One of the first movements is called the Subject-Auxiliary Inversion, also known as the Subject-Aux inversion, or SAI. In a regular sentence we would have the subject come before the verb and within the verb phrase we would find the auxiliary verb, if there are any, directly in front of the main verb. In sentences like these, when the auxiliary verb jumps in front of the subject that's when we see this type of movement in action. Subject-Auxiliary Inversion usually occurs with one of these two types of questions, the "yes-no" questions, where the answer is a simple "yes" or "no".

In Chapter 10, we learned about three different types of movement that can be applied grammatically to a sentence and in turn would change the structure and meaning of a sentence. These three types of movement are: subject-aux inversion (auxiliary moves to the front of a subject), the second one is, WH-movement ( this type is used for content questions and certain embedded clauses) and the last one is fronting (adjuncts moving to the front of a sentence for stylistic purposes, although it's not required)

In this section of Chapter 9, it talks about that there are four verb forms that appear in non-finite clauses, a certain type of subordinate clauses. These four verb forms are to-infinitival, bare infinitival, gerund and participial. The construction, (to-infinitival) can appear in many different other constructions such as: subject, extraposed subject and object, internal comp of verbs, adjuncts in clauses, comp of noun, modifier in noun phrase just to name a few.

This is very interesting what this last part of the chapter is referring to because although we aren't always consciously thinking about the rules of grammar and syntax as it applies to ommiting the subject from your sentences in different contexts, we do so and unconsciously add the famous ellipsis (...) in replacement of the subject.

The phrase type which really called my attention in Chapter 8 were the prepositional phrases. Prepositions in nature are defined as words that give meaning to sentences in terms of space, time and when there is a word being used to show a syntactic function. Particles which are another breed tend to convert the meaning of a sentence by showing an idiomatic expression.

Chapter 8 was very interesting because it discussed the various types of phrase types that can be found in a complete sentence, also known grammatically as the main clause. The various phrase types discussed in this chapter are: prepositional phrases, adjective phrases and adverb phrases. They all intercorrelate at some point in the grammatical pyramid.

Another interesting fact to point out here in chapter 7 is the difference between a determiner and the determinative and how the genitive noun plays a role in this distinction.

Chapter 7 discusses noun phrases and how they are structured and with different scenarios. Also, the difference between count-nouns and mass nouns, I didn't even know these categories existed until I took this grammar class. These types of nouns are definitely not taught in english classes in elementary, middle or high-schools!

Chapter 6 states, "Adjuncts can be added to any of the subtypes of verbs and don't serve to distinguish one subtype from another". This means that when we are writing sentences there's no need to add extra details to our sentences because they won't make a difference when were trying to label our different verb types.

Chapter 6 was very interesting in learning the different verb phrases and how they work and how each one is uniquely different from each other. In school we only teach linking verbs, we don't dive into the other four types and the curriculum books don't even have that information there. It was interesting to learn the different verb types.

Tree Diagrams are taught in school as well and it helps to understand the simplicity or complexity of sentences. The chapter introduces us to various tree diagrams and their advantages and disadvantages. In school, I believe we were only taught the tree diagram, but now it's interesting to learn all the others and how they each play a role in analyzing sentences.

This is very interesting that in elementary school all the way up to high-school, we were taught the simple definition of a complete sentence is expressed by a complete thought. After studying chapter 5 we can't apply this definition to all sentences because if we re-arrange the words in a sentence, the syntax of the sentence changes forever.

Also, this chapter states that time does not necessarily have to agree with the tenses as well. That's a very interesting point that the chapter highlights. Although in other languages, like spanish, french or greek that matters more in their structural grammatical systems.

I really enjoyed Chapter 4 because it states that in regular grammar school all this time and to this day we teach that they're are past. present and future tenses in the structural english grammar and that's not the case. The future tense does not exist which is now hard to comprehend because all your life since 5yrs old to 18yrs old ( Kindergarten to 12th grade) we teach grammar in this form because we're also taking guidance from outdated grammar books that haven't been updated in years!

This chapter is very interesting because it looks at all the different types of parts of speech that make up the grammar structure that languages have to follow in order for us to read, write or speak the language grammatically. In terms of parts of speech and looking at lexical categories VS. functional categories because grammar is not something that is taught in public schools one can easily confuse words or not know in which category or subcategory they belong in.

This is exactly true, as a public school teacher myself and one who is pursuing their license in ESL K-12, being an ESL teacher you play an important role for english language learners to be able to learn how to read, write, speak and listen in a native language, in this case english. As this part of the text highlights, it's very unfortunate that we don't teach grammar at all in schools and this is vital to a person studying a whole new language or just refining their native language skills.

This chapter on Symantics, Structure, morphology, phonology, phonemes and every other aspect that is involved in written communication as well as in speech is interesting and especially how it is applied to the NYS ELA curriculum that is currently taught in PreK-12 public schools. I strongly believe that we need to be teaching students grammar, reading skills using phonics stategies to be able to get our students to read at their grade level at least by the end of the current year they are in. Unfortunately, for far too long and for sooo many years in the reading and writing curriculums as per state and city standards, we weren't teaching grammar skills at all neither phonics skills. Until this school year, Mayor Adams and Chancellor Banks decided to revamp our approach to teaching reading in the lower and upper grades and incorporate phonics skills and embedded resources into the curriculum.

Chapter 1 was very interesting as it gave us greater insight of what prescriptive and descriptive language looks like in different scenarios. Also what linguists look into and what their specific formula is when they study language and language variations and how it pertains to different groups of people. Also, how society and different organizations with power and prestige can impose their own rules for their standard of english and how it affects language, both spoken and written.

The preface explains the authors goal in creating an original live-textbook where current and future students can work off each other's ideas and expand on that knowledge. They self-reflected on their experiences and wanted to revolutionize the way english grammar was taught putting in perspective different forms of speaking and writing the english language.