Envisioning language study as travel in a dimension, we could think about our skill as guarding us against steep slopes. Let us warm up, for some workout.
Exercise 60. We do the exercise in our thoughts, as in the MIND PRACTICE. The arrow cues show the target grammatical time. We regard our linguistic Form Relativity.
Example: If you learned, you knew.
The forms “learned” and “knew” together show there is no linguistic relativity here. Our target grammatical time is the FUTURE.
Answer: If you WILL learn, you WILL know.
1. If you learn, you know.
2. If you WERE ABLE TO learn, you WERE ABLE TO know.
3. If you learned, you WOULD know.
4. If you HAD learned, you WOULD have known.
5. If you learn, you WILL know.
6. If you learned, you WOULD know.
7. If you HAD learned, you WOULD have known.
8. If you learn, you WILL know.
Exercise 61. Let us try “jumping” time extents, as in EXERCISE 55. We provide the arrow cues for the target grammatical time. Our “jumping” symbols are:
“One time extent forward”;
“One time extent backward”.
We can present the flow of time as on a symbolic line.
We can place the question mark, for the Interrogative Expression.
Example: If you learned {?}, you knew.
Answer: DO you learn, if you know?
Example: If you learned, you knew {?}
Answer: If you learn, DO you know?
We can place the letter N for our Negative Expression.
Example: If you learned {N}, you knew.
Answer: If you DON’T learn, you know.
Example: If you learned {N}, you knew {N}.
Answer: If you DON’T learn, you DON’T know.
Example: If you learned, you knew {N}.
Answer: If you learn, you DON’T know.
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TASK
1. If you learned, you knew {?}
2. If you learn {N}, you know.
3. If you learned, you WOULD know {?}
4. If you HAD learned, you WOULD HAVE known {N}.
5. If you learn, you WILL know {N}.
6. If you learned, you WOULD know {N}.
7. If you HAD learned, you WOULD HAVE known {?}
8. If you learn, you WILL know {?}
9. If you learned {N}, you WOULD know.
10. If you HAD learned {N}, you WOULD HAVE known {?}
Exercise 62. We can be back with someone we met in EXERCISE 37. Ms. Seges appeared already in Part One of our grammar course.
We were learning about personal pronouns, then (CHAPTER 1). Now we may think about our time frames, real-time and Modal. We can think about time frames also when the story is fictional.
It is weekend, late morning. Mr. Seges ― he never appeared in our grammar story before ― returns from a literary meeting.
Example: Ms. Seges is home, in her study. Though she had worked most of the night on her new book, she would be analyzing some old papers, now.
Answer: Ms. Seges is home.
Though she had worked most of the night on her new book,
she would be analyzing some old papers, now.
We can view Modal structures as modified real-time phrases
(SUB-CHAPTER 10.1).
Here, the phrase is not about a theory.
In our story, Ms. Seges is in her study, analyzing some old papers.
Let us compare a theory:
There is something very interesting about the old papers.
Otherwise, she would be sleeping.
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TASK
1. MR. SEGES: Honey, I’m back. What are you doing?
2. MS. SEGES: I’d be reading horoscopes.
(Ms. Seges never reads horoscopes.)
3. That is…?
(Mr. Seges does not believe she would ever read horoscopes.)
4. This looks like a calligraphic copy of Vespucci’s letters. It was slipping out of our backyard hedge, no covers or front matter.
5. “Hadn’t it sure taken a lot to make such a book, I’d suspect that Babbitt next door.
6. You remember, Bill wrote the book I was looking for was as likely to be obtained as a calligraphic of Vespucci’s originals.
7. And it was the title the Babbitt gave me. It was completely a fairy-tale, Bill even checked with the Freeman’s.”
8. About legends, my favorite Chicago blend is…
9. Honey, I would have remembered about the coffee; but I was so preoccupied…
10. I’m putting that with my records. The coffee is not a fairy-tale. It continues to exist somewhere in Chicago.
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From the key: Let us remember about text rich interpretation, as in EXERCISE 55. Babbitt is a character by Sinclair Lewis, an American writer. The Freeman’s is a famous auction house to specialize also in books.
Amerigo Vespucci described his voyages in letters to Lorenzo di Pierfrancesco de Medici. Calligraphic copies were still quite a habit for most important documents, in Vespucci’s times.
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Skimming can encourage effective learning; feel welcome to have a peek into EXERCISE 64, before doing this one.
Exercise 63. Let us focus on Form Relativity with the Progressive. We remember about the earthling proper egoism (please compare SUB-CHAPTER 8.1).
We have the value {IN} next to the verb to go with the Progressive. However, we can stay {ON} our cognitive grounds for qualities, hearts and minds (CHAPTER 7).
Example: {PAST}, he, N 1. (be) extremely busy, 2. (remember) {IN} to bring that brand coffee.
Answer: If he had not been extremely busy, he would have remembered to bring that brand coffee.
Our symbolics:
A CLOSED MODAL FRAME, AND GRAMMATICAL TARGET PAST.
Please think if to use FORM RELATIVITY in example 2. A non-relative form will show a number of activities different from the relative. We can use Modals other than WILL, too.
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1. {PRESENT}, she, N read {IN} the calligraphic, she, sleep {IN}.
(She worked on her new book all night.)
2. {PAST}, he, N write {IN}, he, read or talk {IN}.
(The colloquium was very engaging.)
3. {PAST}, he, N hear {IN} from Bill then, {PRESENT}, he, write {IN} him a letter now.
4. {PRESENT}, it, N be {IN} such a good quality, she, think it a mere prank.
5. {FUTURE}, it, N sustain {IN} the quality throughout, it, compare {IN} with the Bodleian Horace and Francis Crease talent.
6. {FUTURE}, they, look in the library, they, get the Medici print.
(Someone most probably made it from the Medici print.)
7. {PRESENT}, it, N be so conscientious, he, throw it in that Babbitt’s garden next door.
8. {FUTURE}, it, prove necessary, she, have it carbon dated.
9. {PRESENT}, it, be as good as it looks, it, M be of worth even as just a calligraphic.
10. {PAST} it, N deprive of the front matter, {PRESENT}, it, be {IN} easier to find out who made it.
Feel welcome to some more exercise. We are gradually getting independent of cues. Real-time, we people speak without them.
10.4. MORE WORKOUT FOR REAL-TIME TALK
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