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Bibliographic record
Abstract
Abstract aim of the article is to share some ideas for teaching passivisation looking at some special cases and showing the danger of some `hard and fast rules' that we teachers sometimes tend to use in class. Therefore, the author deals with some constraints and makes some observations while handling the grammatical theme. He presents groups of verbs that might troublesome and gives some examples of how to supplement textbooks in the light of [L.sub.1] and the students' linguistic competence in [L.sub.2] to clarity any misleading concepts. To prepare a grammar class, teachers need to consult a variety of grammar reference books in order to establish how a structure is formed, when it is used, and whether there are any particular rules or exceptions governing its use. In sentences like the following: (a) Somebody has broken my bike. (b) My bike has been broken (by somebody) sentence (b) is derived from (a) by press of transformation. This process of transformation can symbolised in the following way: [N.sub.1] + [sub.transitive] + [N.sub.2] [right arrow] [N.sub.2] + + V.sub.Past Participle] (+ by [N.sub.1]) direct object ([N.sub.2]) in the active sentence becomes the subject in the passive, the verbal form of the active sentence is replaced by the appropriate form of the auxiliary be plus the past participle of the verb, and then (optionally) the nominal ([N.sub.1] the subject in the active sentence may added in a prepositional phrase with by. In her English grammar reference book, Frank (1972, p.56) says of the passive: The active voice is used in making a straightforward statement about an action ... In the passive voice, the same action is referred to indirectly: that is, the original receiver of the action is the grammatical subject and the original doer of the action is the grammatical subject of a passive verb is the original object of an objective verb, only a transitive verb may used in the passive voice. From the fact that only sentences with transitive verbs can turned into the passive it must not inferred that any sentence with a transitive verb and a direct object can made passive. There are a few verbs which, although they occur with an object in the active, no corresponding passive form or transform. Thus the verb have (in most, though not all its uses) does not occur in the passive. I a big house in the country. A passive construction with occurs in a limited number of contexts: (a) obtained We had hoped to get some tea in the village, but there was none to had for love or money. (b) in the cliche: A good time was had by all. Some other verbs no passive transform: Alan wants to buy a new car. Red suits you. cannot turned into * You are suited by red. He resembles his father. * His father is resembled by him. verb marry cannot occur in the passive when it is used in the sense take to one's wedded wife (husband), but it often occurs in the passive when it means, officiate at the wedding of. She married an Irish man. cannot turned into * An Irish man was married by her. but They were married by a Catholic priest. is perfectly possible. In the following pair of sentences: 1. People speak both English and French in Canada. 2. My sister can speak both English and French. the first sentence has a passive form, but the second one would not occur in normal English. Both English and French are spoken in Canada. * Both English and French can spoken by my sister. Besides, instead of a transitive verb, we may a verb plus a preposition or an adverbial followed by a nominal: Nobody has slept in this bed for years. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it