounted for in terms of syntactic principles and operations. In MaS there is no morphological component, nor are there any post-syntactic morphological operations.

So far, I have been able to publish three papers in this framework. I list the papers, and their abstracts below, in chronological order. These three papers are enough to get a general feel for the framework, and some tools to begin working with it.

I would really love to hear from people who are doing work in a related spirt, taking syntax seriously in the analysis of putative morphological generalizations.

1. Spanish usted as an Imposter (2021, Probus, with Francisco Ordóñez)

Abstract: Across dialects, Spanish uses the third person forms usted and ustedes to refer to the addressee. In this squib, we propose an imposter analysis of these forms in the framework of Collins and Postal (2012. Imposters. MIT Press, Cambridge.). (link)

2. Towards a Theory of Morphology as Syntax (2023, Studies in Chinese Linguistics, with Richard Kayne)

Abstract: Phenomena traditionally thought of as morphological can be accounted for in terms of syntactic operations and principles, hence bringing forth questions that traditional morphology fails to ask (for instance, concerning the licensing of empty morphemes). The language faculty contains no specific morphological component, nor any post-syntactic morphological operations. (link)

3. A Syntactic Approach to Case Contiguity (2025, Continua)

Abstract: Building on the empirical results and theoretical insights of Caha (2013), I show howto derive the Case Contiguity Constraint in a syntactic theory of morphology. In particular, I show how to derive *ABA in the domain of case syncretism without appeal to late insertion. (link)



Thursday, March 27, 2025

How to Syntax 3 (‘only’ Modifying Noun Phrases)

This is the third of a series of blog posts showing how I think about a syntax problem when I first notice it. For the first and second installment, see:

How to Syntax I (the now that-Construction)

How to Syntax 2 (Adverbs with Attributive Adjectives)

That first glimpse of a problem is an important period in thinking about syntax. I will occasionally choose phenomena that I notice, and talk about them in an informal fashion, breaking down the process of preliminary syntactic exploration. That is, I am just thinking off the top of my head (brainstorming), with few or no revisions. Ideally, I will give myself a time period of two to three hours maximum to prevent polishing. The focus of the discussion will be on process. I am not trying to come up with a polished analysis. Of course, if people suggest references for me to look at, I will look at them later, but that would be a second stage of thought, not the preliminary exploration.

Data Discovery

I do not recall how I first noticed the construction. I have known about it since at least Fall 2021, where I mentioned it briefly in a seminar I taught. But I kept it on the back burner, knowing at some point I would get back to it.

Combinatorial Basics

I want to investigate phrases such as the following:

(1) a. He is the only candidate.

b. The only candidate is sitting over there.

c. I met the only candidate.

For convenience, I will occasionally refer to this as the ‘only’-NP construction. An alternative involves the expression ‘one and only’, as in ‘He is the one and only candidate.’ Another related expression is ‘the lone candidate’. I leave aside these alternatives for now.

At first glance, the construction consists of a definite determiner, followed by ‘only’, followed by a noun. 

An indefinite determiner is difficult or impossible to get:

(2) a. *He is an only candidate.

b. *An only candidate is sitting over there.

c. *I met an only candidate.

The examples in (2) all seem unacceptable to me, putting aside fixed phrases like ‘an only child’. Similarly, in the following (b) examples, the determiners with ‘only’ seem unacceptable:

(3) a. John is the only person I know.

b. John is a (*only) person I know.

(4) a. The only weird person is sitting over there.

b. That (*only) weird person is sitting over there.

(5) a. The only candidate is sitting over there.

b. Every (*only) candidate is sitting over there.

But possessors work fine:

(5) a. He is my only friend.

b. My only friend is sitting over there.

c. I met my only friend.

(6) a. his only friend

b. your only friend

c. their only friend

When there is an adjective or a numeral in the DP, it must follow ‘only’:

(7) a. The only big dog was in the corner.

b. *The big only dog was in the corner.

(8) a. The only two reporters were out for lunch.

b. *The two only reporters were out for lunch.

Although focus particles such as ‘only’ and ‘even’ overlap in their distributions (see (9) and (10)), the focus particle ‘even’ cannot be used in the same way (see (11)):

(9) a. Only John left early.

b. Even John left early.

(10) a. John only likes Mary.

b. John even likes Mary.

(11) a. *He is the even candidate.

b. *The even candidate is sitting over there.

c. *I met the even candidate.


Paraphrase and Entailment

Usually when ‘only’ modifies a constituent X, X is in focus. The general scheme is this, where (b) and (c) are entailments of (a):

(12) a. Only John came to the party.

b. John came to the party, but nobody else did.

c. It is not the case that Mary (or anybody else) came to the party.

In other words, for this example any DP substitution for John is false, as shown in (12c).

Similarly, when ‘only’ appears with a predicative constituent:

(13) a. John is only watching TV.

b. John is watching TV, but he is not doing anything else.

c. It is not the case that John is working (or doing anything else).

Now consider how such a paraphrase would work with the ‘only’-NP construction:

(14) a. The only dog was in the corner.

b. The dog was in the corner, but for no other x was the x in the corner.

c. It was not the case that the cat was in the corer (or any other animal).

These truth conditions are just wrong. Clearly, for (14a), it is possible that a cat could also be in the corner. In other words, interpreting [the only NOUN] as a focus construction where NOUN is in focus does not give the right results.

So what is the right paraphrase? It seems to be the following:

(15) a. The only dog was in the corner.

b. The x such that only x is a dog was in the corner.

(16) a. I saw the only person I know.

b. I saw the x such only x is a person I know.

In formal notation, the translation is (assuming a Fregean account of the definite article):

(17) a. the only dog

b. ιx[dog(x) ∧ ∀y[dog(y) --> x = y]]

‘The unique x such that x is a dog and for every y, 

if y is a dog, the y = x’

But such a definition poses a bit of a conundrum. Consider the definition of the definite article from Heim and Kratzer (pg. 75):

(18) a. [[the]] = λf. f ɛ D<e,t> and there is exactly one x such that f(x) = 1.

                 the unique y such that f(y) = 1.

b. [[the dog]] = Presupposition: there is exactly one x such that dog(x) = 1.

        Denotation: the unique y such that dog(y) = 1.

Comparing (17) and (18), it looks like ‘only’ is just restating the presupposition of the definite article. In other words, ‘only’ appears to be semantically vacuous when appearing with the definite article. But is this true?

(19) a. My friend is over there.

b. My only friend is over there.

If you and I are at a party, and I say (19a) pointing to the corer, you might infer that my unique friend at the party is over there. There is a uniqueness presupposition, but it is very fluid and flexible. In fact, if I say (19a), it could be the friend of mine that we were just talking about, even if I have lots of friends at the party.

On the other hand, (19b) seems less fluid and more rigid. Once again, if we are at the party, and I say (19b) pointing to the corer, your natural inference is that I don’t have any other friends in my life. If I wanted it to be clear we were talking about friends at the party, I would have to say: ‘My only friend at this party is over there.’

So it seems at the very least there is a difference in the possibility for domain restriction between the two forms (with and without ‘only’). I leave investigating this to further work, since today’s session is just supposed to be the first glimpse of the construction.


Speculations on Structure

As part of the first glimpse into the construction, I would like to speculate on the syntactic structure. The value of the speculation is that is provides a concrete way to test further predictions (against the structure). So consider the following sentence repeated from above:

(20) a. The only dog was in the corner.

b. The x such that only x is a dog was in the corner.

My suggestion is that ‘only’ does not modify its sister semantically in the same way that the focus particle normally modifies its sister (creating a quantificational structure, quantifying over alternatives). 

First, I assume that in definite DPs like ‘the dog’, ‘the person’, there is a null category which is the argument of the noun phrase (see Collins 2024 for discussion, see also Koopman 2003, 2005). For convenience, let’s call that empty category ec:

(21) [the [ec dog]]

Second, this is enough to start to account for ‘only’-NP, if we say that ‘only’ modifies the empty category, with the interpretation in (22b).

(22) a. [the [[only ec] dog]]

b. the x such that only x is a dog.

I leave out the labels of the constituents, just giving the bare minimum for this first glace.


Combinatorial Basics Revisited

Now that I have put in place the sketch of an analysis, we can revisit some of the basic combinatorial properties listed above. For lack of time, I will not discuss all of them, but consider again the ordering of an adjective and ‘only’, repeated below:

(23) a. The only big dog was in the corner.

b. *The big only dog was in the corner.

I assume the structure is:

(24) a. [the [ec big dog]]

b. the x such that only x is a big dog

In other words, ‘big dog’ is acting as the predicate, and ec is the subject, so there is no way for ec to intervene between ‘big’ and ‘dog’. Therefore, since ‘only’ modifies ec, there is no way for ‘only’ to appear between ‘big’ and dog’.


Negative Polarity Item Licensing

A well-known property of ‘only’-phrases is that they license negative polarity items, as shown in (25):

(25) a. Only John knows any physics.

b. *John knows any physics.

But clearly, such licensing does not extend to the ‘only’-NP construction:

(26) a. *The only candidate knows any physics.

b. *The candidate knows any physics.

The difference between (25) and (26) follows from the analysis I outlined above in (22) above since on that analysis ‘only’ takes scope internal to the DP. In other words, in (25a) [only John] takes scope over the entire clause. In (26a), ‘only’ takes scope internal to the subject DP, not over the entire clause.

However, internal to the modified NP, a NPI becomes possible:

(27) a. *The candidate who has ever been to France is John.

b. The only candidate who has ever been to France is John.

This fact could also follow from the analysis is if the correct way to break it down is:

(28) a. the only candidate who has ever been to France

b. the x such that only x is a candidate and only x has ever been to France

I leave working out details to future work.


Technical Glitch

My preliminary analysis rests on the assumption that ‘only’ can modify an empty category ec. But in general, it does not look like ‘only’ can modify empty categories.

(29) a. I want (only) Mary to go.

b. I want (*only) PRO to go.

Intended: ‘I want only myself to go.’

(30) a. Only John left.

b. The man that (*only) ec left.

Example (29b) shows that ‘only’ cannot modify PRO. Example (30b) shows that ‘only’ cannot modify the trace of subject extraction in a relative clause.

It is unclear to me for the moment how to get around this problem. But acknowledging technical glitches is an important part of the discovery process. It could lead you to reject your initial analysis, or to give a much better analysis down the road.

One possibility, no considered so far, is that ‘the’ itself is the argument of the noun, so the structure would be the following:

(31) [[the only] dog]

If this were the case, it would look a bit like post focus ‘only’ in the following example:

(32) John only is allowed to enter the fort.

I put the issue aside for now.


Conclusion

I have spent a few hours analyzing the ‘only’-NP construction. The preliminary syntactic methods I have applied are the following:

(31)

a. Combinatorial basics

b. Paraphrase

c. Speculations on structure

d. Explaining facts in terms of structure

e. NPI licensing

f. Technical Glitch

The theoretical significance of the construction is that it may support the structure of DPs and the Argument Criterion as outlined in Collins 2024.


 

Sunday, March 16, 2025

Concept Map of Intellectual Development (18 to 24 years)

Here is a concept map of the essential ingredients of my intellectual development and how they converged on syntax. 



Friday, February 21, 2025

Grammatical Analysis I: Merge (Lecture 4, Spring 2025)

 Here is the lecture on Merge, in the fourth lecture.

After this, Merge is the basis for everything we talk about in the semester.


Lecture 4: Merge

Wednesday, February 12, 2025

Sunday, February 9, 2025

Principles of Argument Structure: A Merge-Based Approach (Concept Map)

 This is my first attempt to display the connection between the various concepts in my recent MIT Press monograph. Let me know what you think!