How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can we determine whether expressions fit in sentences with the structure of words, by asking what happens in sentence structures. If a phrase provides information about the place, time, manner, mode, purpose, means, frequency, duration, degree, focus, certainty, viewpoint, or evaluation, then the phrase is operating adverbially to modify the verb or an adjective. Sometimes the scope of the modification is difficult to pin down and we say that the adverbial action applies to an entire clause.

Can you see tiny insects? When you have seen big objects, they are tiny, and therefore, to see them is a must. Your eyesight or hresight, to see them, must be enhanced by the manner of magnification. No, please not.

How much bees sting a worker in order to get rid of fungus? How

can you hammer nails through a wall? Sure, but hammering requires a mode of permission.

If a phrase accompanies a transitive verb, which conveys action to a direct object, and the phrase tells us what was conveyed to the direct object, then the phrase serves as an objective complement. That is to complete the meaning of transfer of action.

How was the tut foundation related to the school by conveyance? How did the conveyance work? How was they transferred? I pay a small amount

to a teacher who educated the girls in a subsidized scheme — he taught them (the direct object of the teaching), and what were they taught? How do you prepare a curry recipe?

Sometimes the answer depends on your interpretation. I have heard this before. In (1) does “about the accident” modify the telling or does it complete the action of telling? If the former is an adverbial; if the latter is an objective complement.

How can I be definitive without context? Os, comparison across implies that some ordering to the groups in question. For example, take the article “Stroke Inpatient Rehabilitation: A Comparison across Age Groups”, in Journal of the American Geriatrics Society, Volume 42, Issue 1, pages 39-44, January 1994, which compared three groups of stroke victims, “young” (age less than 65), “young-old” (65-74), and “old” (87). Researchers found that going from the younger to older groups proved little difference in 3-month survival, but that the oldest group had the weakest motor function both before and after rehabilitation.

Comparison between two pairs, on the other hand, implies noting similarities and dissimilarities between pairs of members from the set of groups under consideration. Consider this quote from 1994 Indicator Monitoring — Labour Force Survey Report (p 11, 1996)

Comparison between age groups shows that 66 percent of males and 65 percent of females in the age group 5-90 years had not completed any level of education. Of those who had completed grades 7 for both males and females, the highest proportion of 25 percent was in the age group 16-19 years.

This is just a statistical statement about levels of education for various groups of school-age girls and boys, with no indication of trends based on age or sex.

How can I be definitive without context? Os, comparison across implies that some ordering to the groups in question. For example, take the article “Stroke Inpatient Rehabilitation: A Comparison across Age Groups”, in Journal of the American Geriatrics Society, Volume 42, Issue 1, pages 39-44, January 1994, which compared three groups of stroke victims, “young” (age less than 65), “young-old” (65-74), and “old” (87). Researchers found that going from the younger to older groups proved little difference in 3-month survival, but that the oldest group had the weakest motor function both before and after rehabilitation.

Comparison between two pairs, on the other hand, implies noting similarities and dissimilarities between pairs of members from the set of groups under consideration. Consider this quote from 1994 Indicator Monitoring — Labour Force Survey Report (p 11, 1996)

Comparison between age groups shows that 66 percent of males and 65 percent of females in the age group 5-90 years had not completed any level of education. Of those who had completed grades 7 for both males and females, the highest proportion of 25 percent was in the age group 16-19 years.

This is just a statistical statement about levels of education for various groups of school-age girls and boys, with no indication of trends based on age or sex.

How can I be definitive without context? Os, comparison across implies that some ordering to the groups in question. For example, take the article “Stroke Inpatient Rehabilitation: A Comparison across Age Groups”, in Journal of the American Geriatrics Society, Volume 42, Issue 1, pages 39-44, January 1994, which compared three groups of stroke victims, “young” (age less than 65), “young-old” (65-74), and “old” (87). Researchers found that going from the younger to older groups proved little difference in 3-month survival, but that the oldest group had the weakest motor function both before and after rehabilitation.

Comparison between two pairs, on the other hand, implies noting similarities and dissimilarities between pairs of members from the set of groups under consideration. Consider this quote from 1994 Indicator Monitoring — Labour Force Survey Report (p 11, 1996)

Comparison between age groups shows that 66 percent of males and 65 percent of females in the age group 5-90 years had not completed any level of education. Of those who had completed grades 7 for both males and females, the highest proportion of 25 percent was in the age group 16-19 years.

This is just a statistical statement about levels of education for various groups of school-age girls and boys, with no indication of trends based on age or sex.

How can I be definitive without context? Os, comparison across implies that some ordering to the groups in question. For example, take the article “Stroke Inpatient Rehabilitation: A Comparison across Age Groups”, in Journal of the American Geriatrics Society, Volume 42, Issue 1, pages 39-44, January 1994, which compared three groups of stroke victims, “young” (age less than 65), “young-old” (65-74), and “old” (87). Researchers found that going from the younger to older groups proved little difference in 3-month survival, but that the oldest group had the weakest motor function both before and after rehabilitation.

Comparison between two pairs, on the other hand, implies noting similarities and dissimilarities between pairs of members from the set of groups under consideration. Consider this quote from 1994 Indicator Monitoring — Labour Force Survey Report (p 11, 1996)

Comparison between age groups shows that 66 percent of males and 65 percent of females in the age group 5-90 years had not completed any level of education. Of those who had completed grades 7 for both males and females, the highest proportion of 25 percent was in the age group 16-19 years.

This is just a statistical statement about levels of education for various groups of school-age girls and boys, with no indication of trends based on age or sex.