Acknowledgements

I am grateful to the Columbia University Seminar on Columbia School Linguistics for the occasions it afforded me to present data and analysis pertaining to this study. Particular thanks go to my Seminar colleagues Wallis Reid, Alan Huffman, and Radmila Gorup for their generosity in reading sections of earlier drafts of this manuscript and for their invaluable feedback. Wallis and Cornelia Reid also offered the hospitality of their home for several small writing retreats relating to this manuscript. Ivan Gorup also provided comments on Chapter One. Of course, acknowledgement in no way implies that the above individuals agree with everything written here; all errors are mine.

Earlier work on this analysis was presented at a Columbia School Institute for the Study of Form, Meaning, and Human Behavior in Language, sponsored by the Columbia School Linguistic Society. Particular thanks to Charlene Crupi, Alan Huffman, Betsy Rodríguez-Bachiller, and Nancy Stern. Related work, too, was presented at conferences sponsored by the Society.

The Department of Teaching, Learning, and Culture of The School of Education of The City College of New York (The City University of New York) granted me course release time and a fellowship leave to work on this analysis and manuscript.

The Chicago Linguistic Society provided the venue for a presentation and publication on the clitic ne, parts of which are revised for this manuscript.

Two anonymous readers for the publisher provided many helpful comments and references.

The author expresses appreciation to the Schoff Fund at the University Seminars at Columbia University for their help in publication. The ideas presented here have benefited from discussions in the University Seminar on Columbia School Linguistics.