With - Revision history

WikiSysop: /* semantics / case */

2013-08-17T00:45:44Z

‎semantics / case

2013-08-17T00:45:10Z

‎instrument argument

2013-08-17T00:41:38Z

‎semantics / case

2013-05-18T14:19:52Z

‎means argument

2013-05-18T14:19:28Z

‎instrument argument

2013-05-18T14:17:22Z

‎set membership

2013-05-18T14:16:09Z

‎Collocations

2013-05-18T14:15:42Z

‎Collocations

2013-05-18T14:14:28Z

‎Collocations

2013-05-18T13:22:45Z

@@ Line 5: / Line 5: @@
 =semantics / case=
-There are four common meanings for syntactic units introduced by <span style="color:darkred;"><i>with</i></span>:  the first is the notion of accompaniment or participation: "A comes with B" = "A accompanies B".  Most important, perhaps, on a semantic level, is that the subject A is added to the set defined in the predicate B.  I will call this specific use a "conjunctive preposition"
+There are four common meanings for syntactic units introduced by <span style="color:darkred;"><i>with</i></span>:  the first is the notion of accompaniment or participation: "A comes with B" = "A accompanies B".
 Next there are a set of three further meanings for the <i>with</i>-clause designating an instrument, means, or manner.  Deciding whether something represents an <i>instrument</i>, <i>means</i>, or <i>manner</i> argument is sometimes difficult.  <i>Instruments</i> are probably a subset of <i>means</i>, while the difference between <i>means</i> and <i>manner</i> is often a question of voicing or agency.

@@ Line 41: / Line 41: @@
 *She watched the boy with the telescope.
-An often-cited case:  it is difficult to be certain without context where the telscope is.  Was she using the telescope to watch a boy who had no telescope, or was she was watching a boy who had a telescope.  Changing the determiner from "the" to "her" significantly orients the reading towards an instrument argument.  (through the telescope)
+An often-cited case:  it is difficult to be certain without context who has the telescope.  Was <i>she</i> using the telescope to watch a boy who had no telescope (instrument), or was she was watching a boy who had a telescope?  Changing the determiner from "the" to "her" significantly orients the reading towards an instrument argument.  (through the telescope)
 *You can touch up your CV <span style="color:darkblue;"><i>with</i></span> OpenOffice, or <span style="color:darkblue;"><i>in</i></span> Word if you prefer.  Some prefer LateX.

@@ Line 5: / Line 5: @@
 =semantics / case=
-There are four common meanings for syntactic units introduced by <span style="color:darkred;"><i>with</i></span>:  the first is the notion of accompaniment or participation: "A is coming with B" = "A is coming along with B".  Most important, perhaps, on a semantic level, is that the subject A is added to the set defined in the predicate B.  I will call this specific use a "conjunctive preposition"
+There are four common meanings for syntactic units introduced by <span style="color:darkred;"><i>with</i></span>:  the first is the notion of accompaniment or participation: "A comes with B" = "A accompanies B".  Most important, perhaps, on a semantic level, is that the subject A is added to the set defined in the predicate B.  I will call this specific use a "conjunctive preposition"
 Next there are a set of three further meanings for the <i>with</i>-clause designating an instrument, means, or manner.  Deciding whether something represents an <i>instrument</i>, <i>means</i>, or <i>manner</i> argument is sometimes difficult.  <i>Instruments</i> are probably a subset of <i>means</i>, while the difference between <i>means</i> and <i>manner</i> is often a question of voicing or agency.

@@ Line 49: / Line 49: @@
 *The kids were covering the table <i>with</i> flowers.
-*Her face was covered <i>with</i> <abbr title="ˈtʃɔklət">chocolate</abbr>.
+*Her face was covered <i>with</i> <abbr title="ˈtʃɔk lət">chocolate</abbr>.
 {...} <span style="color:hotpink;">in</span> flowers<br>
 {...} <span style="color:brown;">in</span> chocolate

@@ Line 41: / Line 41: @@
 *She watched the boy with the telescope.
-An often-cited case:  it is difficult to be certain without context whether she was using the telescope to watch a boy who had no telescope, or if she was watching someone who in turn had a telescope.  Changing the determiner from "the" to "her" significantly orients the reading towards an instrument argument.  (through the telescope)
+An often-cited case:  it is difficult to be certain without context where the telscope is.  Was she using the telescope to watch a boy who had no telescope, or was she was watching a boy who had a telescope.  Changing the determiner from "the" to "her" significantly orients the reading towards an instrument argument.  (through the telescope)
 *You can touch up your CV <span style="color:darkblue;"><i>with</i></span> OpenOffice, or <span style="color:darkblue;"><i>in</i></span> Word if you prefer.  Some prefer LateX.

@@ Line 32: / Line 32: @@
 *Put it <i>with</i> the other bills, we'll deal <i>with</i> it all Monday.
 *File it <i>with</i> the June data.
-*I'm not <i>with</i> Apple, no, I work for Fedex.
+*I'm not <i>with</i> Apple; no, I work for Fedex.
 *He's still got some influence <i>with</i> the President, but he certainly doesn't have influence <i>over</i> her. (with = <i>auprès de</i>)
 <br>

@@ Line 89: / Line 89: @@
 </p>
-=Collocations=
+=collocations=
 *deal with STH/SO -- traiter

@@ Line 97: / Line 97: @@
 <br>
 *talk with SO
 *negotiate with SO / negotiate STH
 <br>
@@ Line 108: / Line 109: @@
 *done with
 <br>
 [[Category:100-en]]

@@ Line 1: / Line 1: @@
 There is not much argument about the position of <i>with</i> in the class of prepositions, those small words whose function it is to establish relations between objects of discourse.
@@ Line 73: / Line 72: @@
 *notwithstanding: <i>nonobstant</i>
-==etymology==
+=etymology=
 <p style="width:700px;
@@ Line 89: / Line 88: @@
 source: online etymology [http://www.etymonline.com/index.php?term=with]
 </p>
 [[Category:100-en]]