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Library and Information Services Centre, National Institute of Education.
Errors in Tense and Aspect in the

Compositions of Secondary School Pupils
Dennis Yap Swee Beng
A thesis submitted to the

National Institute of Education
Nanyang Technological University
In fulfilment of the requirement for the degree of
Master of Arts
2006
ATTENTION: The Singapore Copyright Act applies to the use of this document. Library and Information Services Centre, National Institute of Education.
Acknowledgements
I would like to thank Associate Professor Lubna Alsagoff, my

supervisor, for being a wonderful teacher and mentor. Her patience,
guidance and insight have made doing this thesis an enjoyable and
achievable endeavour.
To all who have encouraged me along the way and made this
journey possible.
To the One without whom nothing is possible.
Contents
Abstract
Chapter One: Introduction
1.1
The Study
1.2
Background and Rationale of the Study
1.3
Significance of the Study
1.4
Organisation of the Thesis
1.5
Conclusion
Chapter Two: Literature Review
10
2.1
English in Singapore
10
2.1.1 Role and Status of English in Singapore Today
11
2.1.2 Approaches to Explaining Singapore English (SE)
14
2.1.3 Errors in English
19
A Study of Tense and Aspect
21
2.2
2.2.1 Overview of Tense and Aspect
(Alsagoff, 2001)
2.2.2 Studies investigating tense and aspect in SE
21
22
2.2.3 Past tense marking errors in compositions of primary 25

schools students Yip (2004)
2.3
The Aspect Hypothesis
28
Chapter Three: Framework of Study and Methodology
49
3.1
The Hypothesis
50
3.2
Definitions and Classifications of Tense and Aspect
52
3.2.1 Tense
53
3.2.2 Grammatical Aspect
55
3.2.3 Lexical Aspect
61
3.3
Data Collection
79
3.4
The Subjects
86
3.5
Statistical Methods
88
Chapter Four: Findings
91
4.1
Overview of Corpus
92
4.2
H1(a): The relationship between aspectual classes of verbs

(i.e. State, Activity, Accomplishment and Achievement) and
patterns of errors in tense marking.
93
4.2.1 Analysed in terms of Telicity
97
4.2.2 Analysed in terms of Punctuality
100
4.2.3 Analysed in terms of Stativity
102
4.2.4 Analysed in terms of Agentivity
104
H1(b): The relationship between aspectual classes of verbs

patterns of errors in perfective aspect marking.
107
109
111
112
113
H1: The relationship between aspectual classes of verbs

patterns of errors in tense and perfective aspect marking.
115
119
122
125
127
4.3
4.4
Chapter Five: Discussion of Findings
130
5.1
Summary and Discussion of Findings
130
5.2
Telicity and Completeness of Event in relation to TenseAspect Marking
139
5.3
Problems and Limitations of Study
148
5.4
Future Research
149
Chapter Six: Conclusion
157
6.1
Overview of Study
157
6.2
Pedagogical Implications
158
6.3
Conclusion
160
Bibliography
165
List of Tables, Charts and Figures

Tables
Table 1: Componential analysis of how Vendlers (1967) four-way
classification is related binary semantic categories.
62
Table 2: Summary of how binary categories of lexical aspect relate to

Vendlers Four-Way classification.
72
Table 3: Summary of tests to classify verbs under Vendlers Four-Way 78

classification
Table 4: Result of Chi Square Test for Aspectual Classes (Tense)
96
Table 5: Result of Chi Square Test for Telicity (Tense)
99
Table 6: Result of Chi Square Test for Punctuality (Tense)
101
Table 7: Result of Chi Square Test for Stativity (Tense)
103
Table 8: Result of Chi Square Test for Agentivity (Tense)
106
Table 9: Distribution of aspect marking errors across semantic

categories
107
Table 10: Result of Chi Square Test for Telicity (Aspect)
110
Table 11: Result of Chi Square Test for Agentivity (Aspect)
114
Table 12: Result of Chi Square Test for Aspectual Classes (TenseAspect)
118
Table 13: Result of Chi Square Test for Telicity (Tense-Aspect)
121
Table 14: Result of Chi Square Test for Punctuality (Tense-Aspect)
124
Table 15: Result of Chi Square Test for Stativity (Tense-Aspect)
126
Table 16: Result of Chi Square Test for Agentivity (Tense-Aspect)
128
Table 17: Summary of number of verbs and number errors within the
foreground and background of narrative texts
143
Table 18: Result of Chi Square Test for Verbs in Foreground and
Background of Narratives
144
Table 19: Samples of Structural Variation (Mod Aux + Verb + ed/en)
152
Table 20: Samples of Structural Variation (Aux + Verb + ed)
154
Table 21: Samples of Structural Variation (To + Infinitive + ed)
154
Table 22: Samples of Structural Variation (Subject-Verb Agreement)
155
Table 23: Samples of Structural Variation (Passive Voice)
156
Charts
Chart 1: Distribution of lexical verbs in corpus
92
Chart 2: Distribution of tense marking errors across semantic

categories
94
Chart 3: Percentage of tense marking errors across semantic

categories
95
Chart 4: Percentage of tense errors in term of telicity
98
Chart 5: Percentage of tense errors in terms of punctuality
100
Chart 6: Percentage of tense errors in terms of stativity
102
Chart 7: Percentage of tense errors in terms of agentivity
104
Chart 8: Distribution of tense-aspect marking errors across semantic

categories
116
Chart 9: Percentage of tense-aspect marking errors in terms of

aspectual classes of verbs
117
Chart 10: Percentage of tense-aspect errors in term of telicity
120
Chart 11: Percentage of tense-aspect errors in terms of punctuality
123
Chart 12: Percentage of tense-aspect errors in terms of stativity
125
127
Figures
Figure 1: Expanding triangles of English expressions
18
Figure 2: Examples of state verbs
84
Figure 3: Examples of activity verbs
84
Figure 4: Examples of achievement verbs
85
Figure 5: Examples of accomplishment verbs
85
Annexes
Annex A:
The Corpus
Annex B:
List of Tense-Aspect Errors in Corpus
Annex C:
Detailed Summary of Errors in Corpus
Annex D:
List of State Verbs in Corpus
Annex E:
List of Activity Verbs in Corpus
Annex F:
List of Accomplishment Verbs in Corpus
Annex G:
List of Achievement Verbs in Corpus
Annex H:
Samples from corpus used to analyse text according to

discourse structures (Foreground and Background)
Abbreviations
SE
Singapore English
SCE
Singapore Colloquial English
SSE
Singapore Standard English
STE
Singapore Tamil English
StdBrE
Standard British English
StdE
Standard English
Abstract
This thesis is an investigation of tense and aspect errors in compositions of
Singapore secondary students from a lexical semantic perspective. In
particular, it seeks to provide a systematic understanding of the differences
in the marking of tense-aspect in Singapore English writing through a
quantitative investigation that examines data in relation to the Aspect
Hypothesis (AH). The AH examines the acquisition of tense and aspect
errors in relation to the meaning of verbs, in particular, meanings which are
related to how the verb denotes an event, i.e. its lexical aspect. In
acquisition literature, it predicts that a learner will acquire and appropriately
use morphological tense-aspect marking for telic verbs (i.e. achievements
and accomplishments) before atelic verbs (i.e. states and activities)
(Salaberry and Shirai 2002, Andersen and Shirai 1996, Bardovi-Harlig
2000). From this, it was extrapolated that as learners first acquire the use
of past marking and/or perfective marking on telic verbs, learners will less
frequently make errors in past and perfective marking among telic verbs.
Conversely, learners are expected to make past and perfective marking
errors more frequently among atelic verbs. In this study, we formulate and
test the hypothesis that aspectual classes of verbs can explain patterns of
errors in past tense and perfective marking.
The following are the research questions to the study.
1.
What are the patterns of errors in tense and aspect in the

compositions of secondary school students?
2.
What are the possible explanations to these errors in tense and

aspect?
3.
What are the pedagogical implications for teachers in Singapore in

view of these types of errors in tense and aspect in the compositions
of secondary school students?
The results of the study were positive, with both sub-hypotheses (H1a) and
(H1b) being validated and the main hypothesis (H1) has been validated
with clear significance. What this means is that aspectual classes of verbs
(i.e. State, Activity, Accomplishment and Achievement) can explain the
This study is significant for a number of reasons. First, it demonstrates that

what has often been attributed to L1 influence is actually universal in
pattern. Secondly, the study demonstrates that the variation is consistent
i.e. that pupils are making systematic errors related to a universal tendency
to equate meaning with structure. Thirdly, the study has vast pedagogical
implications.
Chapter One
Introduction
1.1
The Study
This thesis is an investigation of tense and aspect errors in compositions of

Singapore secondary students from a lexical semantic perspective. In
particular, it seeks to provide a systematic understanding of the differences
in the marking of tense-aspect in Singapore English writing through a
quantitative investigation that examines data in relation to the Aspect
Hypothesis (AH). The AH examines the acquisition of tense and aspect
errors in relation to the meaning of verbs, in particular, meanings which are
related to how the verb denotes an event, i.e. its lexical aspect. In
acquisition literature, it predicts that a learner will acquire and appropriately
use morphological tense-aspect marking for telic verbs (i.e. achievements
and accomplishments) before atelic verbs (i.e. states and activities)
(Salaberry and Shirai 2002, Andersen and Shirai 1996, Bardovi-Harlig
2000).
The AH therefore suggests that the distribution of tense errors can be

predicted on the basis of lexical aspect where we would expect a higher
occurrence of tense-aspect errors with verbs whose lexical aspects are
atelic, i.e. states and activities, than verbs whose lexical aspects are telic,
i.e. achievements and accomplishments. In this study, we formulate and
test the hypothesis that aspectual classes of verbs can explain patterns of
errors in past tense and perfective marking.
The following are the research questions to the study.
1.
What are the patterns of errors in tense and aspect in the

2.
What are the possible explanations to these errors in tense and

aspect?
3.
What are the pedagogical implications for teachers in Singapore in

view of these types of errors in tense and aspect in the compositions
of secondary school students?
The present study is primarily motivated by an earlier study by Yip (2004)

along these same lines of investigation. Yips work however, revealed that
no significance in the patterns of tense and aspect errors along the line of
lexical aspect could be made. In this thesis, we aim to improve on this
study by
(a)
Changing the corpus to a secondary school corpus to ensure that

the learners investigated are more stable language learners. This is
because Lenneberg (1967) proposed that there is a critical period
for language learning, he reasoned that lateralization for language
takes place by puberty and the brains left hemisphere is no longer
able to acquire language.
(b)
Enlarging the corpus considerably to yield more dependable results.
(c)
Narrowing the focus of the study so that more attention is placed on

the statistical significance of lexical aspect.
1.2
Background and Rationale of the Study
According to Corders classic work (1981), studies concerning the teaching

of modern languages show that authors cursorily deal with the question of
learners errors and their correction simply as the unavoidable by products
of the process of learning a language. Corder (1981) noted three reasons
why the study of learners errors is important. Firstly, the study of errors is
significant to educators as it indicates how far toward the goal the learner
has progressed and what remains for the learner to learn. Secondly, the
study of errors is also significant as it provides evidence of how language is
learned and acquired. Finally, the study of errors is also important from the
perspective of the learner as learners can regard the making of errors as a
device to learn the language.
Corder (1981) also noted that much of linguistic and psychological theory
when applied to the study of language learning attributes learners errors in
language acquisition primarily to the interference in the learning of a
second language from the habits of the first language. Many studies
concerning Singapore English (SE) also attribute variations in grammar to
influences of base languages such as Malay, Chinese or even Singapore
Colloquial English (Poedjosoedarmo 2000 and Deterding 2000, Gupta

1994 among many others).
One of the variations in grammar of SE that is well documented in the

literature is the absence of verbal morphology in the marking of tense and
aspect (Alsagoff 1998, 2001, Platt & Weber 1980, Tay 1979, Saravanan
1989, Ho & Platt 1993, Ho 2003 and many others). The lack of tense and
aspect marking in SE is usually attributed to the lack of verbal morphology
employed in the home or first languages (Platt & Weber, 1980 and Tay,
1979).
However, studies of tense and aspect errors, which include the Aspect
Hypothesis, suggest that the patterns of acquisition of tense and aspect
morphology are universal, systematic and predictable regardless of the
target language (Andersen & Shirai 1996, Bardovi-Harlig 2000, Salaberry &
Shirai 2002).
Such studies have shown that languages as diverse as
Chinese, French, Russian, Italian and many others, demonstrate similar

patterns of acquisition in relation to tense and aspect. This study is
undertaken to determine if errors in tense and aspect marking of student
learners of English in Singapore are consistent with such universality
patterns as predicted in the Aspect Hypothesis. This study is a timely one
because a survey of local research literature reveals the lack of research
done on errors in tense and aspect marking in student writing other than
attributing such variation to verbal morphology to influence of the home or
first languages.
There are, however, considerable amount of work done concerning the

writing of composition among student learners, phonological features of
speakers of English in Singapore, the teaching of spoken and oral English.
1.3
Significance of the Study
The study of grammar and semantics in English Language has traditionally

been modular in nature, where the study of grammar is confined to looking
at structure without considering semantic properties of words. This study is
significant because it attempts to explain a structural problem as in errors
in tense-aspect marking in compositions of secondary school students by
looking at the semantic properties of verbs in terms of their lexical aspect.
This study attempts to show that tense-aspect marking errors made by
students in the writing of English compositions are not simply due to the
interference or influence of the home or first languages but due to certain
inherent lexical semantic properties of verbs.
It is an empirical piece of research basing findings on a corpus of data

collected from a Singapore secondary school. The value of such an
approach is that it is able to concretely substantiate or refute claim made
by previous researchers of SSE about the tense and aspect errors. Thus,
in addition to the hypothesis made in this thesis, we are also able to assess
whether or not it can be definitely said that tense and aspect errors are a
result of home or first language interference.
Patterns of errors discovered in this study will also have significant

pedagogical implications. This is because when learners are made aware
of errors made, these errors can serve as a device to learn the target
language (Corder, 1981). This is important because learners are
unconscious of their own errors. In the literature, errors in grammar (in this
case, in verbal morphology) are considered to be the incorrect use of
grammatical structures, unconscious to the learner, while mistakes are
regarded as slips that a learner makes during the production (usually
spontaneous) of language. When a mistake or slip is made, the speaker
would usually correct himself.
The patterns of errors discovered in this thesis can serve as a basis for the
systematic teaching of grammar focussing on areas where learners are
most likely to encounter problems.
1.4
Organisation of the Thesis
This thesis will be organised into six chapters. The present chapter,
chapter 1 introduces the study and provides the background and rationale
of the research as well as the significance of the study.
Chapter 2 is a review of the relevant literature. It first presents a discussion

of the role and status of the English Language in Singapore, followed by a
presentation of how various researchers have developed approaches to
explain SE, in particular, the Lectal Continuum (Platt & Weber, 1980),
Diglossia (Gupta, 1994) and Expanding Triangles of English Expressions

(Pakir, 1995) models will be discussed. How variations in grammar of SE
are treated will also be discussed. An overview of what is tense and aspect
following the work of Alsagoff (2001) will also be presented. This is
followed by a review of studies related to tense-aspect marking in SE
(Saravanan, 1989, Ho, 2003 and others) as well as a recent study by Yip
(2004) who, among other approaches, also studied the past tense marking
errors of primary school students from a lexical semantic perspective. This
naturally leads to the review of the aspect hypothesis (Andersen & Shirai,
1996). Included in this review are its development, methods used for data
collection and analysis as well as other views concerning acquisition of
tense and aspect. This is important as this study examines data from the
perspective of the Aspect Hypothesis.
Chapter 3 will elaborate on the framework of this study as well as the

research methodology. In this chapter, the hypothesis for this study will be
first presented. This is followed by the introduction of the theoretical
framework used to analyse the data in this thesis. Here, how tense and
aspect are defined and classified is elaborated and discussed. Concepts
concerning grammatical and lexical aspect will also be explained and
discussed. Following this, tests used to classify lexical aspect are also
explained. Discussions as to how, where and from whom data is collected
and analysed in this thesis will also be presented. The statistical method
used in this study will also be explained in this chapter.
Chapter 4 will provide an analysis of the data collected as well as a report

on the findings. The findings will include patterns of, 1) errors in tenseaspect marking, 2) errors in past tense marking and 3) errors in perfective
aspect marking in terms of aspectual classes of verbs. Included in this
chapter are reports of the statistical significance to each finding.
Chapter 5 presents a discussion of the findings. This followed by exploring

the effects of telicity and completeness in relation to tense-aspect marking.
Here the study of tense-aspect errors is extended by looking at discourse
structures of narrative texts and its findings are compared with the findings
of the main study to arrive at a fuller explanation to variations in tenseaspect marking in SE. Problems and limitations of the study are also
highlighted for the benefit of future research. The section recommending
future research includes a presentation of observable patterns of verbal
morphology variations from the corpus, which are not related to this study
but would be of interest to researchers.
The concluding chapter, Chapter 6, follows this where an overview of the

study and a special focus on the pedagogical implications to English
Language teaching in Singapore schools in the light of the findings will be
presented, followed by the conclusion.
1.5
Conclusion
In summary, this chapter sought to present the background and rationale of

this study by situating it in the current studies concerning tense-aspect
morphology. The research questions as well as the significance of this
study were also presented. It is hoped that this study will reveal findings
that will give researchers as well as educators a fresh perspective to the
explanation of tense and aspect errors in SE.
Chapter Two
Literature Review
2.0
Overview
In this chapter, a review of literature relevant to the current study will be

done. This chapter first focuses on English in Singapore. The chapter will
then go on to give an overview of studies related to the study of tense and
aspect in Singapore English. To situate this current study within the wider
language acquisition research community, we review literature on the
acquisition of tense and aspect.
In particular, the Aspect Hypothesis
(Andersen & Shirai, 1996) will be discussed, as it will form the theoretical
basis of the framework adopted for this study as well as the analysis of
findings presented in chapters 3 and 4 respectively.
2.1
English in Singapore
In this section, a brief overview of the role and status of English in

Singapore will be presented. Also presented in this section, are
approaches pertaining to the study of the variation of Singapore English.
10
2.1.1 Role and Status of English in Singapore Today
English has been called the de facto national language of Singapore and is
also seen as the main working language of the government, judiciary,
education and international business in Singapore (Llamzon 1977, Kuo
1988; Bloom 1986, Foley 1988, 2001). This has arisen from the rapid
globalisation of the world economy and the need for Singapore to be
plugged into the global economy. In order to participate in the global
economy, the ability to transcend cultures and communicate is especially
important (Heller 1999, Wee 2003). The English Language being spoken in
so many parts of the world is seen as the language that will give speakers
the natural edge in gaining access to the world (Foley 2001).
Singapores language policy adopts a pragmatic view. As Singapore does

not possess any natural resources, its survival depends on foreign
investments and gaining competitive edge in science and technology.
Therefore, English Language proficiency is seen as necessary for
attracting foreign investment and providing access to scientific and
technological know-how (Wee 2003). This view was also expressed by the
then Prime Minister of Singapore, Mr Lee Kuan Yew as captured by Chua
(1995:65):
11
Without the English Language, we might not have succeeded in

teaching so quickly a whole generation of the knowledge and skills
which made them able to work the machines brought in from the
industrialized countries of the West.
This view is also reflected in the national syllabus for English Language in
Singapore, which recognises English as the language of public
administration, education, commerce, science and technology, and global
communication, and it has become the medium by which most
Singaporeans gain access to information and knowledge from around the
world. The ability to speak and write English effectively, therefore, has
become an essential skill in the workplace, and a mastery of English is vital
to Singapores pupils (Singapores Ministry of Education English Language
Syllabus, 2001:2).
The importance of English is evidenced by the fact that English is

considered to be first language (L1) of instruction of every student in
Singapore since 1966, with students studying a second language (L2) in
either Mandarin (for Chinese students), Malay (for Malay students) and
Tamil (for Indian students) and these L2 languages are collectively called
Mother Tongue (MT) languages in Singapore schools (Gopinathan, 1998).
The role of such MT languages, as opposed to the English Language, is to
provide a link to Singaporeans traditional cultures and values and counter
any undesirable effects of Westernisation (Wee, 2003).
12
English has become an important instrument for Singaporeans to gain

access to the world while the MT languages provide a link to ancient
cultures and values (Wee 2003). With this much value placed on English,
Foley (2001) noted that individuals in Singapore recognise that being
competent and fluent in English has its benefits, especially economically.
English has become an instrument for social mobility, as proficiency in
English would translate into getting better jobs and acquiring more
economic goods (Foley 2001).
With English Language being seen as such an important language, the

dominant perspective of English in Singapore, from the point of view of
business, government and education, is that it is the first language (L1) of
the people. English is also seen as a first language in Singapore because
English is the first medium of instruction in Singapore Schools.
Furthermore, L1 pedagogies are adopted in the national school system to
teach the English Language (Foley 2001). However, can and should the
prevalent view, both by society and the government, that English language
is first language in Singapore be translated into English Language being
seen as the first language of the people in terms of language acquisition?
Foley (2001) pointed out that the growing level of language proficiency in
English in society may lead to the establishment of a standard form of the
local variety. Furthermore, he put forward the argument that the developing
standard variety of English is being established primarily through the
school system. However, this is not something that will happen at a
13
predetermined time, but will eventually emerge from the community itself.
Until such a standard emerge, this thesis takes the view that where English
is acquired as a first language by Singapore children, it is actually
Singapore Colloquial English (SCE) that is acquired rather than Standard
English (Gupta, 1994). Therefore, although the English Language is
perceived to be the first language of the nation in terms of it being the main
working language and the way it is taught in schools, English (i.e. Standard
English) will not be seen as the first language in terms of language
acquisition in this thesis. In the following section, whether or not learners of
English in Singapore are considered as first language (L1) or second
language (L2) learners will be further clarified with the analysis of the
various approaches to studying SE.
This has great impact on the study because whether English is seen as a
first or second language will affect the way the data is analysed and
pedagogies recommended to help students acquire target standard of
English.
2.1.2 Approaches to Explaining Singapore English (SE)
The view that English in Singapore can be viewed differently is something

that has been proposed by a number researchers. In this section, I will
consider the three primary models of the description of SE.
14
Lectal Continuum (Platt and Weber, 1980)
In this approach, variation within Singapore English (SE) is treated as

dependent on the social status and level of education of the speaker.
Whether or not an utterance or sentence is standard is judged against the
Standard British English (StdBrE) (Alsagoff 1998). According to Platt and
Weber (1980), SE can be divided into different levels. The most prestigious
being the acrolect, next being mesolect and the lowest being basilect. Platt
and Webers (1980) model, places speakers of SE along a scale according
to a range of linguistic features, correlating to the lectal continuum set up
by their education and socio-economic status. This approach does not
emphasise the internal rule-governed system of SE as it considers SE as a
non-native variety of English and focuses on how it differs from StdBrE
(Alsagoff, 1998). In this approach of analysis, learners are considered to be
second language learners of Standard English.
Diglossia (Gupta, 1994)
The diglossic view of the English Language in the context of Singapore is

conceptually more appealing than the lectal continuum view (Bao, 2001).
This is because it overcomes the difficulty of setting the boundaries of the
various lects. This is especially so for mesolects. The diglossia approach,
put forward during the late 80s and early 90s, sees SE as a post Creole
continuum and views SE as a native variety and as a result, SE should be
analysed as an autonomous linguistic system (Alsagoff, 1998). It classifies
15
the acrolect into the H form, which is also known as Standard Singapore
English (SSE), while basilectal and mesolectal varieties (also known as
SCE) are classified as the L form. As SE is viewed as a post Creole
continuum, there is a large group of people who command both SCE and
SSE. While SSE is used in formal contexts, SCE performs the different
function of socialisation and building camaraderie among friends.
This approach sees English as the L1 of the people and SE is made up of

SSE and SCE. For some, their L1 is SSE while for others the SCE is their
L1. Gupta (1994) notes that Singapore Colloquial English (SCE) is the
main variety of English at the home and in casual situations and that even
for children, who have acquired English from birth, are likely to have SCE,
instead of Standard English (Gupta, 1994:7). For those whose L1 is SCE,
they are considered to be L2 learners of English and SSE is the target
language.
Expanding Triangle of English Expressions (Anne Pakir,

1991, 1995)
One problem with the diglossic view is that it does not allow the possibility
of differing levels of proficiency among speakers of the language (Bao,
2001). While accepting the diglossic view, Pakirs (1995) notion of the
expanding triangles put forward the view that within the lectal varieties
under the continuum view, there can be different proficiency level.
16
According to Pakir (1995), SE speech continua are formed along two

dimensions: the cline of formality and the cline of proficiency. The cline of
formality ranges from Singapore Standard English (SSE) on the upper end
to SCE on the lower end. SSE is used for formal contexts while SCE is
used for informal situations. The cline of proficiency is divided into different
grades and these grades correlate with number of years of contact with
English in a formal setting such as a school.
The widespread use of English as a working language in Singapore has

produced a population that knows English at varying proficiency levels
(Pakir, 1995). Speakers who have lower proficiency of English (thus, low
on the cline of proficiency) will also find it difficult to move up the cline of
formality. Such speakers will continue to use the non-standard variety even
when the formality of the situation demands that SSE be used. Therefore,
they form smaller triangles. Speakers who are high on the cline of
proficiency, on the other hand, will have little difficulties adjusting their
speech to the different levels of formality as these speakers have full grasp
of the SSE as well as the knowledge of SCE. As proficiency increases,
bigger triangles are possible with shifts made for corresponding formality
levels (See figure 1 on page 18).
17
SSE
Formal
Advanced
Careful
Adept
Consultative
Intermediate
Casual
Basic
Intimate
CSE
Rudimentary
Figure 1: Expanding triangles of English expressions
These speakers tend to be highly educated users of English and are found
at the top ends of both speech clines. Their movement along the clines is
fluid and far-ranging as compared to others less proficient. They are
capable of moving along the whole diglossic continuum, from top to bottom,
and yet cross over to the proficiency continuum, often remaining at the top
end and occasionally stretching down to the intermediate level or even
lower (Pakir, 1995:4).
The three views of SE presented above are relevant to this thesis because
they show how the study of SE has been done, both historically and
currently.
Furthermore, it also clarifies how learners of English in
Singapore should be viewed. Under the lectal continuum model, the

comparative approach to the study of SE is used (Patt & Weber, 1980).
This approach compares SE with StdBrE and see how SE deviates from
StdBrE. Therefore, SE is seen as unsuccessful copies of StdBrE. In this
18
case learners are considered to be L2 learners of SSE. Whereas, Guptas

(1994) Diglossia and Pakirs (1991, 1995) Expanding Triangles of English
Expressions see SE as an autonomous system, deserving to be analysed
in its own right. However, some learners are considered to be L2 learners
of SSE as their L1 is SCE instead of SSE while others are L1 speakers of
SSE with the ability to move along the cline of proficiency and formality
effortlessly (Pakir, 1991, 1995). For L1 speakers of SSE, variations in
spoken informal settings are treated as register and socio-linguistic shifts.
2.1.3 Errors in English
Under these three approaches, grammatical variations analysed in SE are

usually attributed to the interference and influence of base languages such
as
Chinese,
Malay
and
even
SCE
(Tay
1979,
Gupta,
1994,
Poedjosoedarmo 2000, Deterding 2000 and others). However, Alsagoff

(2001) highlights the comments of Thomas (1996) in his observations that
learners of English tend to omit tense and agreement markings, whatever
their first or background language is. Thomas (1996) also notes that there
are dialects of British English, which do not mark, in a regular fashion, the
third person present tense. Thomas (1996) comment that learners of
English tend to omit tense and agreement markings, whatever their first or
background language is, suggests that the lack of tense marking in
students compositions, when the situation requires it, may be due to some
other factors other than interference from their first or background
language.
19
This study aims to demonstrate that the patterns of errors committed by

students in Singapore are similar to the general patterns of acquisition of
tense and aspect morphology among learners of other languages, as
explained from the perspective of the Aspect Hypothesis (Andersen and
Shirai, 1996, Bardovi-Harlig 2000, Salaberry and Shirai 2002 and others).
In this thesis, variations in SE are seen as systematic creations of students

because SE is an autonomous linguistic system and SE is also made up of
SCE and SSE, both being at the extreme ends of a cline (Gupta, 1994,
Pakir, 1995). As this study focuses on formal written English (in students
compositions) and not spoken English, any variations that might occur in
students writings will be seen as errors. This is because in the formal
education context, SSE is the target. SSE is no different from the variety
used by educated speakers of English internationally (Pakir, 1995). As
students are taught SSE in the formal context, they are expected to
produce SSE in their compositions. In the context of this study, the corpus
is obtained from a neighbourhood school. Therefore, these students are
considered to be learners of English whose L1 is SCE and they are L2
learners of SSE and errors that occur might be strongly influenced by SCE.
20
2.2
A Study of Tense and Aspect
In this section, an overview of tense and aspect will first be presented. This
overview includes literature on how tense and aspect is represented
morphologically in StdE and how morphological representation of tense
and aspect in SE differs from StdE. Studies related to tense and aspect in
SE is also discussed in this section.
2.2.1 Overview of Tense and Aspect (Alsagoff, 2001)
Alsagoff (2001) conducted a non-empirical survey of tense and aspect and

provided an overview of how tense and aspect are represented in Standard
English (StdE) and how tense and aspect marking in Singapore Colloquial
English (SCE) differs from StdE. Alsagoff pointed out that in English, tense
is different from aspect. This is because even when aspect remains the
same, tense can differ. Alsagoff also suggests that tense in SCE is very
different from SSE. Verbs in SCE tend to appear mostly in their bare form
without any overt tense marking and there is no morphological marking to
indicate past time (Alsagoff, 2001). The time and aspectual information that
the verbal inflection in StdE carries, is instead often borne by a time
adverbial, e.g., yesterday (Alsagoff, 2001).
In SCE, the use of time adverbials is also preferred over the morphological
marking of perfective aspect (Alsagoff, 2001). However, Alsagoff (2001)
noted that morphological markings for perfective aspect are not completely
21
absent. It is also common for speakers of CSE to mark the perfective

aspect with a past tense verb followed by the adverbial already (Alsagoff,
2001).
Alsagoffs (2001) survey of tense and aspect in SE also noted the

systematic absence of tense and perfective marking while the progressive
marking is usually present. Alsagoff (2001) noted that even though tense
and perfective aspect tend not to be morphologically marked, the
progressive aspect is commonly marked in SCE. The main difference
between SCE and StdE is that SCE does not use the progressive auxiliary
be. However, the main verb is marked with the ing suffix.
Alsagoffs (2001) study of tense and aspect will serve as a springboard as

to how tense and aspect will be defined and analysed in this thesis. These
differences and approaches to studying tense and aspect will be further
elaborated and discussed in chapter three.
2.2.2 Studies investigating tense and aspect in SE
Ho (2003) studied past tense marking in SE based on data from a corpus

of university students written assignments. In her study, she found that
past tense marking were systematic and not random. Her findings are also
consistent with past research by Ho & Platt (1993) on past tense marking in
SE based on a spoken corpus. Ho & Platt (1993) found that non-punctual
verbs receive a low degree of marking for past while punctual verbs receive
22
a high degree of marking for past while analysing a spoken corpus. In Hos
(2003) study, she classified the verbs in the corpus according to three
semantic categories: punctual, non-punctual and stative. According to Ho
(2003), a verb is used punctually if it refers to a single completed event or
transaction while a verb is used non-punctually if it refers to an action that
takes place over a period of time or to a habitual activity. A verb is used
statively if it describes a state of affairs rather than an action (Ho, 2003).
The data from her study revealed that only 23% of verbs used nonpunctually were marked for past while 56% of verbs used punctually are
marked for past. The non-punctual category included stative verbs as well.
This is because stative verbs are durative and non-punctual. A verb is
durative if an action that takes place over a period of time. Her study
shows that punctual verbs are more likely to be marked for past tense.
Ho (2003) also found that when discussing habitual tasks, learners tended
switch from the past to present tense. Ho (2003) also pointed out that the
same pattern of not marking verbs for past habitual actions is seen in the
written English texts of Navajo speakers as seen in studies by Bartelt
(1983).
In another study, Saravanan (1989) investigated tense and aspect in

Singapore Tamil English (STE). Saravanan (1989) noted that speakers of
STE tended to use verbal morphology as well as time adverbials to indicate
completive, durative and habitual action. This pattern is similar to patterns
observed in SE by other researchers (Platt & Weber 1980, Alsagoff 1998,
23
2001). Saravanan (1989) suggested that whether or not a speaker of STE

perceives a situation as punctual or non-punctual may affect the marking
and non-marking of past tense verbs. Saravanan (1989) also noted that
speakers of SE often do not mark stative verbs, which are also nonpunctual, for past tense. In her study, Saravanan (1989) reported that
speakers tend to mark punctual uses of verbs more than verbs that carry
non-punctual references. However, she also noted that the differences are
less significant with speakers at the upper level of educational
qualifications. Saravanan (1989) noted that speakers with higher levels of
educational qualifications tend to have acquired near native level of
proficiency.
Another interesting finding by Ho (2003), who studied past tense marking in

SE based on data from a corpus of students written assignment, is that
she found that the copula be is frequently marked for past. Saravanan
(1989) also found that among speakers of STE, more statives are marked
for past tense than non-punctual verbs. This is interesting because
according to the Aspect Hypothesis (Andersen and Shirai 1996), stative
verbs being an atelic verb should be less likely to be marked for verbal
morphology.
Saravanan (1989) studied the use of progressive aspect qualitatively

focussing on specific verbs such as remember, forget, feel, and understand
used by speakers of STE. Her study showed that the stative verbs
mentioned above were used in a deviant manner in relation to the ing
24
construction. Saravanan (1989) also pointed out that a common feature in

STE was the deviant use of have + ing to refer to the stative sense of
health, possession, and existential location. She also found that speakers
with lower levels of education tended to commit more of such errors while
speakers with higher levels of education have acquired near native level of
proficiency. She attributed this to the interference of the base language
Tamil because more educated speakers did not seem to have this problem.
Saravanans (1989) study did not investigate patterns in the morphology of
the perfective aspect, which this study attempts to undertake.
2.2.3 Past tense marking errors in compositions of primary schools

students Yip (2004)
In a recent study concerning tense morphology in Singapore English, Yip

(2004) investigated past tense errors in the English compositions of
primary school children by looking at three areas:
1)
Aspectual Classes of verbs
2)
Grammatical features of clauses in which verbs appeared
3)
Morpho-phonological features of verbs
In her quantitative study, Yip (2004) wanted to see if any of the three areas
could be used to explain past tense marking errors amongst primary five
pupils.
25
In her study, Yip (2004) analysed, in detail, compositions of 20 primary five

pupils narrative or factual recount compositions. For her analysis, all verbs
for each of the 20 compositions were tagged. All main verbs were assigned
an aspectual class according to Vendlers four-way classification, which is
a means to distinguish verbs in relation to their lexical aspect. The
grammatical features of clauses in which the verbs appeared were also
analysed in terms of embedded and non-embedded clauses, and whether
direct speech or time adverbials were used in the text. Morphophonological features of verbs as to whether a verb was regular or irregular
and the final syllable cluster of each verb were also analysed.
Yip (2004) found that errors in past tense marking were not predictable
from aspectual classes of the verbs in any statistically significant way.
Grammatical features were also not significant factors in contributing to
patterns of past tense errors. Only morpho-phonological factors yielded
statistically significant results, and could therefore be used to predict errors
in past tense marking. She found that primary five pupils tend to make
more past tense marking errors with verbs which have base forms ending
in consonant sounds.
Yip (2004), however, did not provide an explanation for this finding. The
perceptual salience hypothesis (PSH) might provide an explanation for this
observation. The perceptual salience hypothesis (PSH) (following works of
Shirai & Kurono, 1998 and Man, 1990) states that a second language
learner will perceive and produce a syllabic grammatical suffix more
26
accurately than a non-syllabic grammatical suffix because a syllable is

more perceptually salient than a consonant (or cluster of consonants).
Klein et al (2004) found that L2 learners overall performance is much
better on verbs requiring the syllabic allomorph [Id] than on verbs requiring
the non-syllabic allomorph [d], supporting the perceptual salience
hypothesis.
However, Yip (2004) did not distinguish syllabic vs. non-syllabic syllables,
as such we cannot assess the validity of PSH although Yips (2004) study
seems to show that primary school students are more likely to be
influenced by phonology of verbs.
Yips (2004) finding that the analysis of the aspectual classes of verbs does
not help in predicting tense and aspect marking is contrary to research in
the area of Aspect Hypothesis as reported in Andersen and Shirai (1996).
According to the Aspect Hypothesis, it is expected that learners first
acquire tense and aspect morphology in telic verbs (i.e. accomplishment
and achievements), which means that there is a direct correlation between
past tense morphology and telicity.
Several reasons can explain Yips (2004) finding that the aspectual classes
of verbs do not help in predicting tense and aspect marking errors in her
subjects writings.
27
One of the reasons could be the relative small sample size of the study. In
her study, only 20 samples of primary five pupils writings were analysed.
Furthermore, the length of each composition tends to be short, about 150
words long. Therefore, the sample size of 20 compositions, with a corpus
of about 3000 words, may also not be significant enough for the data to be
generalised. Therefore in this research study, compositions from secondary
three students will be collected. 50 samples of writings, with a significantly
larger corpus of over 22,000 words will be considered. It is hoped that this
larger corpus will yield more significant and revealing findings.
Another reason could be the relative young age of her subjects as studies
by Lenneberg (1967) proposed that there is a critical period for language
learning, he reasoned that lateralization for language takes place by
puberty and the brains left hemisphere is no longer able to acquire
language. Therefore, Yips (2004) subjects might be too young to fully
master verbal morphology.
2.3
The Aspect Hypothesis (AH)
The Aspect Hypothesis is based on the study of lexical aspect (BardoviHarlig 2000). Lexical aspect is different from grammatical aspect.
Grammatical aspect is concerned with the internal temporal constituency
of one situation (Comrie 1976: 5) while lexical aspect is concerned with
the semantics of verbs and their arguments (Bardovi-Harlig, 2000).
Definitions of some key terms relating to lexical aspect will be briefly
28
presented here because the review will include these terms. Fuller
explanations of these terms will be covered in Chapter Three.
Lexical aspect can be viewed in terms of Vendlers (1967) four-way

classification whose four aspectual classes can be defined and
differentiated using binary semantic categories such as +/- telicity, +/punctuality +/- stative and +/- agentive.
Predicates that are telic have a natural end while atelic predicates do not
(Bardovi-Harlig 2000). Punctual Verbs such as die occur instantaneously
while non-punctual verbs like run and construct require duration in time
(Bardovi-Harlig, 2000). With a state, unless something happens to change
that state, then the state will continue. In a dynamic situation, the situation
will only continue if it is continually subject to a new input of energy (Comrie
1976). A verb that requires a causer for the event to occur is said to be
agentive (Kearns, 2000).
Vendler (1967) classified verbal predicates into four aspectual classes:

states, activities, accomplishments and achievements. According to
Vendler (1967), states denote situations where no change occurs (know,
love). In terms of binary semantic categories, state verbs are telic, punctual + stative and -agentive. Activities denote situations where a
change occurs but without manifesting any inherent ending for this change,
that is to say, atelic situations (run, walk). It is not that activities lack an
ending point, but rather that this ending point is only dependent on the
29
causers will. When the causer decides to cease the action, the event
stops. In terms of binary semantic categories, activity verbs are telic, punctual - stative and +agentive. Accomplishments, on the other hand,
represent changing situations with in intrinsic natural culmination (build,
destroy). In terms of binary semantic categories, state verbs are + telic, punctual - stative and + agentive. Finally, achievements denote situations
where the inherent end is instantaneously achieved (explode, kill). In
terms of binary semantic categories, state verbs are + telic, + punctual stative and - agentive.
Having defined some key terms concerning lexical aspect, we can go on to

discuss the AH. The Aspect Hypothesis (Andersen & Shirai, 1996) states,
1.
Learners first use past marking or perfective marking on

achievement
and
accomplishment
verbs,
eventually
extending its use to activity and then to stative verbs.
2.
In
languages
that
encode
the
perfective-imperfective
distinction, a morphologically encoded imperfective past, as

in the Romance languages, appears later than perfective
past, and imperfective past marking begins with stative and
activity
verbs,
then
extends
to
accomplishment
or
achievement verbs.
30
3.
In languages that have progressive aspect, progressive

marking
begins
with
activity
verbs,
then
extends
to
accomplishment or achievement verbs.

Andersen & Shirai, 1996:533
The Aspect Hypothesis attempts to account for the observation that past
tense verbal morphology does not appear with all types of verbal
predicates at the same time and the emergence of past-tense verbal
morphology is guided by the lexical aspect of verb predicates (BardoviHarlig, 2002).
The Aspect Hypothesis stated above, consisting three parts, need not be
seen as a single hypothesis. According to Bardov-Harlig (2002), the Aspect
Hypothesis can be broken down into four separate hypotheses.
1.
Learners first use (perfective) past marking on achievements

and accomplishments, eventually extending use to activities
and statives.
2.
In
languages
that
encode
the
perfective/imperfective
distinction, imperfective past appears later than perfective

past, and imperfective past marking begins with statives,
extending next to activities, then to accomplishments, and
finally to achievements.
31
3.
In languages that have progressive aspect, progressive

marking
begins
with
activities,
then
extends
to
accomplishments and achievements.
4.
Progressive markings are not incorrectly overextended to

statives.
Bardovi-Harlig 2002:130
The Aspect Hypothesis can be summarised by saying that the selection

and use of perfective and/or past marking are initially restricted to the
marking of telic predicates, that is, achievements and accomplishments.
The imperfective marking is initially restricted to marking atelic predicates
(states and activities), whereas progressive marking is restricted to marking
dynamic and atelic predicates (activities) (Salaberry and Shirai, 2002).
The first claim of the aspect hypothesis that achievement and

accomplishment verbs tend to be marked first for past and/or perfective
tense is central to this research. From this claim, we can extrapolate that
because learners tend to first acquire past tense and perfective marking for
telic verbs (achievements and accomplishments), learners should make
more errors in the marking of atelic verbs (activities and states) in terms of
past tense and perfective marking. By studying errors in tense and aspect
marking in terms of aspectual classes of verbs, an explanation as to why
32
more errors are associated with certain lexical classes of verbs can be
obtained.
The next claim of the aspect hypothesis that imperfective marking is initially
restricted to atelic predicates (activities and states) will not be included in
this study. This is because the English language does not encode the
perfective/imperfective distinction like other European languages such as
French and Italian.
Errors in progressive marking are also not included in this study. This is
because from the review of literature, errors in the marking of progressive
aspect do not seem to be a common problem in Singapore English
(Alsagoff, 2001). In fact, it is noted that the progressive form is commonly
marked in SE, although the progressive auxiliary be might be left out
(Alsagoff, 2001). According to Saravanan (1989) who studied speakers of
SE, whose base language is Tamil, found that the incorrect use of
progressive marking is mainly confined to speakers of lower education
level. This is further supported by the corpus used in this study, which
reveals that such errors only make up about 0.3% of all errors in the
corpus.
Therefore, the most salient part of the aspect hypothesis to this study is the
first part of the aspect hypothesis, i.e., the selection and use of perfective
and/or past marking is initially restricted to the marking of telic predicates;
that is achievements and accomplishments (Andersen and Shirai, 1996,
33
Salaberry and Shirai, 2002). In other words, in the process of acquiring

verbal morphology, a learner marks verbs for tense and perfective aspect
first among telic verbs (such as achievements and accomplishments)
before atelic verbs (such as states and activities). If the aspect hypothesis
is true, one can expect that tense and perfective aspect marking errors
occurring more frequently in verbs whose lexical aspects are atelic, i.e.
states and activities, and less frequently in verbs whose lexical aspects are
telic, i.e. achievements and accomplishments. This might be so especially
in texts that require the verbs to be written in the past tense such as
Narratives and Recounts.
The current Aspect Hypothesis, according the Bardovi-Harlig (2000) has its
genesis in the defective tense hypothesis following Weist et al (1984). The
defective tense hypothesis states that in the beginning stages of language
acquisition only inherent aspectual distinctions and not tense or
grammatical aspect are encoded by verbal morphology. The defective
tense hypothesis consists of three parts. Firstly only telic verbs receive past
tense inflections, secondly, tense distinctions are redundant and only
accompany aspectual distinctions and lastly, only references to immediate
past situation are made. However, it must be noted that Bloom et al (1980)
pointed out, earlier, that children do not necessarily only learn tense after
they have learnt aspect. Therefore, researchers such as Andersen (1989),
Shirai and Andersen (1995) and Andersen and Shirai (1996) put forward
that a relative interpretation of the defective tense hypothesis is more likely
34
and can be better defended, thus giving rise to the Aspect Hypothesis
(Andersen & Shirai 1996).
Bardovi-Harlig (2000) notes that early work in support of the Aspect

Hypothesis, for example Kumpf (1984), Flashner (1989), Robison (1990)
and others were based on few individual learners. However, researchers
such as Meisel (1987) pointed out that studies based on few learners may
not accurately reflect the true patterns of acquisition of tense and aspect
morphology as the results may be skewed towards certain unique
characteristics of individual learners. Following this criticism, studies of
tense and aspect acquisition began working with larger sample sizes
(Bardovi-Harlig, 2000). Not only did the sample size of studies become
larger, researchers began to study learners from different levels of
proficiency. There was also a shift towards the quantification of the analysis
of results in order to test the hypothesis. There was also an expansion
concerning the type of data collected as well as techniques of linguistic
analyses. Tests for the determination of aspectual classes were also better
implemented to ensure better comparability between studies (BardoviHarlig, 2000).
According to Bardovi-Harlig (2000) there are many methods used in the

study of tense and aspect morphology. Some researchers such as Van
Patten (1990), Robison (1993), Bardovi-Harlig & Bergstrom (1996) and
many others studied tutored versus untutored learners, while others
employed either cross-sectional or longitudinal design as well as a single
35
level of proficiency in order to describe the relation between lexical aspect

and verbal morphology at a single point. Furthermore, as a result of the
expansion of sample sizes of studies, the elicitation procedures also
developed further. These tasks include oral and written personal and
impersonal narratives, written cloze passages, judgement tasks, telling and
retelling silent films, performing stories and use of picture stories.
The Aspect Hypothesis has also been tested against many languages with
positive results. Bardovi-Harlig (2000) noted the following examples of
target languages studied: Catalan (Comajoan, 1998), Dutch (Housen,
1993, 1994), English (Kumpf 1984, Flashner 1989, Robison 1990, 1995,
Bayley 1991, 1994, Bardovi-Harlig 1992, Bardovi-Harlig and Reynolds
1995, Rohde 1996, Collins 1997 and many others), French (Kaplan 1987,
Bergstrom 1995, 1997, Salaberry 1998 and others), Italian (Giacalone
Ramat & Banfi, 1990, Giacalone Ramat, 1995c, 1997), Japanese (Shirai
1995, Shirai & Kurono, 1998), Portuguese (Leira 1994, Leira & Mendes
1995), Russian (Leary 1999) and Spanish (Andersen 1986, 1991, Ramsay
1990, Salaberry, 1997, 1999 and many others).
Weist (2002) suggests the reasons why it is important to investigate the

acquisition of tense and aspect. Firstly, it shows the early phrase of
temporal reference. Secondly, it is relevant to the question of how
morphological information is processed. Thirdly, it reveals elements of the
verb argument structure. Fourthly, it provides insights into the childs tacit
36
knowledge of syntactic structure. Finally, it has comparative value for

research on L2 acquisition and non-typical L1 acquisition.
Although the view put forward above is from the language acquisition
perspective and many linguists would consider basing a study on Aspect
Hypothesis is within the purview of language acquisition and not the
analysis and explanation of patterns of tense and aspect marking errors,
the Aspect Hypothesis relevant to this study. This is because studies on
language acquisition of verbal morphology can provide explanations as to
why certain morphological errors occur among learners at a particular
stage in their language acquisition process.
In order to further illustrate AH, one of the experiments done in relation to

AH will be described. The description is based on a study by Bardovi-Harlig
(1998). This study addresses three claims of the aspect hypothesis that
pertains to English. That is the use of the perfective past, the distribution of
the progressive, and the (non) use of the progressive with states.
Data for this experiment was made up of a cross-sectional sample of oral

and written narratives from learners (university students) of English as a
second language, which was elicited by means of a film, retell task. In this
task, an 8-minute excerpt from the silent film Modern Times was used as it
contained a series of discrete, easily identifiable action sequences as well
as simultaneous actions and changes of scene.
37
Learners watched the film excerpt in their Speaking-Listening classes. The

learners watched the film twice and were given opportunities to clarify
anything that they might not understand. These learners then met the
interviewer individually to record the retell of the story orally. Learners also
produced written narratives during their composition classes.
The participants in this particular study were all enrolled in at the Centre for
English Language Training at a university in the United States of America.
Learners of various proficiency levels were also selected and grouped
according to the prevalence of tense marking in their samples. A total of 74
oral and narrative samples from 37 participants were chosen. The learners
were drawn from five L1 backgrounds. There were 14 Arabic students, 10
Koreans, 6 Japanese, 6 Spanish and 1 Mandarin. Each verb in the
narrative was coded for use of a past tense form in past time contexts,
which include simple past, past progressive and past perfect. The non-use
of the past form in past time contexts was also coded. It was noted that the
occurrence of past perfect among the narratives was rare.
Each verb was also assigned to one of four aspectual classes according to
the tests established for aspectual categories by Vendler (1967). The tests
by Dowty (1979) were used to categorise these verbs. These tests will also
be elaborated on and discussed in chapter three of the current study.
In this study, it was found that in written narratives, achievement and

accomplishments show the highest rate of past-tense inflection. Activities
38
also show greater occurrence of the progressive than any other aspectual
class. This finding is consistent throughout among learners of different
proficiency levels. The oral narratives also exhibit the same patterns as
written narratives.
Bardovi-Harligs (1998) study provides support for all claims of the aspect
hypothesis that applies to English. She found that achievement and
accomplishment verbs are more likely to be marked for the perfective past
and progressive marking occur more frequently in activity verbs than any
other aspectual classes and state verbs are not incorrectly marked for
progressive. The findings of her study are consistent with AH for both
written and oral narrative texts.
In the literature, it is noted that learners go through several stages before

employing verbal morphology. However, when learners are ready to
acquire verbal morphology, in particular tense-aspect morphology, the AH
can be applied to predict there patterns of acquisition.
Studies pertaining to language acquisition among L2 learners and learners

of foreign languages have shown that even before learners acquire verbal
morphology to express tense and aspect, learners have many other
linguistic devices at their disposal. Linguistic devices used by learners to
express temporality include pragmatic and lexical devices other than
morphological devices (Bardovi-Harlig, 2000).
39
Von Stutterheim and Klein (1987) also noted that a second language
learner does not need to acquire the underlying concepts of tense and
aspect. This is because adult learners of second languages have access to
a full range of semantic concepts from their previous linguistic and
cognitive experience. Research by Dietrich et al (1995), Giacalone Ramat
& Banfi (1990) and Meisel, (1987) show that the expression of temporality
exhibits a sequence from pragmatic to lexical to grammatical devices.
There is a progression from the use of discourse principles such as
chronological order and scaffolding to lexical means such adverbials and
connectives and finally the use of verbal morphology.
According to Bardovi-Harlig (2000), there are four general principles found

in studies of the emergence of verbal morphology. Firstly, the development
of temporal expression is slow and gradual, from pragmatic to lexical to
grammatical devices. Secondly, she notes that research by Klein (1993)
and Dietrich et al (1995) show verbal morphology may initially emerge
without a clear meaning where form precedes function. Learners may also
continue to use the base forms of verbs in the language. Thirdly, irregular
morphology precedes regular morphology (Klein, 1993; Dietrich et al, 1995)
and lastly, learners tend to avoid considering discontinuous marking such
as aux + V-tense inflection and formulate an initial hypothesis that tense
relies upon suffixed inflections (Bhardwaj et al, 1988). Bardovi-Harlig
(2000) notes that there is an order of emergence of verbal morphology
among L2 learners of a foreign language. The order of emergence is the
simple past, followed by the present perfect and finally the past perfect.
40
Housen (2002) investigated the development of tense aspect in English

as a second language and the variable influence of the lexical aspect.
Housen (2002) notes that the acquisition of tense and aspect among
second language learners occurs in stages. During the first stage, the
learner learns formulaic expressions such as I dont know. Here, the
learner learns formulaic clusters of words that typically hang together in
order to communicate something. During the second stage, the learner
uses verbs in the morphologically invariant form or unmarked stem form
(e.g. I eat breakfast this morning). This means that the learner is starting to
coin different lexical words together to form an utterance and is more
concerned with the lexical meaning of the utterance than the correct use of
tense and aspect marking, especially if the utterance is said in a past time
context. The learner will start to have some form of formal diversification
such as V + ing at the third stage. At this stage, the learner will be more
aware of the proper use of verbal morphology such as the use of tense to
point to events in relation to time. It is during this stage that the Aspect
Hypothesis seems to be able to predict the patterns of emergence of tense
and aspect marking.
Different learners go through different stages in the acquisition of verbal

morphology. In the context of Singapore, it seems that there is an
assumption that the stage of language acquisition among students at a
specific academic level or year is uniform. Therefore, so long as a student
is in a specific academic level, such as in secondary three, the syllabus
41
requires students to employ specific grammatical devices such as the use

of verbal morphology to reflect tense and aspect in their writings in order
for them to be assessed favourably. The presence of tense and aspect
errors in students writings suggests that students are lagging behind in the
stages of acquisition of verbal morphology despite being in a specific
academic level or year.
Students in Singapore are also in a unique position when it comes to the

acquisition of Standard English. This is because in school, these students
are expected to acquire the standard (or internationally intelligible) variety
of the English Language (MOE EL Syllabus, 2001). However, studies in SE
have revealed that speakers of SE have devised creative ways to mean
what they say by employing linguistic strategies such as reduplication (Lim,
1996), Be-omission, redundancy (Low & Brown, 2003), the use of time
adverbial to signal tense and aspect (Alsagoff 1998, Platt & Weber 1980,
Saravanan 1989, Bao 1995 and many others) etc.
This situation is also made more complex by the fact that many mother
tongue languages that students are familiar with such as Malay and
Chinese languages do not posses a tense marking system and verbal
morphology. Consider the following examples.
Saya suda makan. (Malay)

Wo chi le. (Mandarin)
I eat already. (SCE)
42
I have eaten. (StdE)
Tense and aspect are manifested using devices such as time adverbials or
time markers such as suda for Malay and le for Mandarin to signal
completion and past event. In the case of SCE, the use of the time
adverbial already also performs the same function. Students are exposed
to many devises to signal tense and aspect in Singapore. Therefore, as
these students enter school, they have already with them many linguistic
devises at their disposal, which are viewed as non-standard in English.
The existence of tense and aspect errors is not only confined to L2 learners
of languages. Bardovi-Harlig (2000) also noted that studies of L1
acquisition by children found that these children are more sensitive to
lexical aspect in encoding of verbal morphology regarding past events.
Bardovi-Harlig (2000) noted that research by Antinucci and Miller (1976)
found that seven Italian-speaking and one English-speaking children
between the age of 1; 6 to 2; 5 used the past participle with change of state
verbs with clear results. However, state verbs and activity verbs were not
used in the past. Similar results were also reported by research done by
Bronckart and Sinclair (1973) working with 74 French-speaking children
(ages 2;11 to 8;7). These children used perfective past forms for actions
with clear results and present forms for inherently durative events.
It can be seen from the literature that there is a difference in the way verbal
morphology of a language is acquired between L1 and L2 learners. L2
43
learners of a language have other linguistic devises at their disposal to

signal tense and aspect whereas L1 learners do not. Therefore, these L2
learners may not initially use verbal morphology to signal tense and aspect.
However, as learners (L1 and L2) progress, they will eventually acquire
and use verbal morphology of the target language to signal tense and
aspect. Research in tense and aspect acquisition reveal that although L2
and L1 learners go through different experiences in acquiring a language,
they seem to exhibit the same patterns in terms of the acquisition of verbal
morphology to signal tense and aspect (Collins 2002, Housen 2002).
These patterns can be explained using the Aspect Hypothesis (Andersen &
Shirai 1996).
The Aspect Hypothesis is a form-centred theoretical approach to the study

of tense and aspect morphology. According to researchers other factors
might also need to be considered. Salaberry and Shirai (2002) note that the
form-meaning correlation is only part of a larger picture. Other factors also
need to be considered such as L1 transfer, input data, formation of
prototypes, discourse functions, instructional varieties, cognitive as well as
universal
constraints.
Giacalone-Ramat
(2002)
also
suggests
that
prototypical semantic notions may be correlated with the frequency with

which some forms may be reflected in language (c.f. the Distributional Bias
Hypothesis, Andersen 1993; Andersen and Shirai 1994).
According to Weist (2002:69), the acquisition of tense-aspect morphology

evolves in a conversational context that requires the child to resolve deictic
44
relations. But, more specifically, tense-aspect distinctions are made within

the domain of the verb morphology within the structure of a clause.
Therefore, it is also important to understand the acquisition of the clause
structures.
Shirai (2002) put forward a model of tense aspect acquisition. Shirai

(2002) notes that tense aspect acquisition can be associated with the
following mechanisms.
-
form form association: whereby learners associate a certain

inflection with certain verbs. That is, the learner recognises
that certain verbs can only be inflected in a certain way.
form meaning association: whereby learners associate a

certain inflection to a certain tense and aspect and will use
these inflections to convey the necessary tense and aspect
relation.
L1 transfer: whereby the learner uses knowledge of the

grammar of the first language to guess and anticipate the
grammar of the target language.
Universal prototype: learners taking into account of notions

that are universally grammaticizable (Shirai, 2002:472)
However, work by Collins (2002) reveals that the L1 influence in the

acquisition of tense and aspect morphology among Francophone L2
learners of English is very limited. It is only limited to a grammatical form
that is very similar between French and English and learners sometimes
45
use these forms interchangeably. She found that, generally, adult

Francophone ESL learners use of tense/aspect markers in past contexts
supported the predictions of the Aspect Hypothesis. She found that these
learners were significantly more successful in using simple past with telics
and struggled most with statives.
Housen (2002) also notes of the effects of the first language or the base
language on the second language acquisition. Housen (2002) speculated
that L2 learners approach the acquisition of the tense and aspect system
of their target language taking into account of their tense and aspect
distinctions in their L1. If there are any similarities found, it will be used as a
basis for reconstructing the target language system. However, if no
similarities are found, learners might resort to universal semantic
prototypes to help them process these unfamiliar tense and aspect
systems. In the case of SCE, Malay and Chinese, these languages do not
employ verbal morphology to signal tense and aspect (Platt and Weber
1980, Poedjosoedarmo 2000, Deterding 2000 and many others).
Therefore, there is a likelihood that learners of English in Singapore resort
to universal semantic prototypes to help them process these unfamiliar
tense and aspect systems which Housen (2002) spoke about.
The researcher recognises that there are many other factors, as listed
above, to be considered in the study of tense and aspect morphology. As
this research study is primarily concerned with the structural problem of
errors in the production of verbal morphology concerning tense and
46
perfective aspect that students make while writing compositions, there is an

overt concentration on studying structural patterns in the errors in order to
device ways to help the students overcome their propensity for errors in
tense and aspect marking.
From the literature review, both Ho (2003) and Saravanans (1989) findings
are consistent, to a certain degree, with the Aspect Hypothesis (Andersen
& Shirai 1996) in that punctual verbs, which are also telic, are more likely to
be marked for tense. However, due to the way Ho (2003) and Saravanan
(1989) categorised the verbs according to three semantic categories of
punctual, non-punctual and stative verbs, we cannot be sure that this
finding is entirely consistent with the Aspect Hypothesis. This is because
Ho (2003) defines verbs that are used punctually as events that are
completed or fully transacted while, in terms of lexical aspect, telic verbs
are verbs with natural end points (Bardovi-Harlig, 2000). The lexical aspect
of verbs, such as telicity, typically remains constant regardless whether an
event is completed or not, therefore the semantic categories used in Ho
(2003) and Saravanans (1989) studies are not directly comparable to the
aspectual classes used in studies addressing AH.
As the Aspect Hypothesis provides a clearer framework for the analysis of

tense and aspect morphology, this study will also adopt a similar
framework by categorising verbs according to Vendlers (1957/67) four-way
classification. This will also ensure that the findings of the current study can
be compared with other studies related to the Aspect Hypothesis.
47
Despite the differences in semantic categories used in the different

analyses, it is important to note that studies addressing Aspect Hypothesis
(Andersen & Shirai 1996) as well as studies undertaken by Saravanan
(1989), Ho and Platt (1993), Ho (2003) all point to a relationship between
the lexical aspect of verbs and verbal morphology.
48
Chapter Three
Framework of Study and Research Methodology
3.0
Introduction and Overview
In the literature review (Chapter 2), studies relating to tense and aspect
morphology were discussed. One of the key issues raised was the
relationship between lexical aspect and verbal morphology. Studies by Ho
and Platt (1993), Saravanan (1989), Ho (2003) as well as the numerous
studies addressing aspect hypothesis (Andersen & Shirai, 1996) all point to
this. It was also discussed that the aspect hypothesis offers the clearest
framework to the study of tense and aspect morphology due to the finer
distinctions between aspectual classes using Vendlers (1967) four-way
classification as well as the universality of its claims. There is also a large
amount of work done internationally using the aspect hypothesis
framework.
In this chapter, the framework and methodology of this study based on the
aspect hypothesis will be presented. Also included in this chapter are the
definitions and classifications of tense and aspect as well as data collection
procedures.
49
3.1
The hypothesis
In chapter 2, we discussed the AH. This hypothesis has direct bearing on

the aims of this study; namely, we will be using lexical aspect to determine
patterns in tense and aspect errors.
More specifically, the hypothesis tested in this study is,
(H1) Aspectual classes of verbs (i.e. State, Activity, Accomplishment

and Achievement) can explain the patterns of errors in tense and
perfective aspect marking.
In order to test and investigate this hypothesis, it is further divided into two
sub-hypotheses.
(H1a)
Aspectual
classes
of
verbs
(i.e.
State,
Activity,
Accomplishment and Achievement) can explain the patterns of

errors in tense marking.
50
The hypothesis (H1a) will also be analysed in terms of,
1a (i) Telicity
1a (ii) Punctuality
1a (iii) Stativity
1a (iv) Agentivity
(H1b)
Aspectual
classes
of
verbs
(i.e.
State,
Activity,
Accomplishment and Achievement) can explain the patterns of

errors in perfective aspect marking.
The hypothesis (H1b) will also be analysed in terms of,
1b (i) Telicity
1b (ii) Punctuality
1b (iii) Stativity
1b (iv) Agentivity
It is important at this juncture to note that we look only at a specific part of

AH - that achievement and accomplishment verbs tend to be marked first
for past and/or perfective tense (Andersen & Shirai, 1996, Bardovi-Harlig,
2000, Salaberry & Shirai, 2002).
To test this hypothesis, I will disprove the null hypothesis that there is no
significant relationship between the aspectual classes of verbs and tense
51
and perfective aspect marking errors. This is done by analysing patterns of

errors in tense and aspect marking in relation to the aspectual classes of
verbs, in terms of Vendlers (1967) four-way classification, using the chisquare test. The chi-square test used in this study will be further elaborated
in the final section, statistical method, of this chapter. It must be noted that
not only individual aspectual classes are tested to see if aspectual classes
of verbs can explain patterns of errors in past tense marking. Clusters of
aspectual classes will also be tested. These aspectual classes are
clustered into semantic features such as telicity, punctuality, stativity and
agentivity.
If this hypothesis, H1, is validated, there would be immense pedagogical

implications to the teaching and learning of English Language in
Singapore. It would mean that teachers would need to help students to be
aware of the kinds of verbs that students tend to commit errors in terms of
verbal morphology and to take steps to avoid them in order to strive for
higher grammatical accuracy in writing compositions.
3.2
Definitions and Classifications of Tense and Aspect
Central to this research are the theoretical concepts of tense and aspect. It
is therefore important to understand what complex terms such as tense
and aspect mean. In this section, I will be explaining what tense and aspect
mean by looking at some of the other cited literature. This section also
52
includes how morphological representation of tense and aspect in SE

differs from StdE.
3.2.1 Tense
Tense is a deictic category that locates an event on the time line with
reference to the time of speaking (Comrie, 1976), Dahl, 1985, BardoviHarlig, 2000, Alsagoff, 2001 and Salaberry and Shirai, 2002). Comrie
(1976) provides us with a very clear illustration of what tense is. In English,
Tense and its associated verbal morphology can typically be divided into
present and past. The present tense is located temporally simultaneous
with the moment of speaking (e.g. John is at home). The past tense is
located prior to the moment of speaking (e.g. John was at home).
In English, main verbs, which serve as PREDS of independent clauses,

carry tense,
1a.
John walked to school.
Past
1b.
John walks to school.
Present/Singular
1c.
They walk to school.
Present/Plural
1d.
They walked to school.
Past/Plural
2a.
Mary baked a cake.
Past
2b.
Mary bakes a cake.
Present/Singular
2c.
They bake cakes.
Present/Plural
2d.
They baked cakes.
Past
53
Such verbs can be inflected for past tense ed, e.g. walked and baked, and
carry subject-verb agreement marking to indicate if the subject of the
clause is singular or plural. Non-finite verbs, on the other hand, such as the
infinitive help, cannot be inflected for past tense or carry the singular and
plural verb. For example,
3a.
John asked Mary to help him.
3b.
*John asked Mary to helps him.
3c.
*John asked them to helped him.
In English, past tense is marked with the ed form for regular verbs.
Irregular verbs manifest past tense by taking on its respective past form.
For example,
4a.
John sings in the choir.
Present
4b.
John sang in the choir.
Past
5a.
John runs in the park.
Present
5b.
John ran in the park.
Past
StdE has no future tense (Alsagoff, 2001). Instead, the future time is
marked by the addition of a modal auxiliary before the main lexical verb
(e.g. John will be at home).
54
Tense in SCE is very different from SSE. Verbs in SCE tend to appear
mostly in their bare form without any overt tense marking (Alsagoff, 2001).
There is no morphological marking to indicate past time. For example,
6a.
He chop the tree yesterday.
SCE
6b.
He chopped the tree yesterday.
SSE
The time and aspectual information that the verbal inflection in StdE carries
is, instead, often borne by a time adverbial, e.g., yesterday in (6a)
(Alsagoff, 2001). This lack of morphological marking cannot be due to the
phonological reduction of consonant because even with a subclass of
strong verbs whose past forms have vowel changes, e.g., swim swam,
go went, there is no difference between the present tense and the past
forms (Platt & Weber, 1980).
7.
My mum she come from china many years ago!
8.
Oh, I see him last week.

Platt & Weber, 1980:61
3.2.2 Grammatical Aspect
While tense is a deictic category that locates an event on the time line with
reference to the time of speaking, aspect, on the other hand, is concerned
with the internal temporal constituency of one situation. Difference
55
between tense and aspect can be characterised as one between situation internal time ([grammatical]) aspect) and situation -external time (tense)
(Comrie, 1976: 5).
More technically, grammatical aspect (also known as viewpoint aspect) can

be referred to as the partial or full view of the particular situation type as
marked by an overt grammatical morpheme (Salaberry and Shirai,
2002:2). In English, grammatical aspect, is typically marked by the auxiliary
have followed by the en form for the perfective; and the auxiliary be
followed by the ing form for the progressive (Alsagoff, 2001).
Weist (2002), in quoting Smith (1991:3-8), defined grammatical aspect as

the presentation of events through grammaticized viewpoints. Salaberry
and Shirai (2002) note that within grammatical aspect, the perfective
aspect is seen as bounded where the end point of the event can be seen
while imperfect aspect (found in romance languages) is unbounded
where the end point of the event is not seen. Therefore the verbal
morphology carried by the verbs will help hearers/readers to understand
whether an event was completed at the time of speaking/writing or only a
partial view of an event was being presented. It must be noted that English,
unlike other Romance Languages, does not mark for the imperfective.
In English, grammatical aspect deals with the way in which an action or

state is regarded as being completed or is still ongoing (Alsagoff, 2001).
56
The following examples illustrate what is meant by grammatical aspect in

English.
9a.
John has baked chocolate cakes. Perf/Completive aspect
9b.
John is baking chocolate cakes.
Progressive aspect
In the examples above, all sentences involve a cake being baked by John.
However, the grammatical aspect differs. In (9a) the situation is viewed in
its entirety and the end point is included in the sentence. The action is
regarded as completed. The completion of the event in (9a) is signalled by
the use of the perfect tense, with the use of the auxiliary have and the en
form, in the main verb bake. This is an example of perfective or completive
aspect, which can be seen as bounded (Alsagoff, 2001, Bardovi-Harlig,
2000, Salaberry and Shirai, 2002). In (9b), the endpoint in not included.
This means that the hearer will not know when John will finish baking the
cake and the action was still ongoing at the point of utterance. This is
signalled by the use of the present progressive/continuous tense is baking
which denote an ongoing process. This is an example of progressive
aspect, which can also seen as unbounded (Alsagoff, 2001, BardoviHarlig, 2000, Salaberry and Shirai, 2002). From the examples above, it can
be seen that grammatical aspect in English is very much signalled by
verbal morphology of the main verb within the verb phrase.
In the literature, concerning studies addressing Aspect Hypothesis, past

tense and perfective aspect are taken to be a single category. Bardovi-
57
Harlig (2000, 2002) considers the past tense to have perfective aspect in
English. For example,
9c.
John bakes chocolate cakes.
Present Tense/-Perfective
9d.
John baked chocolate cakes.
Past Tense/+Perfective
9e.
John has baked chocolate cakes. Pres Perfect/+Perfective
9f.
John had baked chocolate cakes. Past Perfect/+Perfective
In (9c), the sentence reflects a state and the event is not completed and
there is no absolute endpoint. Therefore, (9c) does not have perfective
aspect. In (9d to 9f), the events are completed and the endpoints can be
seen. Therefore, these sentences are considered to have perfective
aspect.
However,
according
to
Alsagoff
(2001),
tense
is
different
from
(grammatical) aspect because even when the time reference (tense)

remains the same, an event can be expressed in different ways. For
example, in (10) and (11), aspect differs while tense remains the same.
10a.
I am driving.
Present tense, progressive aspect
10b.
I have driven.
Present tense, perfective aspect
11a.
I was driving.
Past tense, progressive aspect
11b.
I had driven.
Past tense, perfective aspect
58
In English, the auxiliary verb have is often used to mark the perfective
aspect. With the use of have, the main verb is inflected with an en marking.
This can be seen in a verb such as driven.
Taking into account the different perspectives concerning whether or not

past tense and perfective aspect are taken to be a single category, this
thesis will analyse the data from both perspectives, analysing past tense
and perfective aspect marking errors as a whole (H1) as well as analysing
past tense (H1a) and perfective aspect (H1b)marking errors separately.
In SCE, the use of time adverbials is preferred over the morphological

marking of perfective aspect (Alsagoff, 2001). For example,
12a.
I pass my exams already.
CSE
12b.
I have passed my exams.
SSE
13a.
She drive her new car already.
CSE
13b.
She has driven her new car.
SSE
Alsagoff (2001) also noted that morphological markings for perfective

aspect are not completely absent. For example, instead of (12a), CSE also
allows the main verb to appear in the perfective form, but does not have
the perfective auxiliary have preceding it in (12c). Similarly, in (13c), the
verb drive can appear as driven, without the auxiliary.
59
12c.
I passed my exams already.
CSE
13c.
She driven her new car already. CSE
It is also common for speakers of CSE to mark the perfective aspect with a
past tense verb followed by the adverbial already (Alsagoff, 2001):
13d.
She drove her new car already.
CSE
Even though tense and perfective aspect tend not to be morphologically

marked, the progressive aspect is commonly marked in CSE (Alsagoff,
2001). The main difference between CSE and StdE is that CSE does not
use the progressive auxiliary be. However, the main verb is marked with
the ing suffix, e.g.,
14a.
She told you she going to the cinema with us or not? CSE
14b.
Did she tell you whether she was going to the cinema
with us?
SSE
Alsagoff, 2001:85
Furthermore, CSE often marks the progressive aspect with the adverb still,
e.g.:
15a.
Dont disturb them, they still studying.
CSE
15b.
Dont disturb them, they are studying.
SSE
Alsagoff, 2001:85
60
3.2.3 Lexical Aspect
Lexical aspect is concerned with the semantics of verbs and their

arguments (Bardovi-Harlig, 2000). Tenny (1994) refers to lexical aspect as
the internal temporal properties of the event, such as duration, iterativity,
etc. Lexical aspect has also been referred to as Aktionsart (Salaberry and
Shirai, 2002). Lexical aspect is not morphologically marked.
The lexical aspect of a predicate remains the same regardless of its

grammatical aspect and relates to the meaning of the verb. For example,
16a.
John had built the model plane when I arrived.
16b.
John was building the model plane when I arrived.
Although (16a) and (16b) have different grammatical aspects, the lexical
aspect of the verb build remains the same for both sentences. If the verb
build is analysed semantically, the lexical aspect of the verb build is telic as
opposed to atelic, is dynamic as opposed to stative and is non-punctual as
opposed to punctual. The verb build also requires an agent or causer for
the event to occur.
Lexical aspect can be viewed both in terms of Vendlers (1967) four-way

classification as well as binary semantic categories. Vendlers four-way
classification is related to binary semantic categories in that the four
61
aspectual classes, according to Vendlers (1967) four-way classification,

can be defined and differentiated using binary semantic categories such as
+/- telicity, +/- punctuality +/- stative and +/- agentive.
In following paragraphs, these binary semantic categories will first be

discussed. The table below provides a componential analysis of how
Vendlers (1967) four-way classification is related binary semantic
categories.
State
Activity
Accomplishment Achievement
+/- Telic
+
+
+/- Stative
+
+/- Punctual
+
+/- Agentive
+
+
Table 1: Componential analysis of how Vendlers (1967) four-way
classification is related binary semantic categories.
Telic vs. Atelic [+/- telic]
Predicates that are telic have a natural end while atelic predicates do not
(Bardovi-Harlig, 2000). Similarly, Tenny (1994) defines telic verbs as verbs
that are working towards a goal. For example,
15a.
John built a model plane.
Telic
15b.
John loved model planes.
Atelic
62
The predicate build in (15a) is telic while the predicate love in (15b) is
atelic. Once the plane has been completed, the process must end.
Therefore, the word construct in (5) is analysed as a telic verb. In contrast
to build, the verb love in (15b) does not have a natural end. Therefore the
predicate loves in (15b) is analysed as an atelic verb.
Stative vs. Dynamic [+/- Stative]
With stative verbs, according to Comrie (1976:49), unless something

happens to change that state, then the state will continue. Consider the
following example.
16.
Mary knows John.
Stative
In the example above, Mary will continue to know John unless something
happens to Mary that causes her to lose her memory. Therefore, the
predicate know is analysed as a stative verb.
With a dynamic situation, the process will only continue if it is continually

subject to a new input of energy (Comrie, 1976). For example,
17.
John ran.
Dynamic
In the case of (17), the predicate run is a dynamic verb. John can only
continue running if he puts in energy to lift up his leg one at a time and
63
throwing that leg forward in order to move forward quickly. If he stops

putting in energy, the process of running will stop. Therefore, theoretically,
John can continue running indefinitely until he decides that it is enough or
until he has reached his destination. Therefore, to remain in a state
requires no effort, whereas to remain in a dynamic situation does require
effort (Comrie, 1976:49).
One form of dynamic verbs are iterative verbs. A verb that is iterative refers
to a situation that is repeated. For example,
18a.
I write letters to my friend everyday.
Iterative
In (18a), the predicate write is analysed as iterative as the act of writing

letters is repeated over a period of time. However, whether or not a verb is
iterative is also dependent on the situation and not the verb. For example,
18b.
I have written the letter of complaint.
Non-Iterative
The predicate write in (18b) is analysed as non-iterative as the process of

writing ends once the letter of complaint is completed and the process is
not likely to happen again.
64
Punctual vs. Non Punctual [+/- Punctual]
Punctual verbs such as die occur instantaneously while non-punctual verbs

like run and construct require duration in time (Bardovi-Harlig, 2000). It is
also important to note that it is the situation rather than the verb that
determines the punctuality of the verb (Comrie 1976). While it is true that
some verbs such as die and hit are inherently punctual and others such as
keep and live are inherently non-punctual, there are times that same verbs
can be used punctually and non-punctually. Compare the following
examples,
19a.
I kicked a ball to a group of boys on the way to school.

Punctual
19b.
I kicked many things on the way to school.

Non-punctual
The examples above show that the same verb may be used punctually or
non-punctually. Therefore, the situation in which the event occurs must be
taken note of when determining whether a verb is punctual or nonpunctual. In fact, the verb kick in the sentence I kicked many things on the
way to school is iterative.
65
Agentive vs. Non-Agentive [+/- Agentive]
Predicates that require a causer or an agent for the event to occur are
analysed as agentive. For example,
20a.
John drove the car.
Agentive
20b.
John felt upset as the car was scratched.
Non-Agentive
In (20a), the predicate drive is agentive because the act of driving cannot
occur unless an agent (John) is involved. The car cannot be driven on its
own volition. However, the predicate feel in (20b) is non-agentive because
such an event does not depend on the volition of the agent. In a sense the
agent does not have control over the event. For example, the causer
cannot volitionally decide to feel upset or not.
The discussion thus far shows that there are many ways to classify lexical
aspect in terms of binary categories. However, it is highly possible to group
predicates together which are highly dissimilar using binary classifications
(Bardovi-Harlig, 2000). For example, verbs such as run and build are
considered dynamic, non-punctual and agentive. This means that both
predicates run and build involve a change in state, require a causer and
the events require a period of time for it to materialize and these verbs
seem to be semantically similar. However run is atelic while build is telic,
which means that the predicate build has a natural end whereby the
building can no longer be built further whereas, theoretically, there is no
66
natural end to running in case of the predicate run. The running will only
come to an end when the runner chooses to. Therefore, classifying lexical
aspect in terms of binary categories may not provide the fine distinction
between different lexical aspectual classes.
Vendlers (1957, 67) Four-way Classification
Vendlers (1957,67) four-way classification of aspectual classes can

provide the finer distinction between the different lexical aspectual classes.
It is based on the binary classifications discussed earlier. Vendler (1957,
67) classifies verbal predicates into four semantic types: states, activities,
accomplishments and achievements. Each of these aspectual classes can
be defined and distinguished using binary semantic categories such as +/telicity, +/- punctuality +/- stative and +/- agentive.
States [- telic, + stative, - punctual, - agentive]
According to Vendler (1967), states denote situations where no change

occurs (know, love). Consider the following:
21.
Jane knows Mary.
22.
John hates eating vegetables.
In examples (21) and (22) no change occur, unless something happens to

change that state (Comrie, 1976). Therefore, Jane will continue to know
67
Mary and John continues to hate eating vegetables unless something

happens to change that state. Such verbs are non-agentive, stative, atelic
and non-punctual.
Activity [- telic, - stative, - punctual, + agentive]
Activities denote situations where a change occurs but without manifesting

any inherent ending for this change, that is to say, atelic situations (run,
walk). It is not that activities lack an ending point, it is just that this ending
point is dependent on the causers will. The causer decides when the event
stops. Activity verbs are dynamic verbs, which means that the situation will
only continue if it is continually subject to a new input of energy (Comrie,
1976). Therefore, in the case of (23a) William can choose to walk
indefinitely for as long as he can or desires. The end point is when William
decides to stop walking. Here the predicate walk is an activity verb with the
lexical properties of non-agentive, dynamic, atelic and non-punctual.
23a.
William walked in the garden.
Atelic
23b.
William walked a 3km route in the garden.
Telic
However, whether or not a verb is an activity verb depends on the situation

or context rather than the verb itself. In (23b) the same predicate walk does
not have the lexical property of being atelic. Sentence (23b) clearly shows
that there is a clear end point to the event of walking, i.e. the 3 km route.
68
Therefore, in this context, the predicate walk cannot be considered as an

activity verb as the event is considered telic.
Accomplishment [+ telic, - stative, - punctual, + agentive]
Accomplishments, on the other hand, represent changing situations with

intrinsic natural end (build, destroy). Consider the following example.
24.
John is building a house.
As John builds the house, it will take shape until it is fully completed
according to his building plans. The predicate build in (24) has a natural
end over a period of time (duration). The process of building the house
cannot be carried on further after a period of time after the house has been
built. Accomplishments are agentive, dynamic, telic and non-punctual.
Achievement [+ telic, - stative, + punctual, - agentive]
Finally, achievements denote situations where the inherent end is

instantaneously achieved (explode, kill, die).
25a.
Mary died of a heart attack.
25b.
The bomb exploded.
25c.
Mary killed the cockroach.
69
In the above examples, the events happened instantaneously. The

beginning and end point to the event is simultaneous. There is no duration
of time involved. Achievements are non-agentive, dynamic, telic and
punctual.
Thus far, how lexical aspect can be classified according to binary

categories as well as according to Vendlers (1967) four-way classification
has been explained. The table below shows the relationship between the
binary categories of lexical aspect and Vendlers four-way classification of
lexical aspect.
70
Telicity
Agentivity
State
State verbs are
atelic because the
event has no end
point
as
it
undergoes
no
change.
State verbs are nonagentive. This is
because
events associated
with state verbs do
not depend on the
volition of the agent.
In a sense the agent
does
not
have
control over the
event. For example,
the causer cannot
volitionally
feel
happy or sad.
Activity
Activity verbs are
atelic because the
event will continue
so long as causer
puts in effort e.g.
walk, run
Activity verbs are
agentive.
Whether or not the
event continues is
totally dependent on
the causer. The
causer
has
full
control over the
event. So long as
the causer puts in
effort, the events
continues. E.g. Run
Accomplishment
Accomplishment verbs are
telic because such events
have natural end points.
E.g. Build.

agentive.
The event requires a causer
in order for the event to be
carried out and completed.
Without a causer, the event
cannot happen and be
completed. E.g. To build a
house.
Achievement
Achievement verbs are
telic because there is a
natural end point. The
start and end point of
the
event
is
instantaneous.
agentive.
The
event
is
not
dependent
on
the
causers
will.
For
example, an explosion
as a result of two
chemicals
coming
together occurs without
an agent.
71
Punctuality
Stativity
(Stative
Dynamic)
State
State verbs are nonpunctual
and
durative. The event
occurs indefinitely
as there is no
natural end point.
The event occurs
over a period of
time.
Activity
Activity verbs are
non-punctual
and
durative. The event
occurs indefinitely
so long as the
causer puts in effort.
The event occurs
over a period of
time.
Accomplishment
non-punctual and durative.
The event requires a period
of time before it can be
completed.
Achievement
punctual
and
nondurative. The event
occurs and completes
instantaneously.
The
event does not occur
over a period of time.
State verbs are not

vs. dynamic.
The event is stative.
There is no change
in state during the
event.
Activity verbs are

dynamic. There is
continuous
new
input of energy for
the
situation
to
continue.

dynamic. It involves a
change in state with a
natural culmination (end
point)

dynamic. It involves a
change in state. The
change
is
instantaneous.
The event can also

be iterative whereby
the
event
is
repeated over many
times within a period
of time.
Table 2: Summary of how binary categories of lexical aspect relate to Vendlers Four-Way classification.
72
As can be seen from the table above, there is a close relationship between
the binary categories of verbs and Vendlers four-way classification. Using
Vendlers four-way classification classification, verbs fall into one of four
categories based on the lexical meanings of the verb, which is also
dependent on their context of use. As other research studies pertaining to
verbal morphology also use Vendlers four-way classification in their
analysis, using the same classification in this study will also facilitate the
cross-examination of other research data and findings. Bardovi-Harlig
(2000) noted that examples of empirical studies addressing the aspect
hypothesis using Vendlers four-way classification include Comajoan
(1998), Bardovi-Harlig (1992, 1998), Bardovi-Harlig & Reynolds (1995),
Robison (1995), Bardovi-Harlig & Bergstrom (1996), Rohde (1996), Collins
(1997), Lee (1997), Salaberry (1997, 1998), Shirai (1995), Shirai & Kurono
(1998), Shibata (1998), Leary (1999), Andersen (1986a, 1991) and many
others.
The more detailed categorization offered by Vendlers (1967) four-way

classification of the lexical aspect of verbs is useful for clarifying finer
distinctions among the various classes of verbs, and has been used widely
as well in the literature.
73
Tests for Classifying Verbs According to Vendlers four-way

classification
In this section, tests which are used to classify verbs in the respective
aspectual classes according to Vendlers four-way classification, will be
discussed. In order to classify verbs into the various aspectual classes
according to Vendlers four-way classification, verbs are first tested for +/telic, +/- Agentive, +/-Punctual and +/-Stative. From here, based on the
componential analysis in Table 1, we can classify verbs into the aspectual
classes of state, activity, achievement and accomplishment.
Tests for [+/- Telic]
Verbs with aspectual classes of State and Activity are atelic and they do
not have natural end points (Baker, 1995). Therefore, such verbs can take
on an adverbial phrase such as for ten minutes whereas verbs with
aspectual classes of Achievement and Accomplishment do have natural
end points and taking on an adverbial phrase such as for ten minutes will
not be grammatical. Consider the following:
26a.
26b.
26c.
26d.
State:
Activity:
Achievement:
Accomplishment:
However,
verbs
with
I felt a little afraid for ten minutes.

A group of guys sat there for ten minutes.
*We decided for ten minutes to go.
*We reached there for ten minutes.
aspectual
classes
of
Achievement
and
Accomplishment have natural endpoints (they are telic). Therefore, such
74
verbs can take on an adverbial phrase such as in ten minutes whereas

verbs with aspectual classes of State and Activity do not have natural end
points and cannot take on the adverbial phrase in ten minutes. Consider
the following:
27a.
27b.
27c.
27d.
State:
Activity:
Achievement:
Accomplishment:
*I felt a little afraid in ten minutes.

*A group of guys sat there in ten minutes.
We decided in ten minutes to go.
We reached there in ten minutes.
Although, the adverbial phrase test is able to differentiate verbs with

aspectual classes of State and Activity from verbs with aspectual classes of
Achievement and Accomplishment, other tests are needed to differentiate
States from Activities and Achievements from Accomplishments. Then,
other tests need to be considered.
Tests for [+/-Agentive]
Verbs with an aspectual class of activity and accomplishment require an

agent whereas verbs with an aspectual class of state and achievement do
not. To test for agentivity, Kearns (2000) put forward that agentive events
can go together with verbs like persuade, and adverbs like carefully and
deliberately. These verbs can also occur in the imperative voice.
28a.
28b.
28c.
28d.
State:
Activity:
Achievement:
Accomplishment:
*I deliberately felt a little afraid.

A group of guys deliberately sat there.
*We carefully decided to go.
We carefully arrived there.
75
29a.
29b.
29c.
29d.
State:
Activity:
Achievement:
Accomplishment:
*John persuaded me to feel afraid.

John persuaded the guys to sit there.
*John persuaded us to decide to go.
John persuaded us to arrive there in ten
minutes.
30a.
30b.
30c.
30d.
State:
Activity:
Achievement:
Accomplishment:
*Feel afraid!
Sit there!
*Decide to go.
Arrive there in ten minutes.
Therefore, the test for agentivity can be used to differentiate activity from
state verbs (among atelic verbs) and accomplishment from achievement
(among telic verbs) because activity and accomplishment verbs require
agency.
Test for [+/- Punctual]
According to Kearns (2000), achievement (punctual) verbs depict events

that occur instantaneously, unlike state, activity and accomplishment verbs
that can occur over a period of time. Only achievement verbs are [+
punctual] while the other aspectual classes of verbs are [- punctual]
In this thesis, the author devised a test to distinguish between punctual and
non-punctual verbs (among telic verbs) by using the adverb suddenly.
Following Kearns (2000), the word suddenly shows the instantaneous
nature of the achievement verbs as opposed to accomplishment verbs that
require a period of time for the entire event to play out. Consider the
following,
76
31a.
31b.
Punctual:
Non-Punctual:
We suddenly decided (Achievement) to go.

*We suddenly reached (Accomplishment) there.
Test for [+/- Stative]
State verbs are differentiated from the other aspectual classes because
only state verbs are [+ stative]. As activity verbs can take progressive form
but not state verbs (Baker, 1989), we can use this to test for stative verbs
among atelic verbs. Atelic verbs that cannot take the progressive form can
be classified as stative verbs.
32a.
32b.
State:
Activity:
*Mary is knowing Jane.

A group of guys are sitting there.
From the examples above, it can be seen that among atelic verbs, state
can be differentiated for activity verbs because stative verbs cannot take
progressive form while activity verbs can.
The table below summarizes all the tests described above to classify verbs
under Vendlers four-way classification for lexical aspect. These tests are
employed in the analysis of verbs in this thesis.
77
Tests
Telicity
Atelic verbs can
take on
for
ten
minutes
Telic verbs can
take on
in ten minutes
State
Activity
Atelic
Atelic
Yes
Yes
I felt a little afraid for ten A group of guys sat
there
for
ten
minutes.
minutes.
No
No
*I felt a little afraid in ten *A group of guys sat
there in ten minutes.
minutes.
Accomplishment
Telic
No
*We decided for
minutes to go.
Agentivity
deliberately
Non-agentive
Agentive
No
Yes
*I deliberately felt a little A group of guys
afraid.
deliberately
sat
there.
No
Yes
*John persuaded me to John persuaded the
feel afraid.
guys to sit there.
Agentive
Yes
No
*Feel afraid!
Yes
Arrive there in ten minutes.
carefully
persuade
Imperative
Punctuality
Yes
Sit there!
Achievement
Telic
No
ten *We reached there for
ten minutes.
Yes
Yes
We decided in ten minutes We reached there in
to go.
ten minutes.
We carefully arrived there.
Non-agentive
No
*We carefully decided
to go.
Yes
No
John persuaded us to arrive *John persuaded us
there in ten minutes.
to decide to go.
Non-punctual
*We suddenly
there.
No
*Decide to go.
Punctual
reached We suddenly decided
to go.
Stativity
Stative
Non-Stative
Cannot take progressive Can
take
form
progressive form
Table 3: Summary of tests to classify verbs under Vendlers Four-Way classification
78
3.3
Data Collection
The data for this research consists of middle of year (2004) examination
composition scripts from a secondary school in a public housing (HDB)
estate. Most of the students enrolled in this school reside either in this HDB
housing estate or other neighbouring HDB housing estates. This school
can be considered as a neighbourhood school (i.e. a school admitting
students of average ability) because students who are enrolled in this
school belong to the average ability range with a mean Primary School
Leaving Examination (PSLE) score of about 225 for the Express stream
and 190 for the Normal stream. Schools that are not considered as a
neighbourhood schools (in other words premier schools) typically enrol
students with a PSLE score of about 245 and above. A neighbourhood
school was chosen for this study, as this would be more representative of
the general student population in Singapore.
The data for this research was collected from six classes of the secondary
three cohort comprising students from both the Express and Normal
Academic Streams. These students were 15 years old when the data was
collected. A total of 205 scripts were collected. 88 scripts were collected
from the Normal Academic stream and 117 scripts were collected from the
Express stream.
79
The average length of each composition was about 430 words and each
composition contained approximately 75 verbs and verb phrases. From
these 205 scripts, 50 scripts that exhibited morphological errors in past
tense marking were selected and transcribed.
The present study focuses on the quantitative validation of AH. Thus, it

narrows the scope of Yip (2004) by only considering lexical aspect.
Significantly, the corpus of data is much larger, presenting more
opportunity to properly test the hypothesis.
The total size of corpus is about 22,000 words made up of the 50 scripts
that exhibited morphological errors in tense-aspect marking. As this study
is examining the reasons for errors in tense-aspect marking and not the
percentage of errors amongst students writing, the data for this study is
made up of the 50 scripts, which exhibit past tense marking errors. It is
important to note that the thesis seeks to study the patterns of errors and
their correlation with lexical aspect rather than a count of the percentage of
errors. It was therefore decided that only scripts that exhibited errors in at
least 5% of the verbs would be used. On average, 22% of all verbs in
corpus contain tense and aspect marking errors.
Of the 50 samples, 34 samples were collected from the Normal Academic

stream and 16 samples were collected from the Express stream. This is an
expected distribution as pupils from the Normal Academic stream have
80
lower academic abilities and correspondingly lower proficiency in the

English Language.
Examination scripts are used for the data in this survey, as this will ensure
that there will be no teacher input in the students writing. These students
would have had a minimum of 8.5 to 9 years of formal education within the
national curriculum that teaches English Language as a first language from
the onset.
The data for the corpus is made up of narrative texts and recount texts.
These are chosen because the narrative text and recount text typically
require the writers to use the past tense (Derewianka 1990, also the MOE
Syllabus Guide). Using texts that require writers to use the past tense are
helpful in this case as the non-marking of tense and perfective aspect will
be very obvious. Furthermore, the use of narrative and recount texts is also
consistent with other studies conducted internationally to address Aspect
Hypothesis.
This study adopts a corpus approach to the analysis of the written texts.
According to Meyer (2002), it is important to base ones analysis of
language on real data based on actual instances of speech or writing rather
than data that are contrived or made up as in the case of using cloze
passages to elicit data. Therefore, an analysis will be more complete and
accurate if it is based on a body of real data. In the case of this study,
81
actual samples of students free writing is collected and compiled into a

corpus for analysis.
In this study, all samples of the corpus are first transcribed with line
numbers (Annex A) and all main verbs are tagged (V) and verbs with tense
and aspect marking errors are tagged (X).
If the context requires verbal morphology, an error is considered to have

occurred when the appropriate morphology is not present or wrongly
marked. If the context does not allow verbal morphology, an error is
considered to have occurred when the appropriate morphology is present
or wrongly marked.
The tagging of verbs, errors in tense-aspect marking and aspectual classes

of verbs are all done manually. The tedious tagging process begins by
identifying all main verbs and verbs with tense-aspect marking errors. A
total of 3898 verbs were tagged and the number of past tense errors
identified and tagged is 783. For each of the 3898 verbs, an aspectual
class is also tagged to them. States are tagged (S), Activities are tagged
(Act), Achievements are tagged (Ach) and Accomplishments are tagged
(Acc). The excerpt below gives an example of how the texts are tagged.
On a cool breezy morning where the atmosphere is (V) (X) (S) moist
and there are (V) (X) (S) morning dew on the grass and leaves, I
decided (V) (Ach) to jog (V) (Act) in the park.
82
The total number of verbs for each sample and the total number of verbs
belonging to the different aspectual classes for each sample were obtained
by using ConcApp to sort each sample individually. These data are
attached as annexes.
To ensure accuracy and accountability for every error, each error identified
in the corpus is manually listed using a Microsoft Excel spreadsheet. On
this spreadsheet, (Annex B) information captured include the specific
details as to where these errors can be found in the corpus by stating the
Sample and Line numbers. Other information such as whether the error is
a tense or aspect error is also included. There are instances where an error
can be considered as both a tense and aspect error. Such information is
also recorded on this list. Where an error is considered a tense error as
well as an aspect error, these errors will be included the list for tense errors
as well as the list for aspect errors.
To further illustrate how the verbs are sorted using ConcApp, consider the
following examples. The verbs in the following examples shown (from
figures 2 to 5) have been tagged (V) to the right of each verb followed by
their
respective
aspectual
class
(Ach
for
Achievement,
Acc
for
Accomplishment, Act for Activity and S for State). The corpus after having
been tagged is then sorted using a concordancing program called
ConcApp showing the aspectual class in the middle of the figure.
ConcApp is a freeware concordancing program that can be downloaded
83
from
the
Internet
(http:
www.edict.com.hk/PUB/concapp/).
The
concordancing program is a useful tool for this study because it is able to

handle the large number tokens of verbs being analysed. After the main
verbs have been tagged according to errors and aspectual classes of
verbs, the numbers of verbs in each semantic category of verbs can be
compiled using this software.
The excerpt below from the corpus gives examples of state verbs. The data
have been sorted using the ConcApp program.
54
55
56
57
58
59
60
61
62
(V) (Acc) nearer to have

Ach) the school. It was
-free. Emailing virus is
(V) (Ach) if this man was
ly things again. It was
of the road which was
h). Behind him, there was
econdary School as it has
(Act) At that time, I had
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
closer look. This tree grew

cloudy and cooling evening.
common thing and it is (V)
con-man or a person with
cooling Monday morning. I
distance away from my
door. We open (V) (X) (Acc)
express stream, has (V) (S)
few friends who were (V)
Figure 2: Examples of state verbs
Examples of activity verbs are found in the excerpt below.
81
82
83
84
85
86
87
(V) (Acc). I kept reading

keep (V) (X) (Act) joking
(V) (Act) there and watch
any more. After thinking
ntinued (V) (S) to follow
down there laughing
(Acc) it out by revising
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
and
and
and
and
and
and
and
reading (V) (Act) but

say (V) (X) (Acc) we
she asked (V) (Acc) me
struggling (V) (Act)
talk (V) (X) (Act) to
the surrounding people
there is (V) (X) (S)
Figure 3: Examples of activity verbs
84
Examples of achievement and accomplishment verbs are shown below:
183
184
185
186
187
my actions. She accepted

(S) sometime which caught
nner. Then, when I turned
ls band I had then found
Ach) the classroom, I saw
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
my
my
my
my
my
apology and said (V)

attention. It was (V)
back I saw (V) (Ach)
calling. Making music
classmate john, who
Figure 4: Examples of achievement verbs
117
118
119
120
121
122
123
124
125
) (S) there before.I took

the chair and he slotted
h the tree of us will get
day, the school organized
suggestions before making
) (S) happy as I had made
ecided (V) (Ach) to leave
aturday, my friend called
ark, Eugenes father came
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
an empty paper from my

an English book at my
an equal share of money.
an excursion trip to the
an important decision.
an important decision
and apologised (V) (Acc)
and ask (V) (X) (Acc) me
and asked (V) (Acc) us
Figure 5: Examples of accomplishment verbs
The focus of the study is on tense and aspect. Consequently, several types
of errors in verbal morphology are not included in this study.
1)
Non-finite verbs will also not be included in this study. This is
because non-finite verb does not carry absolute tense (Comrie 1976).
2)
Spelling errors are also not included in the study. Consider the
following examples taken from the corpus.
I graduaded (V) (X Spelling) (Acc) from NYP.

we chosed (V) (X Spelling) (Acc) to enjoy (V) (S)
we when (V) (X spelling) (Acc) to the vegetable stall.
85
In the examples above, the writers have correctly attempted to use the
[lexical verb + ed] form. In this case, these are not counted as errors.
3)
Subject-verb agreement errors are not included in this study. This is
because subject-verb agreement does not reflect concepts of tense and

aspect investigated in this study. The following are examples of subjectverb agreement errors taken from the corpus.
we was (V) (X Agreement) (S) curious

John were (V) (X Agreement) (S) supposed to go (V) (Acc)
there was (V) (X Agreement) (S) five chapters
4)
Infinitives are not included in the study. In English all lexical verbs
that occur after to and modal auxiliaries are infinitives. These lexical verbs
must occur in their root form. Such verbs do not reflect tense or
grammatical aspect.
3.4
The Subjects
According to Gleason (1993), by the time children are of school going age,
they are in control of all of the major grammatical and semantic features.
Gleason (1993) asserts that language development proceeds throughout
the life cycle; as individuals grow older, they acquire new skills at every
stage of their lives. Lenneberg (1967) proposes that there is a critical
86
period for language learning, he reasoned that lateralization for language

takes place by puberty and the brains left hemisphere is no longer able to
acquire language. Gleason (1993) pointed out that other researchers such
as Krashen (1973) and Molfese (1972) have argued that lateralization for
language is complete by age of five. Gleason (1993) also noted Oblers
(1993) suggestion that
second language acquisition becomes more
difficult for most people after puberty. Secondary three students are chosen
as subjects for this study because these students would have completed
nearly nine out of ten years of compulsory education in Singapore and
these students would have completed most of the English Language
curriculum by age 15.
In this research study, the researcher does not distinguish students from
the Normal (Academic) and the Express Stream. This is because as shown
in Chapter Two, the syllabus for both streams of students are identical and
that both groups of students are expected to show mastery in the same
grammatical features in their writings at Secondary Two. Furthermore, the
syllabus requirements for both these groups of students are identical ever
since these pupils were in primary school. The only difference is that
students from the express stream are required to write longer composition
of about 100 words more. Therefore, these students would have been
taught the same content in term of text-type features.
87
3.5
Statistical Methods
As discussed in the earlier section of this chapter, concerning data

analysis, the frequency of the correct and incorrect marking of each
aspectual class of verbs is collated and tabulated. The numbers of verbs
and errors in tense and aspect marking are also collated and tabulated.
Having tagged the data and sorted into lexical aspectual classes, the data
is analysed in the following manner.
1)
Comparison is made between percentages of errors made

among different aspectual classes of verbs (Vendler) and the
differences in numbers are tested for statistical significance using
the Chi-square test.
2)

among telic and atelic verbs and the differences in numbers are
tested for statistical significance using the Chi-square test.
3)

among punctual and non-punctual verbs and the differences in
numbers are tested for statistical significance using the Chisquare test.
88
4)

among stative and dynamic verbs and the differences in
5)

among agentive and non-agentive verbs and the differences in
In order to show that the data collected exhibit a distinct and significant
pattern, some form of statistical means must be used. In the study, to show
significance of data, the chi square test is used.
The chi square test is used in this research study, as it is a non-parametric

test of statistical significance for bivariate tabular analysis. The test allows
the researcher to know the degree of confidence in accepting or rejecting a
hypothesis. In this case, the chi square test is employed to show that atelic
aspectual classes of verbs significantly exhibit more errors in tense and
aspect marking than telic aspectual classes of verbs. Similarly, the chi
square test is also used to show that the number of errors in tense and
aspect marking in the background of a narrative text is significantly higher
than number of errors in tense and aspect marking in the foreground of a
narrative text.
89
The chi square test is employed in this research, as it is more effective in

testing the significance of data as compared to other means such as the
use of percentages. This is because percentages basically standardize cell
frequencies as if there were 100 subjects or observations in each category
of the independent variable. This can be problematic when the distribution
of variables is not even and the data can become over generalized.
Therefore using the chi square test will be more effective as the chi square
test takes into account of raw data rather than percentages. With the chi
square test, a sample can be measured to find out something about the
larger populations from which the samples were drawn. A test of statistical
significance like Chi Square enables the researcher to confidently
generalize to a larger population from a sample of that population. The chi
square test is a series of mathematical formulas that compare the actual
observed frequencies of some phenomenon with the frequencies one
would expect if there were no relationship at all between the two variables
in the larger population. The chi-square tests the actual results against the
null hypothesis and assesses whether the actual results are different
enough to overcome a certain probability that they are due to sampling
error. In this study, the probability of error threshold of 1 in 20, or p<0.05 is
set.
90
Chapter Four
Findings
4.0
Overview
In this chapter, the findings from the analysis of the data will be presented.
The findings will be divided into several sections. An overview of the corpus
in terms of distribution of lexical verbs in terms of aspect classes is first
presented. This is followed by a presentation of findings with regard to the
hypotheses of this thesis. As the hypothesis (H1) is divided into two subhypotheses (H1a) and (H1b), the findings of these two sub-hypotheses will
first be presented. This is followed by a presentation of the findings related
to the main hypothesis (H1). For each of the hypotheses, the findings will
also be presented in terms of whether the lexical aspect, from the
perspective of telicity, punctuality, stativity and agentivity can explain the
patterns of tense-aspect errors.
91
4.1
Overview of Corpus
We begin our analysis by having an overview of the corpus and spread of

verbs in the corpus. This will enable us to examine what sort of verbs are
most commonly used.
In the corpus of more than 22,000 words, there are a total of 3898 lexical
verbs used.
1418
1214
764
St
at
e
Ac
hm
en
m
pl
is
Ac
co
Ac
hi
ev
em
en
tiv
ity
502
1600
1400
1200
1000
800
600
400
200
0
No. of Lexical Verbs
Distribution of Lexical Verbs
Lexical Verbs
Chart 1: Distribution of lexical verbs in corpus
As can be seen from the chart above, highest incidence of verbs comes
from the aspectual class of state verbs, with a total of 1418 main verbs
(and verb phrases) in this aspectual class. This is followed by 1214
92
accomplishment verbs (and verb phrases), 764 activity verbs (and verb
phrases) and 502 accomplishment verbs (and verb phrases). The high
number of state verbs can be expected due the common use of the lexical
verbs be and have in all samples. The higher frequency of occurrence of
state verbs in the corpus also causes learners to have higher chances of
committing errors with respect to tense and aspect marking of state verbs.
The hypothesis, which is the focus of this thesis, will be discussed in parts,
in relation to the two sub-hypotheses (1a) and (1b) which was presented in
the previous chapter.
4.2
H1(a): The relationship between aspectual classes of verbs (i.e.

State,
Activity,
Accomplishment
and
Achievement)
and
The hypothesis tested in this section is; (H1a) Aspectual classes of verbs
In order to test the hypothesis above, a count of every tense marking errors
in the corpus was done. The chart below illustrates the distribution of tense
marking errors across semantic categories. In terms of absolute numbers,
it can be seen that state verbs have the highest number of tense marking
errors (447). This is followed by activity verbs (141). Accomplishment verbs
93
have the next highest number of errors (128) followed by achievement

verbs (51).
Distribution of tense marking errors across semantic

categories
1600
1418
1400
1214
1200
1086
971
1000
Total No. of Verbs

Correctly marked for tense
Incorrectly marked for tense
764
800
623
600
502
451
447
400
141
128
200
51
at
e
St
Ac
ti v
ity
t
hm
en
m
pl
is
Ac
co
Ac
hi
ev
em
en
t
Chart 2: Distribution of tense marking errors across semantic categories
To see if the errors pattern along individual aspectual classes of verbs, we

calculate the percentages of errors in terms of the individual aspectual
classes. In terms of percentages, state verbs have the highest proportion of
past tense errors (32%), this is followed by Activity verbs at 18%.
Proportions of past tense marking errors among accomplishment and
94
achievement verbs are comparatively lower at 11% and 10% respectively.

This is represented in the chart below.
% of tense marking errors acorss

semantic categories
32%
35%
30%
25%
20%
15%
10%
5%
0%
18%
St
at
e
pl
ish
m
en
t
Ac
co
m
en
t
ve
m
Ac
hi
e
Ac
t iv
it y
11%
10%
Chart 3: Percentage of tense marking errors across semantic categories
To check if the difference in numbers (of correct and incorrect verbs) in

terms of aspectual classes of verbs is statistically significant, the chi-square
test is used. The table below shows the result of the test.
95
Table 4: Result of Chi Square Test for Aspectual Classes (Tense)
Achievement: Observed values

Achievement: Expected values
Accomplishment: Observed values
Accomplishment: Expected values
Activity: Observed values
Activity: Expected values
State: Observed values
State: Expected values
Correct
451
403.2227
1086
975.1242
623
613.6696
971
1138.984
Chi Square
Achievement: Correct
Achievement: Incorrect
Accomplishment: Correct
Accomplishment: Incorrect
Activity: Correct
Activity: Incorrect
State: Correct
State: Incorrect
(O-E)2/E
5.661072
23.10928
12.60706
51.46377
0.141863
0.579103
24.77515
101.1356
Chi Square
219.4729
Incorrect
51
98.77732
128
238.8758
141
150.3304
447
279.0164
Total
502
502
1214
1214
764
764
1418
1418
df 3
Significant
p<0.05
Null hypothesis: There is no difference between the numbers.
Alternate Hypothesis: There is a difference between the numbers.
Conclusion: Reject null hypothesis that there is no difference
between the numbers.
The chi square test reveals that these differences are statistically
significant (Chi Square = 219.5, df = 3, p<0.05).
This means that the null hypothesis has been disproved and that there is a
relationship between aspectual classes of verbs and errors in tense
marking in terms of aspectual classes of verbs.
96
From the analysis of Table 4, it can be seen that observed value of

incorrectly marked state verbs (447) is significantly higher than the
expected value (279), while the observed values of incorrectly marked
verbs for achievement, accomplishment and activity verbs are all lower
than the expected values.
The hypothesis; (H1a) aspectual classes of verbs (i.e. State, Activity,

Accomplishment and Achievement) can explain the patterns of errors in
tense marking is accepted.
It must be noted that not only individual aspectual classes are tested to see
if aspectual classes of verbs can explain patterns of errors in past tense
marking but clusters of aspectual classes will also be tested. These
aspectual classes are clustered into semantic features such as telicity,
punctuality, stativity and agentivity for analysis. In the following sections,
we discuss these features in turn.
The first statistical operation will be to see if the errors pattern along telicity,
i.e. if achievement and accomplishment verbs show fewer errors than state
and activity verbs in a significantly differentiated manner. To do this, we
calculate the percentages of errors as shown in the chart below.
97
% errors in terms of telicity

30%
27%
25%
20%
15%
10%
10%
5%
0%
Telic
Atelic
Chart 4: Percentage of tense errors in term of telicity
Past tense marking errors occur in 27% of all atelic verbs compared to 10%
of all telic verbs. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of telicity is statistically
significant. The table below shows the result of the test.
98
Table 5: Result of Chi Square Test for Telicity (Tense)

Correct Incorrect
Telic: Observed values 1537
179
Telic: Expected values 1378.347 337.6532
Atelic: Observed values 1594
588
Atelic: Expected values 1752.653 429.3468
Chi Square
Telic: Correct
Telic: Incorrect
Atelic: Correct
Atelic: Incorrect
(O-E)2/E
18.2616
74.54639
14.36155
58.62585
Chi Square
165.7954
Total
1716
1716
2182
2182
df 1
Significant
p<0.05

marking in terms of telicity.
Table 5 shows that the observed number of errors in tense marking for
atelic verbs (588) is higher than the expected number (429.3). While the
observed number of errors in tense and aspect marking for telic verbs
(179) is lower than the expected number (337.7). This finding is significant
99
because one of the key points of aspect hypothesis (Andersen and Shirai,
1996) is that the aspect hypothesis claims that the selection and use of
perfective and/or past marking is initially restricted to the marking of telic
predicates; that is achievements and accomplishments. Therefore, one can
expect that tense and grammatical aspect marking errors occurring more
frequently in verbs whose lexical aspects are atelic, i.e. states and
activities, and less frequently in verbs whose lexical aspects are telic, i.e.
achievements and accomplishments. The figures shown in Table 4 also
reflected this.
The next statistical operation will be to see if the errors pattern along
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than
accomplishment, state and activity verbs in a significantly differentiated

manner. To do this, we calculate the percentages of errors as shown in the
chart below.
% of errors in terms of punctuality
25%
21%
20%
15%
10%
10%
5%
0%
Punctual
Non-Punctual
Chart 5: Percentage of tense errors in terms of punctuality
100
Past tense marking errors occur in 21% of all Non-punctual verbs

compared to 10% of all punctual verbs. The chi-square test is used to
check if the difference in numbers (of correct and incorrect verbs) in terms
of punctuality is statistically significant. The table below shows the result of
the test.
Table 6: Result of Chi Square Test for Punctuality (Tense)

Correct Incorrect Total
Punctual: Observed values
451
51
502
Punctual: Expected values
403.2227 98.77732 502
Non Punctual: Observed values 2680
716
3396
Non Punctual: Expected values 2727.777 668.2227 3396
Chi Square
Punctual: Correct
Punctual: Incorrect
Non Punctual: Correct
Non Punctual: Incorrect
(O-E)2/E
5.661072
23.10928
0.836825
3.416036
Chi Square
33.02321
df 1
p<0.05
Significant


101
marking in terms of punctuality.
non-punctual verbs (consisting of accomplishment, activity and state verbs)
(716) is higher than the expected number (668.2). While the observed
number of errors in tense marking for punctual verbs (achievement verbs)
(51) is lower than the expected number (98.8).
To see if the tense marking errors pattern along stativity, i.e. if state verbs
show more errors than accomplishment, achievement and activity verbs in
a significantly differentiated manner, we first calculate the percentages of
errors as shown in the chart below.
% of errors in terms of stativity

35%
30%
25%
20%
15%
10%
5%
0%
32%
13%
Dynamic
Stative
Chart 6: Percentage of tense errors in terms of stativity
102
Past tense marking errors occur in 32% of all stative verbs compared to
13% of all dynamic verbs. The chi-square test is used to check if the
difference in numbers (of correct and incorrect verbs) in terms of stativity is
statistically significant. The table below shows the result of the test.
Table 7: Result of Chi Square Test for Stativity (Tense)

Dynamic: Observed values 2160
320
2480
Dynamic: Expected values 1992.016 487.9836 2480
Stative: Observed values 971
447
1418
Stative: Expected values 1138.984 279.0164 1418
Chi Square
Dynamic Correct
Dynamic Incorrect
Stative Correct
Stative Incorrect
(O-E)2/E
14.16579
57.82671
24.77515
101.1356
Chi Square
197.9032
df 1
p<0.05
Significant


significant (Chi Square = 198, df = 1, p<0.05).
103
marking in terms of stativity.
stative verbs (447) is higher than the expected number (279). While the
observed number of errors in tense marking for dynamic verbs
(achievement, accomplishment and activity verbs) (320) is lower than the
expected number (488).
4.2.4 Agentivity
To see if the tense marking errors pattern along agentivity, i.e. whether or
not agentive verbs (activity and accomplishment) show fewer errors than
non-agentive verbs (state and achievement) in a significantly differentiated
manner, we first calculate the percentages of errors as shown in the chart
below.
% of errors in terms of Agentivity
30%
25%
20%
15%
10%
5%
0%
26%
14%
Agentive
Non-Agentive
104
Past tense marking errors occur in 26% of all non-agentive verbs

compared to 14% of all agentive verbs. The chi-square test is used to
of agentivty is statistically significant. The table below shows the result of
the test.
Table 8: Result of Chi Square Test for Agentivity (Tense)
Agentive: Observed values

Agentive: Expected values
Non-Agentive: Observed values
Non-agentive: Expected values
Correct Incorrect
1709
269
1588.794 389.2063
1422
498
1542.206 377.7937
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
9.094664
37.12567
9.369398
38.24718
Chi Square
93.83692
df 1
p<0.05
Total
1978
1978
1920
1920
Significant


105
marking in terms of agentivity.
non-agentive verbs (state and achievement verbs) (498) is higher than the
expected number (377.8). While the observed number of errors in tense
marking for agentive verbs (accomplishment and activity verbs) (269) is
lower than the expected number (389.2).
This finding is interesting. While punctual verbs and stative verbs can be
subsumed under telic verbs and atelic verbs respectively, agentive verbs
can be both telic (Accomplishments) and atelic (Activity). Therefore, this
finding reveals that there might be another dimension to the explanation of
past tense marking errors along the line of agentivity.
As can be seen from sections above, when errors in tense marking are
analyzed in terms of telicity, punctuality, stativity and agentivity, the findings
also point to a statistically significant relationship between aspectual
classes of verbs and errors in tense marking.
106
4.3
H1(b):
The relationship between aspectual classes of verbs

patterns of errors in aspect marking.
The hypothesis tested in this section is; (H1b) Aspectual classes of verbs
patterns of errors in perfective aspect marking.
From the corpus of this study, it is found that, unlike past tense marking
errors, perfective aspect marking errors only make up 2.68% of all errors in
the corpus.
There are a total of 21 perfective aspect marking errors in the corpus

consisting of 3898 verbs (and verb phrases) (See Annex B). Of these 21
errors, there are 5 achievement verb errors, 10 accomplishment verb
errors, 2 activity verb errors and 4 state errors. The table below
summarizes the distribution of aspect marking errors across semantic
categories.
% Incorrectly
marked for
aspect
Correct
Incorrect
Achievement
1%
497
5
Accomplishment
0.8%
1204
10
Activity
0.3%
762
2
State
0.3%
1414
4
Table 9: Distribution of aspect marking errors across semantic categories
107
Total
502
1214
764
1418
From table 9 on page 107, it can be seen that learners make very few
errors in perfective aspect marking errors. Other studies have also shown
that the use of past perfect in narrative texts among learners is generally
rare (Bardovi-Harlig 1998). A check with the corpus reveals that there are
only 52 instances of present perfect and 67 instances of past perfect used
in the corpus.
The number of errors in perfective aspect marking is too small for chisquare test to be appropriately carried out to test the significance of
difference in numbers. This is because as the observed number of errors
among stative verbs and activity verbs are only 4 and 2 respectively,
therefore, the expected frequencies for two cells will be less than 5. For a 2
X 4 or 3 X 3 or larger table, if all expected frequencies but one are at least
5 and if the one small cell is at least 1, chi-square is still a good
approximation (Connor-Linton, 2003). In this case, two of the expected
frequencies are less than 5. In other words, the expected frequency is less
than 5 in more than 20% of the cells. Therefore, the use of chi-square test
is inappropriate in this case and the data cannot be tested.
Like the previous section, clusters of aspectual classes will also be tested.
These aspectual classes are clustered into semantic features such as
telicity, punctuality, stativity and agentivity for analysis.
108
calculate the percentages of errors.
Perfective aspect marking errors are found in 0.9% of all telic verbs while
perfective aspect marking errors can be found in 0.3% of all atelic verbs.
The numbers are to small to be represented meaningfully on a chart.
The chi-square test is used to check if the difference in numbers (of correct
and incorrect verbs) in terms of telicity of verbs is statistically significant.
The table below shows the result of the test.
109
Table 10: Result of Chi Square Test for Telicity (Aspect)

Telic: Observed values 1701
15
1716
Telic: Expected values 1706.755 9.244741 1716
Atelic: Observed values 2176
6
2182
Atelic: Expected values 2170.245 11.75526 2182
Chi Square
Telic: Correct
Telic: Incorrect
Atelic: Correct
Atelic: Incorrect
(O-E)2/E
0.019407
3.582903
0.015262
2.817718
Chi Square
6.43529
df 1
p<0.05
Significant


Therefore, from the results of the chi-square test, it is found that aspectual
classes of verbs in terms of telicity can explain errors in patterns of
perfective aspect marking.
On closer study of the chi-square test (table 10), it is found that telic verbs
have a higher proportion of perfective aspect marking error than atelic
verbs. Furthermore the observed value of incorrectly marked telic verbs
110
(15) is higher than the expected value (9.2) while the observed value of
incorrectly marked atelic verbs (6) is lower that the expected value (11.8).
This finding is contrary to what is expected. According to the aspect
hypothesis on which this study is based, learners are expected to first mark
for the perfective aspect among telic verbs before moving on to atelic verbs
(Andersen & Shirai, 1996). Therefore, we can extrapolate that as learners
first acquire perfective marking among telic verbs, learners should make
less perfective marking errors among telic verbs compared to atelic verbs.
However, it must also be noted that the number of errors related to the
perfective aspect marking is too small in the corpus to make any firm
conclusions. The percentages of errors in both categories of verbs in terms
of telicity are both below 1% of the number of verbs in each semantic
category.
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than

manner. To do this, we calculate the percentages of errors.
Perfective aspect marking errors are found in 1% of all punctual verbs

while perfective aspect marking errors can be found in 0.5% of all non-
111
punctual verbs. The percentages are too small to be represented

meaningfully on a chart.
There are a total of 5 punctual verbs that are incorrectly marked for
perfective aspect and 16 non-punctual verbs that are incorrectly marked for
perfective aspect. The number of errors in perfective aspect marking is too
small for chi-square test to be appropriately carried out to test the
significance of difference in numbers. This is because as the observed
number of errors among punctual verbs is only 5, therefore, the expected
frequency will be less than 5. This means that the expected frequency is
less than 5 in more than 20% of the cells (in a 2X2 table) and this makes it
inappropriate to use the chi-square test. Therefore, whether punctuality can
explain perfective aspect marking errors cannot be tested.
To see if the perfective aspect marking errors pattern along stativity, i.e. if
state verbs show more errors than accomplishment, achievement and
activity verbs in a significantly differentiated manner, we first calculate the
percentages of errors.
Perfective aspect marking errors are found in 0.3% of all stative verbs while
perfective aspect marking errors can be found in 0.7% of all dynamic verbs.
The percentages are too small to be represented meaningfully on a chart.
112
There are a total of 4 stative verbs that are incorrectly marked for perfective
aspect and 17 dynamic verbs that are incorrectly marked for perfective
aspect. The number of errors in perfective aspect marking is too small for
chi-square test to be appropriately carried out to test the significance of
difference in numbers. This is because as the observed number of errors
among stative verbs is only 4, therefore, the expected frequency will be
less than 5. This means that the expected frequency is less than 5 in more
than 20% of the cells (in a 2X2 table) and this makes it inappropriate to use
the chi-square test. Therefore, whether stativity can explain perfective
aspect marking errors cannot be tested.
To see if the perfective aspect marking errors pattern along agentivity, i.e.
whether or not agentive verbs (activity and accomplishment) show fewer
errors than non-agentive verbs (state and achievement) in a significantly
differentiated manner, we first calculate the percentages of errors as shown
in the chart below.
Perfective aspect marking errors are found in 0.6% of all agentive verbs
while perfective aspect marking errors can be found in 0.5% of all nonagentive verbs. The percentages are too small to be represented
meaningfully on a chart.
113
There are a total of 12 agentive verbs that are incorrectly marked for
perfective aspect and 9 non-agentive verbs that are incorrectly marked for
perfective aspect. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of agentivty is statistically
Table 11: Result of Chi Square Test for Agentivity (Aspect)

Correct Incorrect
1966
12
1967.344 10.65623
1911
9
1909.656 10.34377
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
0.000918
0.169451
0.000946
0.17457
Chi Square
0.345884
df 1
p<0.05
Total
1978
1978
1920
1920
Not Significant

Conclusion: Accept null hypothesis that there is no difference

The chi square test reveals that these differences are not statistically
significant (Chi Square = o.35, df = 1, p<0.05).
114
This means that the null hypothesis is accepted and that there is no
In summary, it can be seen aspectual classes of verbs can only explain

patterns of perfective aspect marking errors in terms of telicity. The data
shows no significant relationship between aspectual classes of verbs and
perfective aspect marking errors in terms of agentivity. The number of
errors is too small for the data to be analyzed in terms of punctuality,
stativity and individual aspectual classes of verbs (i.e. state, activity,
accomplishment and achievement).
4.4
H1: The relationship between aspectual classes of verbs (i.e.

State,
Activity,
Accomplishment
and
Achievement)
and
patterns of errors in tense and perfective aspect marking
Having analyzed the sub-hypotheses (H1a) and (H1b), tense and

perfective aspect errors are now analyzed as a whole.
The hypothesis tested in this section is; (H1) Aspectual classes of verbs
In order to test the hypothesis above, a count of every tense marking errors
in the corpus was done. The chart below illustrates the distribution of tense
115
marking errors across semantic categories. In terms of absolute numbers,

it can be seen that state verbs have the highest number of tense marking
errors (450). This followed by activity verbs (143). Accomplishment verbs
have the next highest number of errors (135) followed by achievement
verbs (55).
Distribution of tense-aspect errors across semantic
categories
1600
1418
1400
1214
1079
1200
Total no. of verbs

968
1000
764
800
502
600
450
447
400
200
Correctly marked for

tense-aspect
621
143
135
55
Incorrectly marked for

tense-aspect
te
St
a
iv
ity
Ac
t
m
en
Ac
co
m
Ac
h
ie
v
pl
is
h
em
en
t
Chart 8: Distribution of tense-aspect marking errors across semantic

categories
To see if the errors pattern along individual aspectual classes of verbs, we

calculate the percentages of errors in terms of the aspectual classes. In
terms of percentages, state verbs have the highest proportion of past tense
errors (32%), this is followed by Activity verbs at 19%. Proportions of past
tense marking errors among accomplishment and achievement verbs are
comparatively lower at 11% and 11% respectively. This is represented in
the chart below.
116
% of tense-aspect errors in terms of

aspectual classes of verbs
32%
35%
30%
25%
19%
20%
15%
11%
11%
10%
5%
St
at
e
Ac
t iv
it y
pl
ish
m
en
t
Ac
co
m
Ac
hi
e
ve
m
en
t
0%
Chart 9: Percentage of tense-aspect marking errors in terms of aspectual

classes of verbs
To check if the difference in numbers (of correct and incorrect verbs) in

terms of aspectual classes of verbs is statistically significant, the chi-square
test is used. The table below shows the result of the test.
117
Table 12: Result of Chi Square Test for Aspectual Classes (TenseAspect)
Correct Incorrect
Total
Achievement: Observed values
447
55
502
Achievement: Expected values
401.1621 100.8379
502
Accomplishment: Observed values
1079
135
1214
Accomplishment: Expected values 970.1411 243.8589
1214
Activity: Observed values
621
143
764
Activity: Expected values
610.5336 153.4664
764
State: Observed values
968
450
1418
State: Expected values
1133.163 284.8368
1418
Chi Square
Achievement: Correct
Achievement: Incorrect
Accomplishment: Correct
Accomplishment: Incorrect
Activity: Correct
Activity: Incorrect
State: Correct
State: Incorrect
Chi Square
df 3
p<0.05
(O-E)2/E
5.237558
20.83652
12.21499
48.59474
0.179426
0.713807
24.07321
95.77016
207.6204
Significant


The chi square test above reveals that these differences are statistically
118
marking in terms of aspectual classes of verbs.
Closer study of Table 12 reveals that the observed value of incorrectly

marked state verbs (450) is significantly higher than the expected value
(284.8), while the observed values of incorrectly marked verbs for
achievement, accomplishment and activity verbs are all lower than the
expected values.
The hypothesis; (H1) aspectual classes of verbs (i.e. State, Activity,

tense and perfective aspect marking is accepted.
It must be noted here that that not only individual aspectual classes are
tested to see if aspectual classes of verbs can explain patterns of errors in
past tense marking but clusters of aspectual classes will also be tested.
These aspectual classes are clustered into semantic features such as
telicity, punctuality, stativity and agentivity for analysis.
119

calculate the percentages of errors as shown in the chart below.

telicity
27%
30%
25%
20%
15%
11%
10%
5%
0%
Telic
Atelic
Chart 10: Percentage of tense-aspect errors in term of telicity
Past tense marking errors occur in 27% of all atelic verbs compared to 11%
of all telic verbs. The chi-square test is used to check if the difference in
numbers (of correct and incorrect verbs) in terms of telicity is statistically
120
Table 13: Result of Chi Square Test for Telicity (Tense-Aspect)
Telic: Observed values

Telic: Expected values
Atelic: Observed values
Atelic: Expected values
Correct
1526
1371.303
1589
1743.697
Chi Square
Telic: Correct
Telic: Incorrect
Atelic: Correct
Atelic: Incorrect
(O-E)2/E
17.45135
69.4265
13.72434
54.59939
Chi Square
155.2016
df 1
p<0.05
Incorrect
190
344.6968
593
438.3032
Total
1716
1716
2182
2182
Significant


marking in terms of telicity.
atelic verbs (593) is higher than the expected number (438.3). While the
observed number of errors in tense and aspect marking for telic verbs
121
(190) is lower than the expected number (344.7). This finding is significant
because one of the key points of aspect hypothesis (Andersen and Shirai,
1996) is that the aspect hypothesis claims that the selection and use of
perfective and/or past marking is initially restricted to the marking of telic
predicates; that is achievements and accomplishments. Therefore, one can
expect that tense and grammatical aspect marking errors occur more
frequently in verbs whose lexical aspects are atelic, i.e. states and
activities; and less frequently in verbs whose lexical aspects are telic, i.e.
achievements and accomplishments. The figures shown in Table 13
reflected this.
punctuality,
i.e.
if
achievement
verbs
show
fewer
errors
than

manner. To do this, we calculate the percentages of errors as shown in the
chart below.
122

punctuality
25%
21%
20%
15%
11%
10%
5%
0%
Punctual
Non-Punctual
Chart 11: Percentage of tense-aspect errors in terms of punctuality
Past tense marking errors occur in 21% of all Non-punctual verbs

compared to 11% of all punctual verbs. The chi-square test is used to
of punctuality is statistically significant. The table below shows the result of
the test.
123
Table 14: Result of Chi Square Test for Punctuality (Tense-Aspect)
Punctual: Observed values

Punctual: Expected values
Non Punctual: Observed values
Non Punctual: Expected values
Correct
447
401.1621
2668
2713.838
Chi Square
Punctual: Correct
Punctual: Incorrect
Non Punctual: Correct
Non Punctual: Incorrect
(O-E)2/E
5.237558
20.83652
0.774221
3.080074
Chi Square
29.92837
df 1
p<0.05
Incorrect
55
100.8379
728
682.1621
Total
502
502
3396
3396
Significant


marking in terms of punctuality.
Table 14 shows that the observed number of errors in tense-aspect

marking for non-punctual verbs (consisting of accomplishment, activity and
state verbs) (728) is higher than the expected number (682.2). While the
124
observed number of errors in tense marking for punctual verbs

(achievement verbs) (55) is lower than the expected number (100.8).
To see if the tense-aspect marking errors pattern along stativity, i.e. if state
verbs show fewer errors than accomplishment, achievement and activity
verbs in a significantly differentiated manner, we first calculate the
percentages of errors as shown in the chart below.
% of errors in terms of stativity

40%
32%
30%
20%
13%
10%
0%
Dynamic
Stative
Chart 12: Percentage of tense-aspect errors in terms of stativity
Past tense marking errors occur in 32% of all stative verbs compared to
13% of all dynamic verbs. The chi-square test is used to check if the
difference in numbers (of correct and incorrect verbs) in terms of stativity is
statistically significant. The table below shows the result of the test.
125
Table 15: Result of Chi Square Test for Stativity (Tense-Aspect)

Correct
Dynamic: Observed values
2147
Dynamic: Expected values 1981.837
Stative: Observed values
968
Stative: Expected values 1133.163
Chi Square
Dynamic Correct
Dynamic Incorrect
Stative Correct
Stative Incorrect
Chi Square
df 1
p<0.05
Incorrect
333
498.1632
450
284.8368
Total
2480
2480
1418
1418
(O-E)2/E
13.76444
54.75891
24.07321
95.77016
188.3667
Significant


The chi square test above reveals that these differences are statistically
marking in terms of stativity.
stative verbs (450) is higher than the expected number (284.8), while the
observed number of errors in tense marking for dynamic verbs
126
(achievement, accomplishment and activity verbs) (333) is lower than the

expected number (498.2).
To see if the tense marking errors pattern along agentivity, i.e. whether or
not agentive verbs (activity and accomplishment) show fewer errors than
non-agentive verbs (state and achievement) in a significantly differentiated
manner, we first calculate the percentages of errors as shown in the chart
below.
% of errors in terms of Agentivity
30%
25%
20%
15%
10%
5%
0%
26%
14%
Agentive
Non-Agentive
Past tense marking errors occur in 26% of all non-agentive verbs

compared to 13% of all agentive verbs. The chi-square test is used to
of agentivty is statistically significant. The table below shows the result of
the test.
127
Table 16: Result of Chi Square Test for Agentivity (Tense-Aspect)

Correct Incorrect
1700
278
1580.675 397.3253
1415
505
1534.325 385.6747
Chi Square
Agentive Correct
Agentive Incorrect
Agentive Correct
Agentive Incorrect
(O-E)2/E
9.007879
35.83594
9.279992
36.91849
Chi Square
91.0423
df 1
p<0.05
Total
1978
1978
1920
1920
Significant


significant (Chi Square = 91, df = 1, p<0.05).
non-agentive verbs (state and achievement verbs) (505) is higher than the
128
expected number (385.7), while the observed number of errors in tense

marking for agentive verbs (accomplishment and activity verbs) (278) is
lower than the expected number (397.3).
This finding is again interesting. It is similar to the finding for (H1a)

aspectual classes of verbs were analyzed in terms of agentivity. While
punctual verbs and stative verbs can be subsumed under telic verbs and
atelic
verbs
respectively,
agentive
verbs
can
be
both
telic
(Accomplishments) and atelic (Activity). Therefore, this finding reveals that

there is another dimension to the explanation of past tense marking errors
along the line of agentivity.
As can be seen from sections above, when errors in tense marking are
analyzed in terms of telicity, punctuality, stativity and agentivity, the findings
point to a statistically significant relationship between aspectual classes of
verbs and errors in tense and perfective aspect marking.
129
Chapter Five
Discussion of Findings
5.0
Overview
In this chapter, a summary and discussion of findings will first be

presented. Following this, we will discuss a complentary approach to tenseaspect marking that will include an examination of such errors in the wider
discourse context.
Also included in this chapter is a discussion of limitations and challenges

faced in the study. This is followed by a discussion of possible future
studies pertaining to tense and aspect marking as well as other observable
patterns of verbal morphology variations not related to tense and aspect
will also be presented.
5.1
Summary and Discussion of Findings
Recall that the hypothesis of this study was stated as:
(H1) Aspectual classes of verbs can explain the patterns of errors in

tense and perfective aspect marking.
130
This hypothesis was then further broken down into two sub-hypotheses.
(H1a) Aspectual classes of verbs can explain the patterns of errors

in tense marking.
(H1b) Aspectual classes of verbs can explain the patterns of errors

in perfective aspect marking.
Hypothesis (H1) was validated and accepted and it was found that
aspectual classes of verbs (i.e. State, Activity, Accomplishment and
Achievement) can explain the patterns of errors in tense and perfective
aspect marking. It was found that past tense errors occur most frequently
among stative verbs and least frequently among punctual and telic verbs.
Past tense marking errors also occur more frequently among non-agentive
verbs than agentive verbs.
Hypothesis (H1a) was validated and accepted and it was found that
aspectual classes of verbs (i.e. State, Activity, Accomplishment and
Achievement) can explain the patterns of errors in tense marking. It was
found that past tense errors occur most frequently among stative verbs and
least frequently among punctual and telic verbs. Past tense marking errors
also occur more frequently among non-agentive verbs than agentive verbs.
131
Hypothesis (H1b) was also validated and it was found that aspectual
classes of verbs (i.e. State, Activity, Accomplishment and Achievement)
can explain the patterns of errors in perfective aspect marking. However, it
was found that errors only pattern along telicity.
The hypothesis (H1) is based on the first part of aspect hypothesis

(Andersen & Shirai, 1996). This part of the aspect hypothesis states that
learners first use past marking or perfective marking on achievement and
accomplishment verbs, eventually extending its use to activity and then to
stative verbs (Andersen & Shirai, 1996:533). From this, it was extrapolated
that as learners first acquire the use of past marking and/or perfective
marking on telic verbs, learners will less frequently make errors in past and
perfective marking among telic verbs. Conversely, learners are expected to
make past and perfective marking errors more frequently among atelic
verbs.
The semantic feature of agentivty also seems to have an effect on the

likelihood of learners making tense-aspect making errors. Learners make
fewer errors with agentive verbs (i.e. Activity and Accomplishment verbs)
as compared to non-agentive verbs (i.e. State and Achievement).
Errors in past and perfective marking were analysed as a single category

for the simple reason that, in literature concerning aspect hypothesis, some
studies such as those conducted by Bardovi-Harlig (1998, 2000, 2002) do
132
not distinguish tense and aspect marking in studies using both spoken and
written texts as data. Bardovi-Harlig (2000) views the past tense as also
having perfective aspect as the past tense denotes situations that are
completed. Therefore, tense and aspect marking errors are analysed as a
whole so that the findings can be compared with other works done
internationally.
The main reason for separating (H1) into (H1a) and (H1b) is that the notion
of tense and aspect can also be viewed separately. This is because, as
discussed in the literature review and the framework of study,
perfective/completive aspect can occur in both present and past tense
although the grammatical aspect remains the same (Alsagoff, 2001).
Findings concerning (H1a) are also consistent with findings of (H1). The
study reveals that the hypothesis (H1a) is accepted. It is found that
learners make fewer errors in past tense marking among telic verbs as
compared to atelic verbs. Learners also make fewer errors among punctual
verbs compared to non-punctual verbs. It is also found that learners make
the most past tense marking errors among stative verbs. Therefore, it can
be seen that aspectual classes of verbs can explain errors in past tense
marking.
133
The findings concerning errors in past tense marking (H1a) is significant as

it shows that learners in Singapore exhibit some form of universality in the
acquisition of past tense morphology.
Researchers in SE tend to attribute variations to the influence of the base

language of speakers. For example, studies by Poedjosoedarmo (2000)
and Deterding (2000) focus on the influences of Malay and Chinese on SE.
Poedjosoedarmo (2000) who studied the influences of Malay on the written

English of university students in Singapore notes that the Malay language
does not have the notion of tense. Therefore the lack of tense marking in
SE may be due to the influence of the Malay language. Poedjosoedarmo
(2000) also notes that university students of English view that their errors
in writing are due not to their lack of knowledge of Standard English
grammar rules but due to the interference from SCE that is much
influenced by Malay and Chinese. This view is in line with Gupta (1994)
who thinks that students acquisition of Standard English is influenced by
their native language, which is SCE.
Deterding (2000) also shares the view that the lack of verbal morphology in
SE might be due the influence of base languages as reflected in the quote
on page 135,
134
The influence might have come from Malay, or quite

probably form both Chinese and Malay. It is worth noting that
individual writers can be influenced by languages that they
themselves dont actually speak, if their parents, their
teachers, or their friends speak these languages (Deterding,
2000:208).
Bardovi-Harlig (2000) and Collins (2002), on the other hand, reported that
research on the L2 acquisition of tense and aspect morphology shows that
there is in fact very limited influence of L1 on the L2 acquisition of tense
and aspect morphology. Influence is limited to situations whereby the
grammatical structures of the L1 and L2 are very similar. Collins (2002)
finds that francophone learners of English confuse the English perfective
with the French perfective in terms of word order as the construction of the
perfective between the two languages are similar. In such cases, learners
might use these structures inter-changeably. Collins found that other than
this, learners generally exhibit universal patterns of tense-aspect
acquisition.
In the case of learners of English in Singapore, Poedjosoedarmo (2000)

and Deterding (2000) correctly point out that base languages of learners
such as Malay and Mandarin do not have a system of tense marking. In
such cases, I would argue that learners, not having any current system of
tense marking, might turn to universal semantic prototypes to help them
process the unfamiliar tense systems (Housen, 2002). Therefore, instead
135
of being influenced by their base languages, learners go through phases of

past tense morphology acquisition as claimed in the aspect hypothesis
(Andersen & Shirai, 1996). That is, learners will first acquire past tense
marking among telic verbs before atelic verbs.
There are, however, studies that do not support the findings of this
research concerning errors in past tense marking in Singapores context.
Yip (2004) in her studies of past tense marking errors in compositions of
primary 5 students found no significant relationship between aspectual
classes of verbs and errors in past tense marking. However, Yip (2004)
found that there is a significant relationship between morpho-phonological
factors and errors in past tense marking. Yip (2004) found that primary 5
students make fewer past tense marking errors among verbs which have
base forms ending in vowel sounds.
Findings for (H1) and (H1a), so far, are consistent with literature
addressing the aspect hypothesis. However, findings concerning (H1b)
reveal an interesting observation. Although the study reveals that the
hypothesis (H1b) can be accepted, this finding is contrary to what is
expected. The analysis of data reveals that perfective marking errors occur
more frequently among telic verbs than atelic verbs. From the perspective
of the aspect hypothesis, it is expected that perfective marking errors will
occur more frequently among atelic verbs because perfective marking is
first acquired among telic verbs before moving on to atelic verbs.
136
It must, however, be noted that errors in perfective marking only account

for 2.68% of 3898 errors in past and perfective marking in the corpus of
approximately 22,000 words. The total number of perfective marking errors
is 21. The number of errors is so small that it does not represent a large
enough sample to make statistically valid analysis.
Bardovi-Harlig (1998) in her study described in chapter 2 also noted that

the occurrence of past perfect among the narratives in her study was rare.
A check with the corpus using the concordancing programme, ConcApp,
revealed that there are only 52 instances of present perfect and 67
instances of past perfect in the corpus of more than 22,000 words.
Therefore, we cannot use statistical tools such as the chi-square to

calculate for statistical significance in the difference in numbers in terms of
Vendlers (1967) aspectual classes, punctuality and dynamism. The
analysis to see if perfective errors pattern along agentivity also revealed
that there is no significant relationship between perfective marking errors
and agentivity.
Although there is still a relationship between aspectual classes of verbs

and errors in perfective marking in terms of telicity, the relationship is
opposite to that of the relationship between aspectual classes of verbs and
errors in past tense marking.
137
It must also be noted that as the number of perfective errors in the corpus
is so small that it cannot be confidently asserted that this finding could be
generalised.
One possible reason for the lack of perfective aspect marking errors among
learners is that fact that the notion of aspect is universal among all
languages. Unlike tense, students might not need to resort to universal
semantic prototypes when acquiring perfective aspect marking.
Although verbs are not morphologically marked for the perfective aspect in
SCE, perfective aspect is present in SCE. It is signalled by the use of an
adverbial such as already (Bao 1995, Alsagoff 2001). Therefore, it can be
argued that students in Singapore, whose base language might be Malay,
Chinese or even SCE (Gupta, 1994), already posses the concept of the
aspect, i.e., the notion of whether an event is completed or is still ongoing
(Alsagoff, 2001), as shown by the presence of the adverbial already to
signal the perfective aspect as well as the common use of the progressive
marking in SCE.
As these students go through formal schooling and are further instructed

on the rules of grammar, these students might eventually use the standard
form, based on their inherent understanding of aspect (Housen, 2002), as
these students are expected to produce standard English texts in the
formal context. This can explain the lack of errors in aspect marking in
general.
138
5.2
Telicity and completeness of event in relation the tense-aspect
marking
The study thus far suggests strongly that telicity plays an important role in
determining whether or not a learner uses tense-aspect morphology. To
further expand this study to see to what extent is this notion of telicity (an
event having a natural end point and is, therefore, completive) is relevant to
tense-aspect marking; the study includes an analysis of lexical aspect in
relation to tense-aspect marking at the discourse level. The following
paragraphs briefly provide some background before presenting the
analysis and findings proper.
The aspect hypothesis concerns itself with investigating the acquisition of

verbal morphology by looking at lexical aspect of verbs. As mentioned
earlier, the aspect hypothesis looks primarily at the individual verbs to
account for the acquisition of verbal morphology by learners and one of the
main claims of the aspect hypothesis is that telic verbs are first marked for
tense-aspect. This shows that lexical aspect has direct influence on the
acquisition of tense-aspect marking. There is also another approach in
which the marking and non-marking of tense-aspect can be studied.
Lexical aspect can also be studied at the discourse level, above the word
level (Bardovi-Harlig 2000). In all narrative discourse, studies have shown
that the distinction between foreground and background is a common
139
feature (Reinhart 1984, Bardovi-Harlig 2000). How foreground and

background are defined will be elaborated in the following paragraphs. As
the main grammatical feature or characteristic of a narrative text is that the
story is written in the past tense (Derewianka, 1990), narratives are highly
suitable for the study of tense and aspect as it is the carrier of tense and
aspect morphology.
Bardovi-Harlig (2000) hypothesised that learners tend to mark verbs in the

foreground of narrative texts for tense and aspect while verbs in the
background of the narrative text tend to appear in its base form. This is the
Interlanguage Discourse Hypothesis.
From this hypothesis, we can also extrapolate that, as learners tend to

mark verbs in the foreground for tense-aspect, while verbs in the
background of the narrative text tend to appear in its base form, learners
should make more tense-aspect errors in the background than foreground
of narrative texts.
Bardovi-Harlig (2000) employed Reinharts (1984) temporal criteria to

categorize parts of the narrative texts into foreground and background.
According to Reinhart (1984), as pointed out by Bardovi-Harlig (2000:280),
the main characteristics of the foreground are:
Firstly, Narrativity where textual units whose order matches the

order of the events they report;
140
Secondly, Punctuality where units reposting punctual events

can serve more easily as foreground than units reporting
durative, repetitive, or habitual events and;
Lastly, completeness where a report of a completed event can

serve more easily as foreground than a report of an ongoing
event.
On top of the time order of events as a criterion for the classification of a

part of a text as foreground as put forward by Reinhart (1984), BardoviHarlig (2000) also uses Drys (1983) criterion for foreground. Dry (1983)
claims that another criterion for evaluating sequence of time is information
value. This means that the information presented in the foregrounded
clause must be new rather than given.
On the other hand, Bardovi-Harlig (2000) also notes that information in the
narrative text that serves the purpose of supporting the foreground is seen
as the background. Another criterion for background is that the information
is out of sequence with respect to the foreground and to other background
events. The background on its own does not tell the story that the text sets
out to do but provides supporting information, which elaborates or
evaluates the events in the foreground.
141
In her study, Bardovi-Harlig (2000) investigated 37 pairs of oral and written

narratives elicited by making learners retell a silent movie, it was found that
there is evidence of greater use of simple past in the foreground than in the
background for both oral and written narrative texts.
Having accepted the hypothesis (H1) that aspectual classes of verbs can
explain errors in tense marking, it will be interesting to see if patterns of
tense marking errors can be analysed at the discourse level and whether
the findings from these two perspectives can provide a fuller explanation to
verbal morphology marking errors.
In order to ascertain this, a smaller study was also carried out. 15 narrative
texts from the corpus were selected and analyzed into foreground and
background following Reinhart (1984) and Drys (1983) criteria for
foreground and background. Then, each text is counted manually for the
total number of verbs (including verb phrases) and number of verbs with
tense and aspect marking errors within the foreground and background
respectively. An example can be seen in the excerpt below taken from the
corpus.
As he ran (V) he saw (V) a tree he had never seen (V) it in

the park before (Foreground). It is (V) (X) so beautiful,
leafs that had turned (V) brown is (X) dropping (V) and the
wind is (X) blowing, (V) so cooling. (Background)
In the short excerpt above, the portion that is not underlined introduces a
new event. This portion serves as the foreground of the text. In the next
sentence, the author went on to elaborate on what the tree looked like. This
142
portion serves as the background to the first sentence. As can be seen, the
author chose to use the present tense to describe the tree in the
background when the past tense is required for the narrative text. The table
below presents the raw data of errors found in narrative texts in the corpus.
Foreground
S/No
Sample
%
Errors
Background
%
Errors
No. of
No. of
No. of
No. of
Verbs
Errors
Verbs
Errors
1
3
49
8
16.33
30
14
2
12
23
1
4.35
35
8
3
13
29
2
6.90
38
11
4
23
69
4
5.80
42
11
5
24
28
2
7.14
25
9
6
25
41
7
17.07
26
12
7
26
13
3
23.08
48
29
8
29
39
2
5.13
33
11
9
31
31
4
12.90
24
13
10
32
46
11
23.91
28
13
11
37
59
3
5.08
84
29
12
42
85
4
4.71
53
11
13
43
43
4
9.30
27
17
14
45
28
2
7.14
48
18
15
50
32
3
9.38
53
18
Total
615
60
9.76
594
224
Table 17: Summary of number of verbs and number errors within the
foreground and background of narrative texts
As can be seen from the table above, the percentage of tense and aspect
marking errors in the foreground of narrative texts is 9.76% of all verbs
(including verb phrases) while the percentage of tense and aspect marking
errors in the background of narrative texts is 37.88% of all verbs.
Considering the raw data it seems that the results is consistent with
predictions made by the interlanguage discourse hypothesis (BardoviHarlig, 2000).
143
46.67
22.86
28.95
26.19
36.00
46.15
60.42
33.33
54.17
46.43
34.52
20.75
62.96
37.50
33.96
37.71
The chi-square test is again used to check if the difference in numbers (of
correct and incorrect verbs) in terms of foreground and background among
narrative texts is statistically significant. The table below shows the result of
the test.
Table 18: Result of Chi Square Test for Verbs in Foreground and
Background of Narratives
Foreground: Observed values

Foreground: Expected values
Background: Observed values
Background: Expected values
Correct
555
470.5335
370
454.4665
Chi Square
Foreground: Correct
Foreground: Incorrect
Background: Correct
Background: Incorrect
(O-E)2/E
15.16277
49.38577
15.69882
51.13173
Chi Square
131.3791
df 1
p<0.05
Significant
Incorrect
60
144.4665
224
139.5335
Total
615
615
594
594

144
Therefore, we can conclude that the organizational structure of narrative

texts, in terms of foreground and background, can explain tense and
aspect errors.
It must be noted that that the corpus used to investigate errors in the
foreground and background of narrative texts is derived from the corpus
used to test the hypothesis (H1). Therefore, it can be seen that the single
corpus supports both the aspect hypothesis as well as the interlanguage
discourse hypothesis.
One possible reason for the lower frequency of errors in the foreground can
be associated with how parts of a text are classified as foreground.
Following Reinharts (1984) classification, events that are 1) punctual, 2)
complete and 3) sequential are considered as the foreground of the text.
These three conditions are very much related to the notion of an event
being telic, i.e. events with natural end points. Therefore, it is not surprising
that verbs in the foreground are more likely to be marked for tense-aspect.
This is also consistent with the aspect hypothesis, which predicted that telic
verbs would be marked first for tense-aspect. Furthermore, there is a
strong probability that even atelic verbs (states and activity verbs) located
in the foreground might take on the semantic properties of telic verbs
because the events in the foreground are considered to be complete,
punctual and sequential (Bardovi-Harlig, 2000).
145
From the discussion above, it seems that whether or not a verb is marked
for tense-aspect morphology is closely related to the notions of telicity and
completeness. This can be seen from the findings of the main study in this
thesis which show that aspectual classes of verbs can explain tense-aspect
marking errors in that telic verbs are less frequently and therefore less
likely to be marked incorrectly for tense-aspect while the smaller study
relating to discourse structures also point to the fact that verbs in the
foreground (consisting of events that are complete, punctual and
sequential), are more likely to be marked for tense-aspect than verbs in the
background.
Therefore, it would not be unreasonable to argue that students in

Singapore view tense-aspect markers such as the past tense as a telic
marker rather than simply a deictic marker.
This argument is also consistent with Loh (1999). Loh (1999) explored the
syntax and semantics of Past Tense marking (PTM) in SCE. Loh (1999)
finds that the syntactic distribution of grammatical entities in SCE must take
into account the aspectual property of delimitedness (Tenny, 1994) and
finds that the past tense marking in SCE delimits the action in certain
syntactic environments. She argues that lexical semantics of the tense and
aspect markings plays an important role in the description of their
distribution and alternation.
146
According to Tenny (1987:17), delimitedness refers to the boundedness

over time of an event as described by a linguistic expression. A
linguistically described event is delimited if the sentence describes an
event as something that must transpire over a fixed length of time. It does
not matter whether the length of time is indicated in the sentence. The
notion of delimitedness or measuring-out is understood as entailing
telicity and predicates that are delimited are also defined as telic (Filip,
1996).
From her qualitative study, Loh (1999) found that the unmarked form of the
verb is used to indicate that the event commenced without suggesting its
completion while the past tense marking is used to indicate the event was
commenced and completed. Events that are completed are events with
clear end points. Therefore, such events are also considered telic.
Both Loh (1999) and this current study suggest that the notion of
completeness and telicity are very important concepts in explanation errors
of past tense errors. Lohs (1999) discovery that past tense marking is used
to indicate events that have commenced and completed in her qualitative
study is also supported by the findings of this current quantitative study that
telic verbs (events with end points) are more likely to be marked for tense
correctly than atelic verbs (events without clear end points) in contexts that
require the text to be written in the past tense at the word level, while
events that are completed, punctual and sequential at the discourse level
are also more likely to be marked for tense and aspect. Therefore, it can be
147
argued that tense-aspect marking is closely associated with meaning

(Bardovi-Harlig & Reynolds, 1995).
5.3
Problems and Limitations of study
No two linguists can completely agree on how verbs should be lexically

classified (Bardovi-harlig 2000). In this study, some problems were
encountered when classifying the verbs according to the different aspectual
classes. Lim (2000) studied the notion of aspectual classes with respect to
SCE and pointed out these problems aptly.
Lim (2000) showed that traditional tests done to show the aspectual
classes such as those of Dowtys (1979) diagnostics are not always reliable
for SCE. This is because according to Lim (2000), a SCE stative VP can
take the progressive, and a SCE activity VP can occur as the complement
of finish, when according to Dowty, this cannot happen.
Lim (2000) also argues that the same verb that occurs in SCE and in
Standard English may not belong to the same aspectual class. Lims
(2002) findings are interesting and relevant to this study. This is because
her findings highlight some difficulties faced when analysing the data and
ascribing the relevant aspectual class to the verbs in the corpus. It was
mentioned in Chapter Two that students are expected to produce the
standard variety of English in the formal context in school. Unavoidably,
some students will fall short of the target standard and make use of some
148
SCE expressions. This makes analysing the verbs in terms of aspectual

classes of verbs a challenge. For example, consider the clauses below
obtained from the corpus.
My mother got (V) (S) a better idea than me. (SE)

My mother had (V) (S) a better idea than I did. (StdE)
In StdE, the verb got should be classified as an accomplishment verb.

However, in SE, the verb got is used interchangeably with have. Therefore
in this case, there is a need to be aware of this difference in the use of got
in SE and to tag the verb correctly in terms of aspectual class.
Other than the difficulty in classifying verbs into different aspectual classes,
another possible limitation of this study is the size of the corpus. Although
the corpus used in this study is more than seven times larger than Yips
(2004) at 22,000 words, an even larger corpus might give a more accurate
analysis especially pertaining to the perfective aspect marking.
5.4
Future Research
Although findings for (H1) and (H1a) pertaining to errors in tense-aspect

marking and tense marking, can be confidently accepted and generalised,
findings for (H1b) pertaining to errors in perfective aspect marking cannot
be confidently accepted although the chi square test reveals a statistically
significant relationship between telicity and errors in perfective marking.
149
Therefore, an area for future research is to further study errors in perfective

aspect marking. This can be undertaken if an even bigger corpus than the
current study is used.
Another area for future research is to investigate more thoroughly the

relationship between the organisational structures of narrative texts and
errors in tense-aspect marking. A preliminary study conducted in this thesis
suggests a significant relationship between the organisational structures of
narrative texts and errors in tense-aspect marking. However, findings from
a more extensive study in the local context can give a more definitive
generalisation.
Studies addressing aspect hypothesis usually make use of narrative and

recount texts for analysis. Narrative and recount texts are natural choices
for the study of acquisition of tense-aspect morphology as these texts are
typically written in the past tense. Therefore, there will be high incidence of
tense-aspect marking used and the non-marking of tense-aspect will be
very obvious especially when the situation demands for such morphological
marking. The corpus used in this study is also made of narrative and
recount text. The findings from this study also suggest that students display
some form of universality in their acquisition of tense-aspect morphology
from the errors displayed. Therefore, it would also be interesting if such a
pattern of errors can also be found in other text-types such as the
expository and argumentative texts, which do not require writers to
consistently use the past tense.
150
As the syllabus requires students to be proficient in a variety of genres

other than narrative and recount texts, it is important to study verbal
morphology errors in other text-types, such as argumentative and
expository, to help students better understand their weaknesses and strive
towards the target standard.
Other observable patterns of verbal morphology variations

that deserve further study
The corpus used in this study also reveals other interesting verbal
morphology variations that are not directly related to tense-aspect marking
and therefore not included in this study. It must also be noted that due to
the size of the corpus, the number of these variations observed are not
large enough to be studied in depth. A larger corpus will yield higher
instances of such variations, which will facilitate further investigations.
Never the less, these variations observed from the corpus are presented
below.
The first form of structural variation involves the use the modal auxiliary. In
English, the main verb that follows after the modal auxiliary should appear
in its bare form (or unmarked for tense-aspect). This is because the modal
auxiliary being the first verb in the sentence would have carried the tense
marking. Data from the corpus reveals that the main verbs that appear after
the modal auxiliary posses verbal morphology. The examples are shown in
151
the table below. The data was generated using the concordancing program
ConcApp.
Samples of Structural Errors (Mod Aux + Verb + ed/en)
day, she would locked (V) (X structural) (Acc) herself in the master b
cc). This would stayed (V) (X Structural) (Acc) in my mind.Humans being
) that I would dropped (V) (X Structural) (Acc) tears again if I see (V
at we could not fought (V) (X Structural) (Acc) with them. So we went (
y wouldnt anyone came (V) (X Structural) (Acc), as this park was (V) (
he would just went off (V) (X Structural) (Acc). But never did I expect
ations we may mistaken (V) (X Structural) (Ach) for someone as you long
ally kids would played (V) (X Structural) (Act) at the playground near
he could just laughed. (V) (X structural) (Act) He told (V) (Acc) me th
10
cc) and he would hired (V) (X Structural) (Act) him again. But, he said
11
park we would thought (V) (X Structural) (Act) of Eugene and I would b
12
) (S) I will not caned (V) (X Structural) (Act) or scold (V) (Act) you
13
her, as it would meant (V) (X structural) (S) no one to take care (V) (
14
worst thing might happened (V structural) (X) (Ach) next. I decided (V)
Table 19: Samples of Structural Variation (Mod Aux + Verb + ed/en)
On closer inspection of the table above, Line 7 and 13 (may mistaken and
would meant) reveal that the verbal morphology used after the modal
auxiliary is the en form (normally used to signal perfective aspect) while
Line 6 (would just went off) reveals that the verbal morphology used after
the modal auxiliary is the ed form (normally used to signal past tense).
The verbal morphology of the rest of the examples do not show clearly
whether the verbal morphology carried is the ed form or the en form as
152
these verbs use the same verbal morphology to show past and perfect
tense. It would be interesting to find out should learner make errors such as
these, whether the verbal morphology carried after the modal auxiliary is a
ed suffix signalling past tense or the en suffix signalling the perfective or
does it signify something else even more interesting.
The second form of structural variation found in the corpus involves the use
the auxiliary verb do. In English, the main verb that follows after the
auxiliary verb do should appear in its bare form (or unmarked for tenseaspect). This is because the auxiliary verb do being the first verb in the
sentence would have carried the tense marking. Data from the corpus
reveals that the main verbs that appear after the auxiliary do is marked for
tense-aspect. The examples are shown in the table below. The data was
generated using the concordancing program ConcApp. The patterns shown
below deserve further research.
153
Samples of Structural Errors (Aux + Verb + ed)
(V) (S) why I do made (V) (X Structural) (Acc) mistakes oftenly.
cident, I did not told (V) (X Structural) (Acc) my parents what had hap
nd floor I did not saw (V) (X Structural) (Ach) him and went round (V)
t never did I expected (V) (X Structural) (Ach), he insisted (V)
parents did not helped (V) (X Structural) (Act) me in making (V) (Acc)
, who did not believed (V) (X Structural) (S) at first, but quietly ret
gh they did not looked (V) (X Structural) (S) like humans, they speaked
did not really wanted (V) (X Structural) (S) to make (V) (Acc) the dec
(S) I
Table 20: Samples of Structural Variation (Aux + Verb + ed)
Other forms of structural variations found in the corpus that might be of

interest for further study involve errors in the use of infinitives and subject
verb agreement in compositions of students in Singapore. The tables below
list examples from the corpus.
Samples of Structural Errors (To + Infinitive + ed)
S) a plan to found out (V) (X Structural) (Acc) who is following (V) (X
rted (V) (Ach) to wept (V) (X Structural) (Act) like a baby.Since young
e foodholder to packed (V) (X Structural) (Act) my food into a foamed b
Table 21: Samples of Structural Variation (To + Infinitive + ed)
154
Samples of Structural Errors (Subject-Verb Agreement)
arket as she always visit (V) (X Agreement) (Acc) the supermarket for the
market. My mum seldom go (V) (X Agreement) (Acc) to that wet market as sh
feathers was plucked out (V) (X Agreement) (Acc), stomach was open (V) (A
people was also laughing. (V) (X Agreement) (Act) At that time, I was wish
ary school. All they does (V) (X Agreement) (Act) inside is (V) (S) to stu
all, chickens was hanging (V) (X Agreement) (Act) on a hook, feathers was
c. My parents was pleased (V) (X Agreement) (S) with my decision. Deep ins
(V) (S) boots. There was (V) (X Agreement) (S) a varieties of meat like c
cision and how it benefit (V) (X Agreement) (S) you.I have (V) (S) just ta
10
(V) (Ach) a crowd, we was (V) (X Agreement) (S) curious and went over (V)
11
(X) (Ach) that there was (V) (X Agreement) (S) five chapters for me to st
12
r, important decision are (V) (X Agreement) (S) hard to make. You must fir
13
to the park. There wasnt (V) (X Agreement) (S) many people there. After s
14
the questions, there was (V) (X Agreement) (S) none I knew (V) (S) how to
15
16
the park, which contribute (V) (X agreement) (S) shelter to everyone. I am

after all.
John were (V) (X Agreement) (S) supposed to go (V) (Acc) t
17
(Acc) the green beans was (V) (X Agreement) (S) to deal (V) (Acc) with the
18
do (V) (S) you all wants (V) (X agreement) (S) to follow (V) (Acc)? I shu
19
ch) some freaks which was (V) (X Agreement) (S) two heads shorter than my
20
rother and their ears was (V) (X Agreement) (S) two times longer than ours
Table 22: Samples of Structural Variation (Subject-Verb Agreement)
The final form of structural variation found in the corpus, that deserves
further research, involves verbal morphology to signal passive voice. In
English, the passive voice is signalled by the use of the auxiliary verb
followed by a main verb inflected with the en form. However, it is found
that a number of students do not mark the main verb at all. The main verb
appears in its bare form with one instance (S/No. 6) of the main verb
155
appearing in the past form (Aux + Prog + mistake + ed) instead of the
Line No.
Sample No.
S/No.
passive form (Aux + Prog + mistake + en).
Actual verb (or verb Correct verb form

phrase) used
Semantic
Category
1
3
25 be groom
be groomed
Acc
2
4
20 was open
was opened
Acc
3
3
3
be groom
be groomed
Ach
4
10
27 am convience
will be convinced
Ach
5
13
36 be unsolve
be unsolved
Ach
6
18
4
was being mistook was being mistaken Ach
7
3
17 was broadcast
was broadcasted
Act
8
4
26 being cook
was being cooked Act
9
12
15 was surprise
was surprised
S
10 32
32 was surprise
was surprised
S
11 35
35 was shock
was shocked
S
12 42
4
was too obsess
was too obsessed S
13 48
19 stress out
be stressed out
S
Table 23: Samples of Structural Variation (Passive Voice)
Remarks
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
passive
156
Chapter Six
Conclusion
6.1
Overview of Study
The purpose of this study was to look at the patterning of tense-aspect

errors in the writing of Secondary school students. We focussed on one
primary aspect of this and looked at lexical aspect to see if this had any
influence on the way in which such errors were being made. In particular,
the data was analyses in relation to the aspect hypothesis, which
postulates a positive relationship in learning tense-aspect morphology and
lexical aspect.
The results of the study were positive, with both sub-hypotheses (H1a) and
(H1b) being validated and the main hypothesis (H1) has been validated
with clear significance. What this means is that such patterns do not occur
by chance and aspectual classes of verbs (i.e. State, Activity,
tense and perfective aspect marking.
This study is significant for a number of reasons. First, it demonstrates that

what has often been attributed to L1 influence, is actually universal in
pattern.
The aspect hypothesis predicts that language learners first
157
acquire
tense-aspect
marking
for
telic
verbs
(achievement
and
accomplishment verbs) before going on to atelic verbs (state and activity

verbs). From this, we extrapolated that because learners tend to first
acquire
tense-apect
marking
for
telic
verbs
(achievements
and
accomplishments), learners should make more errors in the marking of

atelic verbs (activities and states) in terms of past tense-aspect marking.
Secondly, the study demonstrates that the variation is consistent i.e. that
pupils are making systematic errors related to a universal tendency to
equate meaning with structure. Thirdly, the study has vast pedagogical
implications. In the following section, these pedagogical implications are
elaborated.
6.2
Pedagogical Implications
From this study, it can be seen that secondary school students exhibit
some form of universality in the acquisition of tense-aspect marking, in
particular past tense marking. The study shows that students tend to make
more tense-aspect marking errors with atelic verbs than telic verbs. It was
established in this study that this pattern did not occur by chance.
It is also argued in this thesis that learners associate tense with meaning
(Bardovi-Harlig & Reynolds, 1995). Therefore, telic events (events with
natural endpoints) or completed events are more likely to be marked for
tense. Furthermore, it seems that learners are less likely to make tenseaspect errors among agentive verbs.
158
Having this knowledge is very important. This will help teachers to focus on
the real needs of students in helping the students to achieve the target
level of grammatical accuracy. To help students achieve such grammatical
accuracy, Bardovi-Harlig & Reynolds (1995) suggest teachers use positive
evidence to help students achieve target like proficiency. Positive evidence
is any input that gives students an accurate understanding of what is
possible in a language (Sharwood Smith, 1991, White, Spada, Lightbown &
Ranta 1991). Exposing learners to positive evidence is important because
this will help learners overcome the problem of under-generalisation in
grammar. The idea is to help learners notice a difference between the input
and their own output in order to revise their own internal understanding of
grammar rules (Schimdt 1990, 1992). However, it must be noted such input
must be made very explicit. This is because it is possible for such inputs to
go unnoticed by learners (Bardovi-Harlig & Reynolds, 1995).
In the context of this study, learners should be exposed to the correct use
of past tense among state and activity verbs when writing narrative and/or
recount texts, as these are the kinds of verbs that are most likely to be
marked incorrectly for tense-aspect.
A process that is aligned to positive evidence is consciousness-raising

(Schimdt 1990, 1992, Rutherford 1987) whereby learners are explicitly
made aware of grammatical features of texts. Using this approach,
teachers make explicit grammatical features of the different genre of texts
159
and help students understand and apply the correct grammatical features
associated with the different texts. The current MOE English Syllabus 2001
also incorporates this process in the teaching of English Language.
Other than using naturally occurring texts (such as recounts events and
narration of stories) to help students to be more aware of the differences in
between the target standard and their own internal grammars, teachers can
also design tasks such as conceptualised cloze passages, incorporating
state and activity verbs to be use in the past tense so that students will be
required to use these verbs in their correct form.
This study also found that students generally mark very few aspect marking
errors. Lack of perfective aspect errors would mean that teachers could
pay more attention in helping students acquire past tense morphology. This
is because the past tense is the building block for other tenses both
formally
and
conceptually
(Bardovi-Harlig,
1994,
Bardovi-Harlig
&
Reynolds, 1995).
6.3
Conclusion
This study looked at tense-aspect marking errors from a lexical semantic

point of view. It is believed that the marking of tense is closely related with
meaning. The hypothesis for this study is validated and accepted. This
study has also answered all the research questions put forward in this
thesis.
160
- What are the patterns of errors in tense and aspect in the

In this study, it is found that most tense-aspect marking errors are past
tense marking errors. This study adds to the body of literature as it has
shown that patterns of past tense marking errors among secondary school
students display some form of universality in terms of the acquisition of
tense-aspect morphology of languages. This is a significant finding
because the traditional argument that variations in tense-aspect marking in
SE are due to the influence of home or first language can be refuted.
It is also found that secondary students make fewer errors among telic
verbs, which include punctual verbs, and agentive verbs which means that
they are less likely to make tense-aspect marking errors among telic and
agentive verbs. On the other hand, secondary students make more errors
among atelic verbs with stative verbs, which is part of atelic verbs, having
the highest proportion of tense-aspect marking errors. This means
secondary students are more likely to make tense aspect marking errors
among atelic verbs and most likely among stative verbs.
This study also reveals that students make very few aspect marking errors.
Aspect marking errors only make up 2.68% of all tense-aspect errors. Due
to the small numbers of errors, it cannot be conclusively confirmed that
there is a relationship between (grammatical) aspect and meaning.
161
However, this finding is not unexpected as the notion of aspect is universal

among all languages while tense marking is not universal to all languages.
As students in Singapore may not be as familiar with tense marking system
of the English Language, it is not surprising that most errors in the corpus
are those of past tense marking.
-What are the possible explanations to these errors in tense

and aspect?
It is evident in this thesis that students exhibit some form of universality in

their acquisition of tense-aspect morphology in that students are more
likely to have less tense-aspect marking errors among telic verbs as
compared to atelic verbs, especially statives. This means that this pattern
of error is universal regardless of what the target language is.
It is also very evident from this study that tense is associated with meaning
and events that are telic (i.e. with natural end points) and completed are
more likely to be marked for tense. Therefore, it can be argued that in SE,
tense can also function as a telic marker rather than simply a deictic
marker. Therefore, as the learners consider tense as a telic marker,
learners will not mark a verb for past tense if the event is not seen as
completed or with a natural end point (i.e. telic) even when the situation
demands so, e.g., in the context of writing narrative and recount texts.
162
It was also found that learners are more likely to make tense-aspect
marking errors among non-agentive verbs than agentive verbs. This is
interesting as it adds to another dimension to the explanation of tense and
aspect marking errors that telicity is not the only semantic feature that can
explain tense and aspect marking errors.
- What are the pedagogical implications for teachers in

Singapore in view of these types of errors in tense and aspect
in the compositions of secondary school students?
There has been increased attention to proficiency of English in order for

one to gain access to global knowledge economy as well as to be
understood internationally. The findings in this thesis have vast
pedagogical implications concerning the teaching of grammar especially in
helping learners to improve their proficiency in English and in particular
accuracy in the use of grammar.
Teachers can base their grammar teaching strategies on the findings of

this study. For example, having knowledge that learners tend to have
problems in terms of tense and aspect marking in relation to atelic verbs,
and in particular statives, teachers can design tasks for students that
highlight to them the need to use tense and aspect morphology among
atelic verbs, especially in narratives and recounts. Teachers can do this by
raising students consciousness to the use of tense-aspect morphology in
relation to atelic verbs by giving them examples of how atelic verbs are
163
marked for tense-aspect morphology in authentic narrative and recount

texts. As students become more aware of the need to use tense-aspect
morphology, students will also adjust their own understanding of grammar
and progress towards the target SSE.
164
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Annex A: The Corpus
Annex A
The Corpus
Sample 1
Write about an occasion when someone mistook you for a local TV teenage star.
One Saturday afternoon, I decided (V) (Ach) to have swim (V) (Act) at Bishan
swimming complex, as the schools swimming competition is drawing near (V)
(X) (Acc). After a few hours of training, I decided (V) (Ach) to leave (V) (Ach)
the pool as night was going (V) (Act) to rise (V) (Ach).
When I was packing (V) (Act) my stuff, heading (V) (Act) towards the toilet I
notice (V) (X) (Ach) a group of guys kept staring (V) (Act) at me. Well, I did not
bother (V) (S) much, I thought (V) (Act) maybe my swimwear was (V) (S) not the
latest one. So, I grabbed (V) (Ach) my stuff and when (V) (X Spelling) (Act) to
the toilet to wash up (V) (Act). Soon, after I had dried (V) (Acc) myself I came out
10
(V) (Ach) the toilet. To my surprise, I saw (V) (Ach) the same group of guys
11
sitting (V) (Act) there starring (V) (X Spelling) (Act) at the exit of the girls toilet
12
where I was. (V) (S)
13
Without second thoughts, I left (V) (Ach) the swimming complex in a hurry. Out
14
of a suddenly, my handphone rang (V) (Act), the caller was (V) (S) my mom. I felt
15
(V) (S) a little afraid because my sixth sense told (V) (Ach) me that someone was
16
following (V) (Act) me. My mom called (V) (Ach) and asked (V) (Acc) me to
17
settle (V) (Acc) my own dinner outside. So, I went (V) (Acc) to the nearest
18
foodcourt to have (V) (S) my dinner. Then, when I turned (V) (Ach) my back I
19
saw (V) (Ach) those guys again, they seemed (V) (S) to follow (V) (X Prog) (Act)
20
me where I been (V) (X) (S) what do they want (V) (S) from me? crossed (V)
21
(Ach) my mind, and Do (V) (S) I know (V) (S) them?
22
I quickly ask (V) (X) (Acc) the foodholder to packed (V) (X Structural) (Act) my
23
food into a foamed box, so I could finish (V) (Acc) it at home. I paid (V) (Ach) for
24
my rice and started (V) (Ach) to go (V) (Acc) home quickly. Out of purpose, I
25
walked (V) (Act) to a corner to check (V) (Act) whether are (V) (X) (S) those
Annex A
The Corpus
26
morons still following (V) (Act) me. I was (V) (S) furious as I did (V) (Act)
27
nothing wrong, and why am (V) (X) (S) I so afraid of them, leading (V) (Act) such
28
a sneakly life.
29
Then I told (V) (Ach) myself to pluck out (V) (Ach) my courage and face (V)
30
(Act) those guys, and theres (V) (X) (S) nothing to be (V) (S) afraid of. So, I
31
decided (V) (Ach) to hide (V) (Act) behind a pillar in the void deck. When I
32
peeped (V) (Ach) at them, they seemed (V) (S) to be looking (V) (Act) for me. I
33
came out (V) (Ach) the pillar and asked (V) (Acc) them politely Excuse me, (V)
34
(Act) May I know, (V) (S) Why are you following (V) (Act) me the whole
35
evening? They said (V) (Act) Sorry to disturb (V) (Act) you, fann, we followed
36
(V) (Act) you is (V) (X) (S) just to obtain (V) (Ach) your signature Oh my, then I
37
told (V) (Act) them that I am (V) (X) (S) not Fann Wong I am (V) (X) (S) just a
38
Ordinary girl named (V) (Ach) Rebecca. Those guys apologized (V) (Ach) and
39
started (V) (Ach) to blame (V) (Act) each another for mistaking (V) (Act) me.
40
Finally, I could finish (V) (Acc) up my rice in peace I said (V) (Acc) to myself,
41
after a day of cat and rat chase I was (V) (S) so exhausted that I went (V) (Acc) to
42
bed much earlier then before.
Annex A
The Corpus
Sample 2
Describe a wet market you have been to.
When I was (V) (S) in the kindergarten, I used (V) (S) to go (V) (Acc) to the wet
market near my house regulargy. It was (V) (S) not a very cean place but there is
(V) (X) (S) alot of nice people around. It is (V) (X) (S) a very noisy place, there is
(V) (X) (S) a lot of bargaining happening in the market, it is (V) (X) (S) so
memorable.
I remember, (V) (Acc) there will always be (V) (X) (S) a fishy smell an there is
(V) (X) (S) a lot of fish sellers selling (V) (Act) fish at the back of the market. I
used (V) (S) to ask my mother the names of all those fishes that the seller sells, (V)
(X) (Act) but my mother just told (V) (Ach) me to stay (V) (Act) there and watch
10
(V) (Act) and she asked (V) (Acc) me to listen to what the fish sellers says. (V)
11
(X) (Act) It was (V) (S) quite fun, but I did not understand (V) (S) what they were
12
saying (V) (Act) in Hokkien. I also remember (V) (Acc) that my parents used (V)
13
(S) to bring (V) (Act) me to the market at night for some supper. It was (V) (S) so
14
delicious! And those uncles whom my father drinks (V) (X) (Act) beer with,
15
always treat (V) (X) (Act) me to KFC to eat anything that I wants, (V) (X) (S)
16
there was (V) (S) also a big brother who will always rides (V) (X structuctural)
17
(Act) his bicycle and bring (V) (X) (Acc) me to places to buy (V) (Act) sweets and
18
also to my favourite place of all, the playground!
19
It was (V) (S) such a nice place for me to go (V) (Acc) to. It was (V) (S) so sweet
20
but it was (V) (S) still a place I used (V) (S) to play (V) (Act) at. I will never forget
21
(V) (Ach) about this place. It will always be (V) (S) a place where I can have (V)
22
(S) all my childhood memories to be buried, (V) (Acc) and if I lose (V) (Ach)
23
them, I will know (V) (S) where to find (V) (Ach) them.
Annex A
The Corpus
Sample 3
A teenage star, it is (V) (X) (S) a local television programme which is looking (V)
(X) (Act) for talented teenage in Singapore and a competition is held (V) (X) (S),
and the winner would be groom (V) (X) (Ach) as a star. This is (V) (X) (S) what
recently teenagers wants (V) (X) (S) to be (V) (S), including me.
One evening, while I was watching (V) (Act) the television, I saw (V) (Ach) an
advertism on this Teenage star show, they were looking (V) (Act) for teenagers
who is (V) (X) (S) able to sing (V) (Act) well. I like (V) (X) (S) singing, (V) (Act)
so do my best friend Amanda, so I called (V) (Acc) her up, asking (V) (act)
whether she wants (V) (X) (S) to go (V) (Acc) along. She agreed. (V) (S) Soon it
10
was (V) (S) the audition day, we both were (V) (S) very excited. We saw (V)
11
(Ach) a lot young and beautiful girls there. Suddenly, Amanda called (V) (Acc) me
12
and told (V) (Acc) me that she saw (V) (Ach) someone that looked (V) (S) like
13
me. So I decided (V) (Ach) to went (V) (X Structural) (Act) over and have (V) (S)
14
a look. The girl really look (V) (X) (S) like me, even the hairstyle, the tone of our
15
skin. I was shocked (V) (S). A few weeks after the audition, the person-in-charge
16
called (V) (Acc) my friend and I that we are not chosen, (V) (X) (Acc) we were
17
(V) (S) very sad. The next day, the show was broadcast (V) (X) (Act) on the
18
television, then suddenly I saw (V) (Ach) the girl who looked (V) (S) like me, her
19
name was (V) (S) Cheryl, she really looked (V) (S) very much like me, even my
20
family said (V) (Act) so. Amanda and I were (V) (S) very upset, so we decided (V)
21
(Ach) to go (V) (Acc) to Orchard Road to do (V) (Act) some shopping the
22
following day.
23
When we went (V) (Act) into a bookstore, we saw (V) (Ach) the coverpage of
24
some newspapers and magazine were (V) (S) pictures of Cheryl, as she was (V)
25
(S) the winner of Teenage Star, and she will be groom (V) (X) (Acc) into a pop
26
star. We did not care (V) (S) anymore as we does not want (V) (X) (S) it to affect
Annex A
The Corpus
27
(V) (Acc) our moods. We went (V) (Act) to other shops. When Amanda went (V)
28
(Act) to the toilet, I was walking (V) (Act) around doing (V) (Act) some window
29
shopping while waiting (V) (Act) for her.
30
Suddenly, a guy behind me and touch (V) (X) (Ach) on my shoulder and ask (V)
31
(X) (Acc) for my signature, I does not know (V) (X) (S) what was happening, (V)
32
(S) until he took (V) (Acc) out a photograph of Cheryl, now then I realize (V) (X)
33
(Ach) that they mistaken (V) (X) (Ach) me for Cheryl, but no matter how I explain
34
(V) (X) (Act) the guy just would not believe (V) (S) that I am (V) (X) (S) not
35
Cheryl, until a group of people passed (V) (Acc) by me, in between them was (V)
36
(S) the real Cheryl, the Teenage Star, the guy realizing (V) (Ach) that he mistook
37
(V) (X) (Ach) the wrong person, he was embrassed (V) (X Spelling) (S) and
38
quickly apologized (V) (Acc) and ran away (V) (Acc). When Amanda came out
39
(V) (Ach) of the toilet, I told (V) (Acc) her about what had happened (V) (Ach),
40
she laughed (V) (Act), and our day seems (V) (X) (S) to be (V) (S) happier. But
41
luckily, after that occasion, no one ever mistaken (V) (X) (Ach) as Cheryl
42
anymore.
Sample 4
Everyday, my father would wake up (V) (Ach) early to go (V) (Acc) and eat (V)
(Act) his breakfast. But one day, he asked (V) (Acc) me to go (V) (Acc) along
with him. As I have (V) (X) (S) nothing to do (V) (Act), I followed (V) (Act) him.
After we have eaten, (V) (X) (Act) my father would like (V) (S) to go (V) (Acc) to
the wet market and asked (V) (Acc) me to go (V) (Acc) home myself. But I was
(V) (S) curious and I pleaded (V) (Act) him to bring (V) (Act) me along with him.
Finally, he agreed (V) (Ach). It took (V) (Acc) us about ten minutes to reach (V)
(Ach) the wet market. While I was walking, (V) (Act) I smell (V) (X) (Act)
Annex A
The Corpus
9
something bad, it smell (V) (X) (S) like something is (V) (X) (S) rotting. Then I
10
realized (V) (Ach) that it was (V) (S) from the wet market that my father wanted
11
(V) (S) to go.
12
The floor was (V) (S) wet and dirty. And I saw (V) (Ach) fishes was (V) (X
13
Structural) (S) lying on the ice, it was dead. (V) (Ach) It look (V) (X) (S) very
14
disgusting as the eyes were popping (V) (Act) out. Some were (V) (S) white and
15
some were (V) (S) even as big as fifty-cent coin!
16
I saw (V) (Ach) a very fat and huge man, holding (V) (Act) to a very large knife,
17
cutting (V) (Act) the fish into pieces, and weighting (V) (X Spelling) (Act) it.
18
Then, I looked (V) (Ach) into another stall, chickens was hanging (V) (X
19
Agreement) (Act) on a hook, feathers was plucked out (V) (X Agreement) (Acc),
20
stomach was open (V) (Acc) and I saw (V) (Ach) an old lady, digging (V) (Act) all
21
the organ out from the stomach! It look (V) (X) (S) worse than a fish being cut (V)
22
(Act) into pieces. I pleaded (V) (Act) my father to go (V) (Acc) home quickly and
23
he quickly bought (V) (Ach) a fish and a chicken.
24
While we were walking (V) (Act) home, I kept (V) (Act) a distance from my
25
father to avoid (V) (Act) the smell.
26
When it was (V) (S) dinner time, I saw (V) (Ach) the fish, the chicken being cook
27
(V) (X) (Act), it look (V) (X) (S) delicious and I grabbed (V) (Acc) all the best
28
part to my bowl and eated (V) (X Spelling) (Act) greedily.
Annex A
The Corpus
Sample 5
The wet market nearest my home is (V) (S) Chun Ling wet market. My mum
seldom go (V) (X Agreement) (Acc) to that wet market as she always visit (V) (X
Agreement) (Acc) the supermarket for the groceries. However, my Dad is (V) (X)
(S) not in Singapore, so there is (V) (X) (S) no one to drive her to and from the
supermarket. Therefore, i went (V) (Acc) with my Mum to wet market.
The wet market is (V) (X) (S) a very noisy and very bright place. Everyone is
shouting (V) (X) (Act) out to promote (V) (Act) their particular grocery,
sometimes there are (V) (X) (S) also discounts. I found out (V) (Ach) that in the
wet market, you can bargain (V) (Act) till we reach (V) (Acc) a satisfying price to
10
spend (V) (Acc) on. The groceries they sell (V) (X) (Act) are (V) (X) (S) all very
11
fresh, there are (V) (X) (S) vegetables, fruits, fishes, spices, poultrys and many
12
other essential things for cooking (V) Act). When you are walking (V) (Act)
13
around, you will have (V) (S) to watch (V) (Act) your steps and walk (V) (Act)
14
very slowly. The ground is (V) (X) (S) extremely wet, a person can slip (V) (Ach)
15
and fall (V) (Ach) easily. You must also refrain (V) (Act) from wearing (V) (Act)
16
very expensive clothings when you visit (V) (Acc) a wet market, the place there is
17
(V) (S) very messy, you can get (V) (Ach) stains on the shirt and never be able (V)
18
(S) to wash (V) (Act) it off. Its (V) (S) a place where not many youngsters would
19
like (V) (S) to go (V) (Act) to.
20
There is (V) (X) (S) a stall there which sell (V) (X) (Act) many kinds of meat,
21
from chicken, turkey, mutton, beef all the way to ostrichs meat. He is (V) (X) (S)
22
our neighbour, we often get (V) (X) (Acc) our meat from him as long as we visit
23
(V) (X) (Acc) the wet market. He is (V) (X) (S) very friendly and humourous, he
24
always add (V) (X) (Acc) more meat than we ask (V) (X) (Acc) for and also gives
25
(V) (X) (Act) discount. I can see (V) (X) (S) he is (V) (X) (S) a very skillful and
Annex A
The Corpus
26
experience butcher. He wield (V) (X) (Act) and chops (V) (X) (Act) on the meat
27
so accurately and strongly, he makes (V) (X) (S) chopping look (V) (X) (S) so
28
easy.
29
The stall vendors there are (V) (X) (S) all friendly, it might not be (V) (S) a bad
30
idea to visit (V) (Act) that place as you have (V) (S) to learn to shop (V) (Act) for
31
your own groceries in time to come.
Sample 6
There was (V) (S) one day when my friend and I were walking (V) (X Agreement)
(Act) to the library to study (V) (Act). Just as we were (V) (S) on the way there,
there was (V) (S) this person who came (V) (Act) forward to talk (V) (Act) to me.
I was (V) (S) very shocked, but I just talk (V) (X) (Act) to him casually. Then we
went (V) (Acc) to the library, there were (V) (S) lots of people, so we each took
(V) (Ach) a book and sat (V) (Act) on the table to read (V) (Act). But the guy still
continued (V) (S) to follow (V) (Act) and talk (V) (X) (Act) to us. We were
starting (V) (Ach) to doubt (V) (Ach) if this man was (V) (S) a con-man or a
person with motives for talking (V) (Act) to us. Then I asked (V) (Acc) him what
10
he actually wanted (V) (S) from us.
11
Then he asked (V) (Acc) me if I was (V) (S) one of the teenage star who appeared
12
(V) (Ach) on TV. And he said he wanted (V) (S) to take a picture with me. My
13
friend and I were (V) (S) so shocked and replied (V) (Ach) to him immediately
14
saying (V) (S) that I am (V) (X) (S) not any actor or TV star. Then he was (V) (S)
15
very embarrassed and did not know (V) (S) what to say (V) (Act). Then he told
16
(V) (Acc) me that he was (V) (S) from another TV station, and he found (V) (Acc)
17
that I have (V) (X) (S) the talent to act (V) (Act) in shows. And he asked (V) (Acc)
Annex A
The Corpus
18
me if I would like (V) (S) to join (V) (Ach) his company to act (V) (Act) in drama
19
shows. I hesitated (V) (Acc) to saying (V) (Acc) yes. I told (V) (Acc) him to give
20
(V) (Acc) me his namecard and said (V) (Acc) that I would call (V) (Act) him
21
again when I have considered (V) (Acc) carefully.
22
So I when (V) (X Spelling) (Acc) home to discuss (V) (Act) this with my family.
23
When they heard (V) (Ach) about this, they were very surprised (V) (S) and
24
doubtful. So I told (V) (Acc) them to call (V) (Act) him to clear (V) (Acc) our
25
doubts. Then they called (V) (Ach) him and enquired (V) (Acc) many things about
26
him and the job. So in the end their doubts were cleared (V) (Acc) and asked (V)
27
(Acc) me if I would like to go (V) (Acc) for the audition. Then I agreed (V) (Ach)
28
to it since there was (V) (S) no harm trying (V) (Act). Since then I became (V) (X)
29
(Acc) a part-time actor in some shows and earned (V) (Ach) some income for my
30
family and myself.
Sample 7
I can remember (V) (Ach) when I was (V) (S) around six to eleven that period of
age. My dad and mum often bring (V) (X) (Act) me to wet market to buy (V)
(Acc) vegetable, meat and all kinds of thing. The wet market where we all know
(V) (X) (S) is (V) (X) (S) a place which have (V) (X) (S) two department. The
other department that we all know (V) (X) (S) is (V) (X) (S) so-called the dry
market. The wet market is (V) (X) (S) wet and smelly and slippery. Whenever I
followed (V) (Acc) my mum to the meat store, there was (V) (S) insect around it. I
felt (V) (S) disgusting about it, the butcher took (V) (Acc) a hard time to chase (V)
(Acc) the bees away. When I went (V) (Acc) to the vegetable store, It is (V) (X)
10
(S) much more noisier than the previous store. People in there arguing (V) (X)
11
(Act) with the price, shouting (V) (X) (Act) for offer. The store which I hate (V)
12
(X) (S) most was (V) (S) the fish store, the smell that came out (V) (Act) of the
Annex A
The Corpus
13
fish is (V) (X) (S) really smelly and there was (V) (S) blood coming out from the
14
eyes of the fish. It was (V) (S) really disgusting.
15
The wet market where I know (V) (X) (S) was (V) (S) like war in there, people
16
arguing, (V) (Act) shouting (V) (Act) non-stop. It was (V) (S) really crowded in
17
there. People in there were (V) (S) quite friendly and kind.
18
The dry market which I have mentioned (V) (Acc) before, It was crowded (V) (S)
19
and the floor is (V) (X) (S) not wet but oily. The place smell (V) (X) (S) good, and
20
gave (V) (Acc) you the temptation of eating. We dont (V) (X) (S) often eat at
21
there cause the place is (V) (X) (S) hot and oily. The wet market was (V) (S) very
22
of interesting. The wet market is (V) (X) (S) like a place of gathering to me. I can
23
(V) (S) find my relatives hanging around (V) (Act) there every Sunday. I enjoyed
24
(V) (Ach) going there.
Sample 8
My Mysterious Secret Admirer
One day, when I was having (V) (S) my break in sch, I went (V) (Acc) to the
bookshop to buy (V) (Acc) a pen. When I was (V) (S) on my way there, a small
girl dress (V) (X) (Acc) in home clothing hiding (V) (Act) behind her mother
while they walk (V) (X) (Act) pass me and head (V) (X) (Act) towards the general
office.
When that small girl walked (V) (Act) pass me, my attention was totaling attracted
(V) (Ach) by her. While I was walking (V) (Act) as my view was (V) (S) still on
her, I nearly slip (V) (X) (Ach) and fall. (V) (X) (Ach) Luckily there was (V) (S) a
piles right beside me that supported (V) (Act) me.
10
First, I though (V) (X Spelling) (S) she was (V) (S) a lower level student because
Annex A
The Corpus
11
she looks (V) (X) (S) like a primary school kid. But instead, the next day, she
12
came (V) (Act) to my class. Teacher introduce (V) (X) (Acc) her to our class and
13
say she would be (V) (S) our classmate from that day onwards. Teacher gave (V)
14
(Acc) her permission to join (V) (Acc) our class for the flag raising.
15
She actually stood (V) (Act) the empty places right beside me. I was totally
16
stunned (V) (Ach) and kept (V) (S) quiet for the whole flag raising ceremony. As
17
we were (V) (S) both small sized kids, we were (V) (S) once had (V) (S) a rumor
18
which say we were (V) (S) couple. She was (V) (S) shy and kept arguing (V) (Act)
19
back and said (V) (Acc) that we were (V) (S) not couple. I fall (V) (X) (Ach) in
20
love with her in my first sight as she walk (V) (X) (Act) into the school. Then she
21
always my admirer until then.
22
I admired (V) (S) her for so long and would not dare (V) (S) to tell her. I kept (V)
23
(Act) that in my heart for a few months. When I finally have (V) (X) (S) the gut to
24
say (V) (Acc) that to her, she had already be (V) (X) (S) with my best friend. I
25
regret (V) (X) (S) I did not make (V) (Acc) the first move faster than him. And
26
therefore we had not been communicate (V) (X Prog) (Act) anymore.
27
She was (V) (S) my one and only admirer and until now I still like (V) (S) her very
28
much.
Annex A
The Corpus
Sample 9
The tree in the park
In a village not far from the city, the people had (V) (S) a tradition that when you
fell (V) (X) (Ach) in love with somebody, you have (V) (S) to let others know (V)
(S) and they decided (V) (Ach) to carve (V) (Acc) each of their names onto the
tree marking (V) (Acc) their love.
As time passed, (V) (Ach) the couple grew up (V) (Acc) and the young man had
(V)(S) to leave (V) (Acc) to find (V) (Acc) a job in the city. Feeling (V) (S) lonely
and miserable, the young man always took (V) (Ach) a walk in the park every time
he had (V) (S) a chance. The park never had (V) (S) many people, he then took (V)
(Ach) out his pocket knife and wrote down (V) (Acc) Joachim Baril s Jasmine
10
Cortez. After many years, jasmine came (V) (Acc) to visit (V) (Acc) Joachim and
11
he proposed (V) (Ach) to Jasmine under that very tree in the city. A few months
12
later, they were married (V) (Ach) at that tree and many turned up (V) (Ach). A
13
few teenagers at the weeding brought (V) (Acc) their boyfriends or girlfriends and
14
marked (V) (Acc) their names on that tree. Not one of those couples were
15
separated (V) (Ach).
16
It was beleved (V) (X Spelling) (S) by everyone in the nieghbourhood that the tree
17
was (V) (S) magical but years passed (V) (Ach), spring came (V) (Acc) then
18
summer, followed (V) (Acc) by autumn then winter. Its leaves fell (V) (Ach) and
19
grew (V) (Acc) and the park was (V) (S) to be torn (V) (Acc) apart many protected
20
(V) (Acc) and formed (V) (Acc) a human wall around the tree but many were (V)
21
(S) too tired to carry on (V) (Act) and headed (V) (Acc) home. The tree was (V)
22
(S) finally torn down (V) (Acc) and manufactured (V) (Acc) into writing paper.
23
It is believed (V) (X) (S) that when a person writes (V) (Acc) the lovers name on
24
that paper, they will be (V) (S) unseperatable. It was said (V) (Act) so by the tree
Annex A
The Corpus
25
itself before it was (V) (S) cut down.
Sample 10
Every Tuesday, Ill always on (V) (Ach) my television to watch light years or
youngsters. These movies show (V) (Acc) how teenagers overcome (V) (Acc)
setbacks and troubles in school or at home.
One afternoon, my friend called (V) (Acc) and told (V) (Acc) me I have (V) (X)
(S) about 70% percentage of the same look with this local TV teenage star. This
teenage star is (V) (X) (S) one of an actor of Light Years. His name is (V) (X)
(S) Richard Ko. I dont really convince (V) (X) (Ach) about what she said (V)
(Act) so I went (V) (Acc) to the mirror and take (V) (X) (Ach) a good look of
myself.
10
My friends and I met (V) (Ach) together to buy (V) (Acc) a gift for a pal. We went
11
(V) (Acc) to Orchard Road and planed (V) (X Spelling) (Acc) what to buy
12
(V)(Ach). As we were walking (V) (Act) to a shop, I noticed (V) (Ach) that two
13
girls kept (V) (Act) following (V) (Act) us quite awhile. I ignored (V) (Act) them
14
and continue (V) (X) (Act) to search (V) (Act) the present. Suddenly, they poped
15
(V) (X Spelling) (Ach) up in front of us and want (V) (X) (S) my autograph. Im
16
(V) (X) (S) curious and asked (V) (Acc) them why they want (V) (X) (S) my
17
autograph. They replied (V) (Acc) that Im (V) (X) (S) Richard Ko of an actor of
18
Light Years. I thought (V) (S) they are pulling (V) (X) (Act) my leg and my
19
friends are all laughing (V) (X) (Act) loudly. I told (V) (Acc) the two girls that
20
they had mistaken (V) (Ach). They were embarrassed (V) (S) and ran away. (V)
(Acc)
21
I asked (V) (Acc) my friends do (V) (X) (S) I look (V) (S) like Richard Ko. They
22
paused (V) (Acc) and think (V) (X) (Act) about it and agreed (V) (Ach) with the
Annex A
The Corpus
23
two girls. Inside my mind, Im thinking (V) (X) (Act) that I maybe (V) (S) Richard
24
Kos twin brother. Laughing (V) (Act) at myself that this is (V) (X) (S)
25
impossible. May be I could join (V) (Act) a game show in Taiwan which the
26
audience will vote (V) (Acc) whether I look (V) (S) like Richard Ko. This time
27
Im convience. (V) (X) (Ach)
Sample 11
One bright day when I was going up (V) (Act); I saw (V) (Ach) a scene about
someone mistook (V) (X Prog) (Ach) someone as a local TV teenage star that
remind (V) (X) (Ach) me of the past of how I myself mistook (V) (Ach) someone
for a local TV teenage star.
That was (V) (S) about 3 months ago, I meet up (V) (X) (Ach) with my friend at
the MRT station at bishan Junction 8 and we were planning (V) (Act) to go out (V)
(Acc) together to watch (V) (Act) a movie. We took (V) (Acc) the MRT to Pasir
Ris and down there we also meet up (V) (X) (Ach) some of our other friends and
we went (V) (Act) to watch movie together. In the show, I intentionally saw (V)
10
(Ach) a local TV teenage star walk (V) (X) (Act) past me. After the show, I went
11
out (V) (Acc) the room and I went round (V) (Acc) looking for the local TV
12
teenage star and I saw (V) (Ach) him taking (V) (Act) the lift to the ground floor
13
and I hurry went down (V) (Acc) by using (V) (Act) the escalator to catch up (V)
14
(Ach) with him. At the ground floor I did not saw (V) (X Structural) (Ach) him
15
and went round (V) (Acc) the ground floor looking (V) (Act) for him. I walk (V)
16
(X) (Act) round and round and round and finally I saw (V) (Ach) in his back
17
facing (V) (Act) me and the I went up (V) (Ach) to ask (V) (Acc) and I ask (V) (X)
18
(Acc) the name of the star and then after he turn round (V) (X) (Ach), I found out
19
(V) (Ach) that I have mistaken (V) (X) (Ach) him as the star and he was (V) (S)
20
down there laughing (V) (Act) and the surrounding people was also laughing. (V)
Annex A
The Corpus
21
(X Agreement) (Act) At that time, I was wishing (V) (X) (Act) that there was (V)
22
(S) a hole for me to hide inside as I was so embrassed (V) (X Spelling) (S) at the
23
time but I also found out (V) (Ach) another thing. That guy who I called (V) (Acc)
24
on was my long lost friend who I have lose (V) (X) (Ach) contact with for a very
25
long time. I bought (V) (X Spelling) (Acc) him to meet (V) (Ach) my friend and
26
introduced (V) (Acc) them to each other and then, we went (V) (Act) to have our
27
lunch together.
28
Come to think of it, I glad that that time, I went out (V) (Acc) round and round
29
looking (V) (Act) for him. If not, I would not have re unite (V) (X) (Acc) with my
30
long lost friend and also my long lost pal. After 3 months when I think (V) (X)
31
(Act) about it, I am (V) (X) (S) still very happy that I have reunite (V) (X) (Ach)
32
with him.
Sample 12
The sunlight streamed (V) (Acc) into my bed room. Morning has arrived (V) (X)
(Ach). I quickly ran down (V) (Acc) the stairs so that I would be (V) (S) the first to
use (V) (Act) the bathroom. However, the moment I reached (V) (Ach) the bottom
of the stairs, someone was (V) (S) already there. My sister Anchalee, who is (V)
(X) (S) five years older than me stood (V) (Act) before the bathroom door grinning
(V) (Act) at me as if she had won (V) (Acc) a big challenge against me.
Instead of throwing (V) (Acc) my usual tantrum, I went (V) (Acc) to the living
room to make (V) (Acc) a phone call. I had planned (V) (Act) to go (V) (Act) to
the mall with Bandy, my best pal in school. Unfortunately, her mother told (V)
10
(Acc) me that Bandy had (V) (S) influenza and is (V) (X) (S) unable to leave the
11
house. Since no one was (V) (S) able to accompany (V) (Act) me although it was
12
(V) (S) Sunday, I decided (V) (Ach) to go (V) (Act) just by myself.
Annex A
The Corpus
13
At last, my sister came out (V) (Ach) of the bathroom. She said, Tiffany, since
14
you didnt throw (V) (Acc) any tantrums, I had prepare (V) (X) (Acc) a warm
15
bubble bath for you. I was surprise (V) (X) (S) that Anchalee could be (V) (S) so
16
kind, I just thanked (V) (Ach) her.
17
I got dressed (V) (Acc) in my Sundays best clothes and went off (V) (Ach) to the
18
mall, which is (V) (X) (S) just a stone throw from my house. However, the
19
moment that I was (V) (S) about to step into the mall, I was mobbed (V) (Acc) by
20
a group of teenagers shouting (V) (Act) a very familiar name, Ashley Kate.
21
I realized (V) (Ach) that the teenagers had mistaken (V) (Ach) me for the teenage
22
TV star. As my dad was (V) (S) an Irish and my mom, a mix blood of Chinese,
23
French and Thai, my hair was (V) (S) blond and had (V) (S) fair skin and big eyes.
24
So I was easily mistaken (V) (Ach) as Ashley, whose looks were (V) (S) about the
25
same as mine. The crowd was getting (V) (Acc) rowdy until the security guards
26
came in. (V) (Acc)
27
They pulled (V) (Acc) me away to their office, which is (V) (X) (S) also on the
28
ground floor and locked (V) (Ach) the door to fence off (V) (Acc) Ashley fans. Of
29
course, they soon found out (V) (Acc) about my real particulars and even find (V)
30
(X) (Ach) it humerous.
31
A security guard went out (V) (Ach) to explain (V) (Acc) the truth to the
32
teenagers, who did not believed (V) (X Structural) (S) at first, but quietly retreated
33
back (V) (Acc) to their own plans.
34
I heaved (V) (Acc) a sigh of relieve and thanked (V) (Acc) the security guards for
35
helping (V) (Act) me. I guessed (V) (S) my plans are (V) (X) (S) once again ruined
36
(V) (Acc). I will be (V) (S) home sweet home again.
Annex A
The Corpus
Sample 13
The Tree in the Park
On a cool breezy morning where the atmosphere is (V) (X) (S) moist and there are
(V) (X) (S) morning dew on the grass and leaves, I decided (V) (Ach) to jog (V)
(Act) in the park.
After wearing (V) (Acc) my favourite pair of sport shoes, I walked (V) (Act) to the
park. There wasnt (V) (X Agreement) (S) many people there. After some warm
up exercises, I started (V) (Ach) to jog (V) (Act). As you jog (V) (Act), you can
breathe (V) (Act) in fresh air and it is (V) (X) (S) very relaxing.
Halfway through the path of park, there was (V) (S) sometime which caught (V)
(Ach) my attention. It was (V) (S) a tree. I stopped (V) (Acc) to look at the tee.
10
The tree grew (V) (Act) in a very unique way. It grow (V) (X) (Act) differently
11
from other tree in the park. I got (V) (Acc) nearer to have (V) (S) a closer look.
12
This tree grew (V) (Act) like a human.
13
It have (V) (X) (S) two hands which stretch (V) (X) (Act) high above as branches
14
and five other smaller branches grew (V) (Act) from that bigger branche. The
15
trunk of the tree was (V) (S) like a human figure. There was (V) (S) a part of the
16
trunk which looks (V) (X) (S) like a face of a human. I got (V) (Acc) more curious
17
as I look (V) (X) (Act) closer at the tree. My imagination ran (V) (Act) wild by
18
thinking (V) (Act) that was (V) (S) a human and he was (V) (S) under a spell. The
19
spell causes (V) (X) (Acc) him to be (V) (S) a tree for a 100 years. The more I
20
thought (V) (Act) of it the more I believe (V) (X) (S) that it was (V) (S) true.
21
I told (V) (Act) myself that this was (V) (S) not true. Tree is (V) (X) (S) a nature
22
living thing. It grows (V) (X) (Act) naturally. I could not get (V) (Acc) my eyes
23
off the tree as I was (V) (S) very curious about the tree and the unique way the tree
Annex A
The Corpus
24
grew (V) (Act).
25
As the weather was getting (V) (Acc) hotter, I decided (V) (Ach) to leave (V)
26
(Acc) the park. I wanted (V) (S) to come (V) (Ach) again and have (V) (S) a look
27
so I decided (V) (Ach) to make (V) (Acc) a marking by drawing (V) (Acc) a stick
28
man and wrote down (V) (Acc) the date.
29
When I got (V) (Acc) home, I told (V) (Acc) my mum about the tree and she did
30
not believe (V) (S) me at first but she was (V) (S) also very curious to look (V)
31
(Acc) at the tree and she even asked (V) (Acc) me to show (V) (Acc) her the tree
32
some day.
33
After that day, I was still thinking (V) (Act) about that mysterious tree in the park.
34
I even went (V) (Acc) to school and consult (V) (X) (Acc) my teacher but she was
35
(V) (S) also not very sure. I guess (V) (S) the mystery of the tree will have (V) (S)
36
to be unsolve (V) (X) (Ach) as that was (V) (S) nature after all.
Sample 14
John were (V) (X Agreement) (S) supposed to go (V) (Acc) to the super market to
buy (V) (Acc) some shagatti source home for mom. He was (V) (S) to playful that
he went (V) (Acc) to the soccer field and had (V) (S) a soccer game with his
friends.
When he was (V) (S) on the way home he suddenly remembered (V) (Ach) that he
is (V) (X) (S) supposed to go to a super market instead. He was feeling, (V) (S) his
whole body is (V) (X) (S) wet. Water is (X) (S) dripping (V) from his shirt, but he
got (V) (Acc) to be (V) (S) fast so he ran (V) (Act) to the super market through a
short cut.
Annex A
The Corpus
10
As he ran (V) (Act) he saw (V) (Ach) a tree he had never seen (V) (S) it in the
11
park before. It is (V) (X) (S) so beautiful, leafs that had turned (V) (Acc) brown is
12
dropping (V) (X) (Act) and the wind is blowing (V) (X) (Act), so cooling. A nice
13
scenery that John wont get (V) (Acc) to see (V) (Acc) in Singapore but he saw
14
(V) (Ach) it at the moment. He stopped (V) (Ach) and walked (V) (Act) towards
15
the tree. It gives out (V) (X) (S) a very nice aroma. It makes (V) (X) (Acc) feels
16
(V) (X) (S) relax and like living (V) (Act) in heaven. And then John felt (V) (X
17
Spelling) (Acc) asleep.
18
He came (V) (Acc) into a very weird dream. He dreamed (V) (Acc) about himself
19
in a very beautiful place with a lot of white clouds flying (V) (Act) around. He saw
20
(V) (Ach) his house, his mom getting (V) (Acc) very worried about John because
21
he was (V) (S) out for an hour. Mom went (V) (Acc) to look for John at the super
22
market but he wasnt (V) (S) there, then he saw (V) (Ach) a well with a person
23
sitting (V) (Act) on it. A man in white, with long hair and beard he looked (V) (S)
24
abit like Jesus.
25
He called (V) (Acc) John, come (V) (Acc) to me. John went (V) (Acc) near, it
26
was (V) (S) Jesus. Jesus asked (V) (Acc) him if he loves (V) (X) (S) his mother.
27
It is (V) (S) moms birthday and John made (V) (Acc) her worried so much. Jesus
28
asked (V) (Acc) then why you when (V) (X spelling) to play (V) (Act) soccer with
29
you friends instead of going (V) (Act) to the super market dont (V) (S) you feel
30
(V) (S) guilty? You shouldnt (V) (S) had done (V) (Acc) this do (V) (S) you
31
know (V) (S) that your mom loves (V) (S) you a lot you should change (V) (Acc),
32
change to someone who is (V) (S) better. said (V) (Acc) Jesus.
33
Then John suddenly wakes (V) (X) (Ach) up he dont (V) (X) (S) see the tree
34
anymore. He bought (V) (Acc) the thing and went (V) (Acc) back home, he gave
35
(V) (Acc) his mom a tight hug and said (V) (Acc) I love (V) (S) you. Later he told
36
(V) (Acc) his mom that he will never make (V) (Acc) his mom worried (V) (X) (S)
37
about again. He will (V) (S) change.
Annex A
The Corpus
38
He sang (V) (Act) a birthday song for his mother, and gave (V) (Acc) her a
39
birthday cake. He bought (V) (Ach) it when he went (V) (Acc) to the super market.
40
He never see (V) (X) (S) the tree again, every time he walked (V) (Act) pass he
41
will look (V) (Act) but never did (V) (S) he see (V) (S) it again in his entire life.
Sample 15
One day while shopping (V) (Act) at Junction 8 with my friends, I notice (V) (X)
(Ach) that there is (V) (X) (S) the secondary school kept following (V) (Act) me.
Then the girl approached (V) (Ach) me and asked (V) (Acc) if I am (V) (X) (S) the
channel 8 TV star Nacy Tan. I said (V) (Acc) no and walked (V) (Act) away.
The girl then approach (V) (X) (Acc) me again insisting (V) (Act) that I was (V)
(S) Nacy. As i always wanted (V) (S) to be (V) (S) a star, i told (V) (Acc) the girl
that I was (V) (S) Nacy. The girl then introduce (V) (X) (Acc) herself to me. He
name is (V) (X) (S) called Mary. Shes (V) (X) (S) a fan of Nacy. She asked (V)
(Acc) for my contact number and email address. I felt (V) (S) so good faking (V)
10
(Act) as Nacy but I really envious TV stars.
11
The following day, Mary called (V) (Acc) me out and introduce (V) (X) (Acc) me
12
to her friends she was showing off (V) (Act) that she had (V) (S) a TV star friend.
13
Her friends all treated (V) (Act) me very good and friendly. As the all belived (V)
14
(S) that i was (V) (S) the popular TV star Nacy.
15
It have been (V) (X) (S) so good posing (V) (Act) as a TV star as I am treated (V)
16
(X) (Act) specially from others.
17
I begain (V) (X spelling) (Ach) to mix (V) (Act) with mary and company. Day by
Annex A
The Corpus
18
day we got (V) (Acc) closer. I then start (V) (X) (Ach) to feel (V) (S) guilty as i
19
bluff (V) (X) (Act) them that i was (V) (S) nacy. I knew (V) (S) the lie would be
20
expose (V) (X) (Ach) one day, sonner or later.
21
One day while shopping (V) (Act) with mary and her friends at orchard, we saw
22
(V) (Ach) a crowd, we was (V) (X Agreement) (S) curious and went over (V)
23
(Acc) and have (V) (S) a look. It was (V) (S) nacy tan, the TV star flimming (V)
24
(X spelling) (Act). I was shocked (V) (Ach) and walk (V) (X) (Act) away as I had
25
been expose (V) (X) (Ach).
26
Nacy and her friends all catched up (V) (X Spelling) (Acc) with me and I was so
27
embarssed. (V) (X Spelling) (S) I apologise (V) (X) (Ach) and went away (V)
28
(Acc). Mary then told (V) (Acc) me that the long ago knew (V) (S) that I wasnt
29
(V) (S) nacy tan. They said (V) (Act) they wanted (V) (S) to be friends with me
30
not because Im (V) (X) (S) a star.
31
They said (V) (Acc) they truly want (V) (X) (S) me as a friend even if i'm (V) (X)
32
(S) not a star. After hearing (V) (Acc) those words, I was very touched (V) (S). I
33
felt (V) (S) ashame at what i have done (V) (X) (Act) in the past. I am (V) (S) glad
34
that I get (V) (Acc) to know (V) (Acc) mary. She is (V) (S) such as good friend.
Sample 16
I was (V) (S) at the age of six when I first started (V) (Ach) going (V) (Act) to the
wet market with my mother. My mother wanted (V) (S) to train (V) (Acc) me to
buy (V) (Acc) groceries in the wet market as she wanted (V) (S) me to be (V) (S)
independent. I could still remember (V) (Acc) what was (V) (S) my first reaction
to it when my mother told (V) (Acc) me that I will be going (V) (Act) to the
market with her. I was (V) (S) not afraid or neither unhappy to go (V) (Acc) to the
Annex A
The Corpus
7
wet market with, but I was rather excited (V) (S) and so eager to go (V) (Acc) as I
wanted (V) (S) to know (V) (Acc) and learn (V) (Acc) more things.
The day finally came (V) (Acc); it was (V) (S) on the Sunday that my mother
10
decided (V) (Ach) to bring (V) (Acc) me to the wet market. She told (V) (Acc) me
11
that there will be (V) (S) alot of people on Sunday as most homemakers or
12
housewives would buy (V) (Acc) more groceries for the week. Then my mother
13
told (V) (Acc) me to bring (V) (Acc) a basket so that she could put (V) (Acc) the
14
groceries inside.
15
We went down (V) (Acc) to the wet market and wow! Indeed there were (V)
16
(S) lots of people, I thought (V) (Act) to myself. My mother told (V) (Acc) me to
17
follow (V) (Act) her closely or I will get lost (V) (Ach). I decided (V) (Ach) to
18
hold (V) (Act) her shirt so that I would not get lost (V) (Ach).
19
Our first stop was (V) (S) at the fish and prawn seller. My mother told (V) (Acc)
20
me that if you were (V) (S) to buy (V) (Acc) a good and fresh fish, then you have
21
(V) (X) (S) to see (V) (Acc) whether the fish eyes seem to be (V) (X) (S) bulging
22
out (V) (Acc) or to notice (V) (Ach) the scales. Better still, if the seller is not
23
noticing (V) (X) (Ach) you, you can press (V) (Acc) the fish to see (V) (Acc)
24
whether or not is (V) (S) soft, a slightly hard fish would be (V) (S) better. While
25
the prawns, my mother told (V) (Acc) me if the head seems (V) (S) dropping out
26
(V) (Acc) means its (V) (S) not fresh. My mother was (V) (S) lucky, the prawns
27
were (V) (S) all fresh and she bought (V) (Acc) one kilo of prawns and one red
28
snapper and two pomfret.
29
Next, we when (V) (X spelling) (Acc) to the vegetable stall. My mother bought
30
(V) (Acc) some green leafy vegetables like chai sim, kai lan and cabbage. She
31
also bought (V) (Acc) carrots and brinjals. The auntie gave (V) (Acc) her some
32
lime and parsley as my mother was (V) (S) a regular customer there.
Annex A
The Corpus
33
Then we went (V) (Acc) to the poultry stall, where my mother has brought (V) (X)
34
(Acc) some cut chickens and eggs. By now, the basket that my mother was holding
35
(V) (Act) would be (V) (S) very heavy. I wanted (V) (S) to help (V) (Acc) her
36
carry (V) (Act) but she insisted (V) (S) not to.
37
Anyway, the last stall that we went (V) (Acc) was (V) (S) the fruit stall. My
38
mother picked (V) (Acc) some red juicy apples and she told (V) (Acc) me that I
39
could help (V) (Acc) her to pick (V) (Acc) the plums. Then we paid up (V) (Ach)
40
and went (V) (Acc) home.
41
After one morning at the wet market, my mother and I were exhausted (V) (S) but
42
I felts (V) (X spelling) (S) that going (V) (Act) to the wet market was (V) (S) an
43
interesting and memorable one as that was (V) (S) my first and only wet market I
44
been (V) (X) (S) to.
Sample 17
My parents are always working (V) (X) (Act) and they usually do not have (V) (X)
(S) the time to bring (V) (Acc) me out not even to the wet market. Since young, I
always stayed (V) (Act) at home with my maid. My parents only buy (V) (X)
(Acc) our food supply from the supermarkets. I also wonder (V) (X) (S) how a wet
market is (V) (X) (S) like. My own impression of wet market is (V) (X) (S) dirty,
smelly the fishes is (V) (X) (S) just disgusting, but everything changed (V) (Acc)
when my parents, for the first time they brought (V) (Acc) me to the wet market in
Chinatown. At first I was not even excited (V) (S) at all as I thought (V) (S) that
wet market was (V) (S) the most disgusting place on earth.
10
I took (V) (Acc) my first step into Chinatowns wet market. It was (V) (S) huge
Annex A
The Corpus
11
and there were (V) (S) so many stalls. The first stall I saw (V) (Ach) was (V) (S)
12
turtles meat. I pity (V) (X) (S) the turtles as I am (V) (X) (S) a pet lover. The place
13
was (V) (S) quite dirty and wet but it was (V) (S) not as bad as I expected (V) (S).
14
I did not really like (V) (S) the way the stall holder dress (V) (X) (Acc) as the men
15
were (V) (S) half naked and the ladys are (X) (S) behaving (V) like man but I
16
guess is (V) (X) (S) just their way of living. Anyway, I visited (V) (Acc) the fish
17
stalls and there were (V) (S) about more than five stalls all together. They were
18
shouting (V) (Act) in all kinds of languages tying to attract (V) (Acc) customers
19
with their offer. I was pretty interested (V) (S) in what kind of fishes they were
20
selling (V) (Act) but I only know (V) (X) (S) some of the fishes like sea bass,
21
grouper, promfet and tuna fish. The rest of the fishes are (V) (X) (S) flat, round,
22
fishes that I had never seen (V) (S) before.
23
Soon, I arrived (V) (Acc) at stalls selling Chinese herbs. Most of the herbs are (V)
24
(X) (S) dried plants like ginseng. My mom bought (V) (Acc) some herbs for her
25
complexion as you know I rolled (V) (Act) my eyes up to the sky. I noticed (V)
26
(Ach) that the prices were (V) (S) reasonable but there were still bargaining (V)
27
(Act) here and there.
28
Ever since that day, my impression of a wet market has changed (V) (Acc). Now,
29
to me, the wet market is (V) (S) the best of the best place to visit. I wish (V) (S) I
30
could visit (V) (Act) the wet market every weekend.
Annex A
The Corpus
Sample 18
Being (V) (S) a human being, we tend (V) (S) to make (V) (Acc) mistakes. There
are (V) (S) a lot of situations we may mistaken (V) (X Structural) (Ach) for
someone as you long-lost friends, relatives and even a local TV teenage star. I
once met up (V) (Acc) with this kind of embarrase situation where I was being
mistook (V) (X) (Ach) as a local TV teenage star. At that moment, I was (V) (S)
utterly embarrassed.
It happened (V) (Ach) in the holidays. That day, I was (V) (S) supposed to meet
(V) (Acc) my friend at the junction of the road which was (V) (S) a distance away
from my house. But I was (V) (S) late as I spent (V) (Acc) the time dressing up
10
(V) (Acc) neatly for my uncles wedding dinner in the late evening. I dressed up
11
(V) (Acc) in a formal way as it was (V) (S) such a big event.
12
On my mid-way, a man in his twenties approached (V) (Ach) me. At that moment,
13
I was taken (V) (Ach) aback. He ask (V) (X) (Acc) me if I am (V) (X) (S) a local
14
TV teenage star which acted (V) (Act) in the latest TV programme named The
15
Girl. I replied (V) (Acc) in a polite manner saying (V) (Acc) no and he had
16
mistaken. (V) (Ach) I thought (V) (S) he would just went off (V) (X Structural)
17
(Acc). But never did I expected (V) (X Structural) (Ach), he insisted (V) (S) I am
18
(V) (X) (S) the local star. I was (V) (S) helpless at that moment. I ignored (V)
19
(Act) him and continued (V) (Act) to walk (V) (Act).
20
To my astonishment, he followed (V) (Act) me. Beads of perspiration dripped
21
down (V) (Acc) from my face to my rosy cheek. I panicked (V) (Ach) and walk
22
(V) (X) (Act) even faster. Luckily, I saw (V) (Ach) my friend who has been
23
waiting (V) (Act) impatiently. I told (V) (Acc) him about the situation which had
24
happened (V) (Acc) to me just now. My friend approached (V) (Acc) him and told
25
(V) (Acc) him that if he continue (V) (X) (Act) to follow (V) (Act) me, we would
Annex A
The Corpus
26
report (V) (Acc) it to the police. He panicked (V) (Ach) and walked off (V) (Acc).
27
I was then relieved (V) (S). Although it was (V) (S) an unpleasant situation which
28
I encountered (V) (Acc). This would stayed (V) (X Structural) (Acc) in my mind.
29
Humans beings tend to be (V) (S) careless and made (V) (Acc) mistakes in their
30
life and I also understand (V) (S) why I do made (V) (X Structural) (Acc) mistakes
31
oftenly.
Sample 19
From the age of three years, I had start (V) (X) (Acc) going out (V) (Act) without
my parents with my siblings and the place where I ofenly went (V) (Acc) is (V)
(X) (S) the park near my house. Usually kids would played (V) (X Structural)
(Act) at the playground near their house but my siblings and I and some other kids
who lived (V) (Act) near my estate did not hang (V) (Act) around at the
playground when there was (V) (S) no one.
In the park, there was (V) (S) a big tree which attracted (V) (Acc) kids included
my siblings and I and we chosed (V) (X Spelling) (Acc) to enjoy (V) (S) at the big
tree rather than the playground. In the tree, there was (V) (S) a trunk which
10
naturally bent (V) (Acc) down and it acts (V) (Act) liked a slide and these was (V)
11
(S) also a wooden swing tied (V) (Acc) with ropes five centimeters in diameter.
12
There was (V) (S) once early in the morning at around 7 oclock, we had ate (V)
13
(X Spelling) (Act) our breakfast and since it was (V) (S) the holiday and with my
14
mothers permission we went (V) (Acc) to the park where the big tree is located
15
(V) (X) (S). When we reached (V) (Ach) the park and while we were climbing (V)
16
(Act) the tree, my younger brother who was (V) (S) at the bottom heard (V) (Ach)
Annex A
The Corpus
17
some mumburing from the tree. When we get down (V) (X) (Acc) and get near (V)
18
(X) (Act) the tree, the mumburing was (V) (S) softer and uncleared. We had
19
played (V) (Act) with tree so long and now we had just noticed (V) (Ach) that
20
there was (V) (S) a hole which (V missing) (X) (S) as big as us at the lowest part
21
of the tree. It was covered (V) (Acc) by tall grass and some fungis. When we bent
22
down (V) (Acc) the grass and looked (V) (Act) into the hole, we saw (V) (Ach)
23
some freaks which was (V) (X Agreement) (S) two heads shorter than my younger
24
brother and their ears was (V) (X Agreement) (S) two times longer than ours. The
25
thing that surprised (V) (S) us was although they did not looked (V) (X Structural)
26
(S) like humans, they speaked (V) (X Spelling) (Act) our languaged.
27
One of the freaks saw (V) (Ach) us and he hit (V) (Ach) onto the wall which was
28
(V) (S) ten metres for us a few times and came up (V) (Acc). Without any
29
comments, he draged (V) (X spelling) (Act) us down the ten metres high hole. We
30
were amazed (V) (S) that inside a normal hole it was (V) (S) so crowded. The
31
freak which brought (V) (Acc) us in again bought (V) (X Spelling) (Act) us to a
32
place which had (V) (S) fifty over freaks guarded (V) (Act) and a freak which was
33
dressed (V) (Acc) on nice suit sitting high on a beautiful seat. He ordered (V)
34
(Acc) a some of his guards to bring (V) (Acc) us to somewhere and we get (V) (X)
35
(Acc) to know (V) (S) that he locked (V) (Acc) us in the prison of theirs. We were
36
(V) (S) so frightened that we could hardly seat (V) (X spelling) (Act) probably.
37
After a while, my elder brother calmed down (V) (Acc) and he overheard (V)
38
(Ach) the conversation of those freaks. He said (V) (Acc) that the objective of
39
those freeks of catching (V) (Acc) us was to eat (V) (Act) kids so that they could
40
be (V) (S) powerful to expand (V) (Acc) their world outside the tree.
41
After we had heard (V) (Ach) them were were (V) (S) not afraid of them, we were
42
(V) (S) angry with them and we decided (V) (Ach) to save our world. My elder
43
brother strangled (V) (Acc) one of the freaks near the prison and I went (V) (Act)
44
to snatch (V) (Ach) the keys in his pocket and unblocked (V) (Acc) their prison.
45
We went up (V) (Acc) and in order to prevent (V) (Acc) the freaks from sawing
Annex A
The Corpus
46
(V) (X structural) (Act) us, we leaned (V) (Acc) on the wall while walking (V)
47
(Act). When we are (V) (X) (S) halfway throughout, we step (V) (X) (Ach) on a
48
board and we sink (V) (X) (Acc) into the ground. There were (V) (S) five freaks
49
there and near there, there was (V) (S) a moving train. The five freaks ran (V)
50
(Act) towards us and with their weapons, one of them cut (V) (Ach) my younger
51
brother and my elder brother graped (V) (X spelling) (Ach) his hand and threw (V)
52
(Ach) him backwards and hit (V) (Ach) the other three. I went (V) (Acc) near the
53
last freaks and he gave (V) (Acc) me a punch and I bent down (V) (Acc) and
54
banged (V) (Acc) his waist and then grap (V) (X) (Acc) his head and knee (V)
55
(Acc) him. After, we went up (V) (Acc) the train and dont (V) (X) (S) even whats
56
(V) (X) (S) going to happen (V) (Ach) next.
57
We had reached (V) (Ach) a place which was (V) (S) very quiet we went (V)
58
(Acc) into a big house and when we went (V) (Acc) into it, suddenly it was locked
59
(V) (Ach). A lot of wild animals rushed out (V) (Acc). They were (V) (S) too
60
strong that we could not fought (V) (X Structural) (Acc) with them. So we went
61
(V) (Acc) to the kitchen and find (V) (X) (Acc) some windows to go out (V) (Acc)
62
n. Two animals came in (V) (Acc) and my brother had (V) (S) no way, so he threw
63
(V) (Acc) the eggs on the two animals then he used (V) (Acc) the pan and wack
64
(V) (X) (Acc) one of the freak head. I plug off (V) (X wrong word) (Ach) the wire
65
connected (V) (Acc) to the oven, then I switched on (V) (Ach) the switch and
66
throw (V) (X) (Acc) the wire on the other animal body. I use (V) (X) (Act) the
67
oven to wack (V) (Acc) open the window and we get out (V) (X) (Acc).
68
After we went out (V) (Acc), we went up (V) (Acc) a ladder and we saw (V) (Ach)
69
a fat woman. The fat woman was (V) (S) once the entirely of the underworld of the
70
tree. She gave (V) (Acc) my elder brother a packed of green beans and took out
71
(V) (Acc) three rust pole from the cupboard. She said (V) (Acc) the green beans
72
was (V) (X Agreement) (S) to deal (V) (Acc) with the king of the freaks. After
73
what she had said, (V) (Acc) she pressed (V) (Acc) on the red button and we went
74
off (V) (Ach) down through a slide. It was (V) (S) a nice ride which took (V)
Annex A
The Corpus
75
(Acc) about three minutes.
76
After the ride, we came back (V) (Ach) to the hall which was guarded (V) (Act) by
77
fifty over freaks and the king. The fifty over freaks rushed (V) (Ach) towards us
78
and one wacked (V) (Acc) with our pole, one of the freaks died (V) (Ach). After
79
all the freak died (V) (Ach), the king fly (V) (X) (Act) his blanket and a gust of
80
wind blowned (V) (X Spelling) (Acc) toward us and we flew (V) (Act) and hit (V)
81
(Ach) our backs. My brother took out (V) (Acc) his green horns and threw (V)
82
(Acc) at the king. The king thought (V) (S) he can reflect (V) (Ach) the beans but
83
when he fly (V) (X) (Act) his blanket and pull back (V) (X) (Acc) he collected (V)
84
(Acc) all the green beans in his blanket and he exploded (V) (Ach).
85
Behind him, there was (V) (S) a door. We open (V) (X) (Acc) the door and we saw
86
(V) (Ach) a lot of kids and our friends playing (V) (Act) at the playground.
Sample 20
It was (V) (S) a Sunday morning. I got up (V) (Ach) early to accompany (V) (Act)
my mother to the market and also help (V) (Act) her carry the stuff she buys (V)
(Acc). I went off (V) (Acc) with her after having (V) (Acc) a quick breakfast. We
want (V) (X) (S) to get there as early as possible because the place is usually
packed (V) (S) with people.
When I reached (V) (Acc) there, the first thing I smell (V) (X) (Act) was (V) (S)
the smell of fresh fishes because the stall was (V) (S) at the start of the market.
There were (V) (S) many people walking (V) (Act) in and out of the stall and I
noticed (V) (Ach) the floor is (V) (X) (S) wet and it is (V) (X) (S) also slippery. I
10
went in (V) (Acc) with my mother as she wanted (V) (S) to buy some fishes. They
11
were (V) (S) different kind of fishes. Some are (V) (X) (S) big and some are (V)
Annex A
The Corpus
12
(X) (S) rather small. Some has (V) (X) (S) spots on their body and others had (V)
13
(S) strips. After buying the fishes, we went (V) (Acc) to the neighbouring stall. It
14
was (V) (S) the meat stall.
15
When I got in (V) (Ach), I saw (V) (Ach) many flies buzzing (V) (Act) around and
16
I do not really like (V) (X) (S) the smell of meat. All of the people working (V)
17
(Act) there wore (V) (S) boots. There was (V) (X Agreement) (S) a varieties of
18
meat like chicken, duck, pork and so on.
19
After that, we went (V) (Acc) to the vegetables stall. There, you can see (V) (Ach)
20
many baskets of vegetables there. A truck would come (V) (Acc) to deliever (V)
21
(X Spelling) (Act) these vegetables and to be sold (V) (Ach). My mother told (V)
22
(Acc) me that buying (V) (Acc) vegetables is (V) (S) not easy. You have (V) (S) to
23
choose (V) (Acc) carefully for the fresh ones and not the rotten ones.
24
After spending (V) (Act) ten minutes at the stall, we moved on (V) (Acc) to the
25
next stall and it was (V) (S) the last stall. It was (V) (S) the flower stall. There, you
26
can see (V) (Act) many kinds of flowers and also flowers of different colours.
27
There is (V) (X) (S) a nice scent in the stall. The place is (V) (X) (S) neat and tidy
28
too. The lights were (V) (S) bright and thus making (V) (Act) the flowers look (V)
29
(S) fresher and also more beautiful.
30
After buying (V) (Acc) everything we needed (V) (Acc), it is (V) (X) (S) time to
31
go (V) (Act) and I look (V) (X) (Act) at every stall one last time and I hope (V) (S)
32
to come again the next time round and perhaps to see (V) (Ach) a new stall.
Annex A
The Corpus
Sample 21
During the June holidays, my friends and I will meet (V) (X) (Act) at the tree in
the park. It is (V) (X) (S) our meeting place. On one bright and sunny day, like
almost everyday, I decided (V) (Ach) to go (V) (Acc) to our meeting place early as
there was (V) (S) nothing to do (V) (Act) and watch (V) (Act) at home.
When I reached (V) (Ach) there, I saw (V) (Ach) Eugene talking (V) (Act) to
some stranger who I did not recognize (V) (Ach). From my point of view at that
time, I suspected (V) (S) that the stranger was (V) (S) up to no good. I decided (V)
(Ach) to wait for Eugene so that we can go (V) (Acc) there together while spying
(V) (Act) on the stranger.
10
In a flash of light, that stranger shoved (V) (Acc) Eugene into a car and drove off
11
(V) (Acc) quickly. I panicked (V) (Ach) as I knew (V) (S) that Eugene was (V) (S)
12
in some kind of trouble and need (V) (X) (S) help immediately. I quickly got into
13
(V) (Acc) a nearby cab and followed (V) (Act) the car, I copied (V) (Acc) the cars
14
number urgently. Soon, the car stopped. (V) (Ach) And I got off (V) (Acc) the cab
15
after paying (V) (Acc) the driver.
16
I noticed (V) (Ach) the surroundings and found out (V) (Acc) that it was (V) (S) at
17
Eugenes chalet. After they went in (V) (Acc), I hurriedly went back (V) (Acc) to
18
the meeting place and told (V) (Acc) them that Eugene was kidnapped (V) (Ach).
19
They did not seem (V) (S) shocked or surprised as they know (V) (X) (S) it was
20
(V) (S) a matter of time.
21
Eugene was always boosting (V) (Act) about his money and liked (V) (S) to bully
22
(V) (Act) kids. When I remembered (V) (Acc) the time he tricked (V) (Acc) all of
23
us, I had (V) (S) an idea and told (V) (Acc) them all about it. They smiled (V)
Annex A
The Corpus
24
(Acc) as they knew (V) (S) this was (V) (S) a good idea, that was (V) (S) to act
25
normal and pretended (V) (Act) nothing happened (V) (Ach). As we knew (V) (S),
26
Eugenes father would pay (V) (Acc) for the ransom.
27
The next day, when we were (V) (S) at the tree in the park, Eugenes father came
28
(V) (Acc) and asked (V) (Acc) us whether we saw (V) (Ach) Eugene. At that point
29
of time, we all seemed (V) (S) surprised as we thought (V) (S) Eugene would be
30
saved (V) (Acc). When he saw (V) (Ach) our surprised looks, he wanted (V) (S) to
31
know (V) (S) the story as our looks gave us away (V) (Acc).
32
By the time we finished (V) (Acc) our story, he quickly called (V) (Acc) the police
33
to surround (V) (Acc) the chalet as fast as possible. He drove (V) (Act) all of us to
34
the chalet, while driving (V) (Act) he warned (V) (Acc) us that if anything
35
happened (V) (Ach) to Eugene we will pay (V) (Acc) for it.
36
When we reached (V) (Acc) there, the police had already surrounded (V) (Acc) the
37
place and asked (V) (Acc) the stranger to surrender (V) (Acc). But, the stranger
38
wanted (V) (S) to talk (V) (Act) to Eugenes father and us first. We went in (V)
39
(Acc) and was shocked (V) (X Agreement) (S) by who was (V) (S) it, he was (V)
40
(S) one of Eugenes bodyguard who was (V) (S) friendly and nice to us.
41
While threatening (V) (Act) to kill (V) (Ach) Eugene, he asked (V) (Acc) David,
42
Eugenes father, why did (V) (S) he sack (V) (Ach) him when he did (V) (Act)
43
nothing wrong. David answered (V) (Ach) as he need (V) (X) (S) to sack (V)
44
(Ach) someone to show (V) (Act) his power so nobody will be (V) (S) lazy.
45
David asked (V) (Acc) him to calm down (V) (Acc) and he would hired (V) (X
46
Structural) (Act) him again. But, he said (V) (Acc) that all is (V) (X) (S) too late
47
and fired (V) (Acc) the trigger, and killed (V) (Ach) Eugene, while firing (V)
48
(Acc) another shot and killed (V) (Ach) himself.
Annex A
The Corpus
49
David cried (V) (Acc) and the police went in (V) (Acc) after the shot. We calmed
50
(V) (Acc) David down, and said (V) (Acc) it was (V) (S) all fate. Whenever we
51
meet (V) (Act) at the tree in the park we would thought (V) (X Structural) (Act) of
52
Eugene and I would blame (V) (Act) myself for all that had happened. (V) (Ach)
Sample 22
I had just shifted (V) (Acc) my house to Yishun, it is (V) (X) (S) a beautiful place
with a park and playground near my flat, it is (V) (X) (S) a very convenient place.
The wet market, the supermarket and a shopping centre were (V) (S) just opposite
my flat.
The place is (V) (X) (S) very near from my school and I need not (V) (X) (S) take
(V) (Acc) any transport to school.
One day when my parents were (V) (S) out, my friends invited (V) (Acc) me to a
party, the party lasted (V) (Acc) for five hours and sky is getting (V) (X) (Acc)
dark.
10
After the party my friends planned (V) (Acc) to watch (V) (Act) a movie, so I
11
thought (V) (S) that it was (V) (S) only seven oclock and I still had (V) (S) time
12
so I followed (V) (Act) them. We went (V) (Acc) to Junction 8 to watch (V) (Act),
13
the earliest we can watch (V) (X) (Act) is (V) (X) (S) at eight, so we went (V)
14
(Acc) to have our dinner first. After our dinner it was (V) (S) seven forty five and
15
we went back (V) (Acc) to the cinema and catch (V) (X) (Acc) the movie.
16
The movie lasted (V) (Acc) for three hours and it was (V) (S) very late. I went (V)
17
(Acc) to the MRT station and take (V) (X) (Acc) a train back to Yishun.
Annex A
The Corpus
18
On the way home I need (V) (X) (S) to walk (V) (Act) pass the park to reach (V)
19
(Acc) my block, most of the lights which were (V) (S) still switched on (V) (Acc),
20
the park was (V) (S) dark and eerie, when I was walking (V) (Act) halfway
21
through, I saw (V) (Ach) a young beautiful lady sitting (V) (Act) under a tree, her
22
hair reaches (V) (X) (Acc) her waist covering (V) (Act) her face, it was (V) (S)
23
very scary, suddenly I stopped (V) (Ach) and I cannot move (V) (X) (Act) my leg I
24
felt (V) (S) like as though it was rooted (V) (Acc) to the ground and I cannot move
25
(V) (X) (S) at all, then she stood up (V) (Acc) and turn around (V) (X) (Ach) to
26
face (V) (Act) the tree, I can see (V) (X) (Act) that there was (V) (S) a hole at her
27
abdomen and I can see (V) (X) (Act) through it, I can see (V) (X) (Act) the bark
28
of the tree.
29
I am very scared (V) (X) (S) and do not know (V) (X) (S) what to do (V) (Act),
30
suddenly she turn around (V) (X) (Ach) and facing (V) (S) to my direction. I can
31
see (V) (X) (Act) her face was filled (V) (S) with worms and maggots it was very
32
disgusting (V) (S), then she hover (V) (X) (Act) towards me and when I look (V)
33
(X) (Act) at her leg I realise (V) (X) (Ach) that she had (V) (S) no legs, I am so
34
(V) (X) (S) terrified to that.
35
She came (V) (Acc) nearer and nearer when she was (V) (S) about two metres a
36
part and she told (V) (Acc) me to care (V) (Act) of her tree then she vanishes, (V)
37
(X) (Ach) then I heard (V) (Ach) footsteps when I turn (V) (X) (Act) behind I saw
38
(V) (Ach) my neighbour he had just came back (V) (X Structural) (Acc) from
39
work, he came (V) (Ach) to me and asked (V) (Acc) me why am I standing (V)
40
(X) (Act) there alone and I told (V) (Acc) him nothing I just looking (V) (Act) at
41
the trees, and walked (V) (Acc) home.
42
When I reach (V) (X) (Acc) home my parents were (V) (S) already asleep and I
43
am very scared (V) (X) (S) that the lady may come (V) (Acc) and haunt (V) (Act)
44
me again, so I went (V) (Acc) to my room and sleep (V) (X) (Act) at once. After
45
that incident I never want (V) (S) to go (V) (Acc) home late at night unless I am
Annex A
The Corpus
46
(V) (S) not alone and I never tell (V) (Acc) incident to anybody.
Sample 23
I was walking (V) (Act) in a deserted park forlornly. It was (V) (S) after the last
exam that I was having. (V) (S) Im (V) (X) (S) here for some peace and quiet so I
can relax (V) (X) (Act) and enjoy (V) (S) the beautiful serenity of the park.
There were (V) (S) benches for people to sit (V) (Act) but there seems (V) (X) (S)
no one in this park. Probably it was (V) (S) to deserted. I am thinking (V) (X)
(Act) why wouldnt anyone came (V) (X Structural) (Acc), as this park was (V)
(S) magnificent. At least they can just take (V) (Acc) a little trouble to walk (V)
(Act) here. It was (V) (S) a waste for this beautiful park to be (V) (S) here.
I spent (V) (Acc) 1 hours getting fresh air and I decided (V) (Ach) that I should be
10
going (V) (Act) home. I started walking (V) (Act), walking (V) (Act) the path that
11
I used (V) (S) to come here. I walked (V) (Act) for half an hour but I seems (V)
12
(X) (S) to be getting nowhere. I am extremely terrified (V) (X) (S) and decided (V)
13
(Ach) to make (V) (Acc) a mark so I would know (V) (S) I was (V) (S) there
14
before.
15
I took (V) (Acc) an empty paper from my bag, stapled (V) (Acc) it onto a tree.
16
Began (V) (Ach) to walk (V) (Act) again.
17
The sun was setting (V) (Acc), dark clouds were overtaking (V) (Acc) the sky. I
18
was terribly afraid (V) (S) and began (V) (Ach) to run. I noticed (V) (S) that I
19
came (V) (Ach) to the tree with the paper stapled (V) (Ach) onto it. I knew (V) (S)
20
I had lost (V) (Acc) my way going out and suddenly, I discovered (V) (Acc) that
21
there was (V) (S) a small unevent path.
Annex A
The Corpus
22
I went in (V) (Acc), following (V) (Act) the mysterious path. It led (V) (Acc) me
23
to a huge enormous tree. I wondered (V) (Act) what was (V) (S) so special about it
24
and I walked around (V) (Acc) it.
25
Out of the blue, a woman dress (V) (X) (Acc) in white dropped (V) (Ach) from the
26
tree! I was taken aback (V) (Acc), I fall (V) (X) (Ach) and struggled (V) (Act) a
27
few steps behind me. The woman was hanged (V) (Ach) on the head, with horribly
28
bloody eyes. She was looking (V) (S) vengenceful, staring (V) (Act) at me
29
motionless.
30
At this point of time, I ran (V) (Act) in an astonishing speed as if running (V)
31
(Act) for my life. I came across (V) (Acc) a building and ran (V) (Act) towards it
32
for shelter and to seek (V) (Acc) some comfort. I was exhausted (V) (S) and
33
catching (V) (Act) my breath when I saw (V) (Ach) an old man that seems (V) (X)
34
(S) to be (V) (S) a care taker.
35
I told (V) (Acc) him everything about the tree that there was (V) (S) a woman
36
hanged (V) (Ach) on the but he gave (V) (Acc) a laughed. I was stammering (V)
37
(Act) when I talked (V) (Act) to him and he could just laughed. (V) (X structural)
(Act)
38
He told (V) (Acc) me that everything was (V) (S) fine and the woman used (V) (S)
39
to live (V) (Act) here. She was (V) (S) a harmless woman who was actually
40
murdered (V) (Acc) by her psychotic husband 2 years ago. He also told (V) (Acc)
41
me that a lot of people had experienced (V) (Acc) what I had (V) (S) just now.
42
The care taker took (V) (Acc) me to her unit and it was (V) (S) dusty. I saw (V)
43
(Ach) a frame, blew (V) (Act) it to make (V) (Acc) the dust away. It picture (V)
44
(X) (S) her and her husband smiling (V) (Act) beautifully and jubilantly.
45
I then realised (V) (Ach) that she was (V) (S) pitiful and I helped (V) (Act) to tidy
Annex A
The Corpus
46
(V) (Act) up her room a little.
47
The care taker provide (V) (X) (Acc) me some food and bed for me to sleep (V)
48
(Act). I took (V) (Acc) a nap and it was (V) (S) morning when I woke up (V)
(Ach).
49
I was going (V) (Acc) to thank (V) (Acc) the care taker but I couldnt find (V)
50
(Acc) him.
51
Anyway, I decided (V) (Ach) to go to that tree and I had picked up (V) (Ach)
52
some fresh beautiful flowers to put (V) (Acc) on that tree.
53
When I reached (V) (Acc) the tree, it was actually gone (V) (Acc). It seems (V)
54
(X) (S) that it had been cut (V) (Ach) down for some time.
55
Nevertheless, I put (V) (Acc) the flowers there and walked away (V) (Acc).
Sample 24
My mysterious secret admirer
When ever I look (V) (Act) at my phone, I would think (V) (Act) of the funny
thing that happen (V) (X) (Acc) to me. It all happen (V) (X) (Acc) one year ago.
While I was eating (V) (Act) with my friends, handphone suddenly rang (V) (Ach)
to show that I had just received (V) (Ach) a massage from somebody. I aspected
(V) (X spelling) (S) it to be my mother but it was (V) (S) not her, it was (V) (S)
from a person I did not know (V) (S).
In the massage it said (V) (Acc) that that person liked (V) (S) me but she did not
dare (V) (S) to talk (V) (Act) to me. She also mention (V) (X) (Acc) that she was
(V) (S) from my class and she knew (V) (S) my name. I than replay (V) (X) (Acc)
10
her asking (V) (Acc) for her name, but she said (V) (Acc) that she was (V) (S) too
Annex A
The Corpus
11
shy to mention (V) (Acc) it.
12
From that day on, I keep on (V) (X) (Act) getting (V) (Act) messages from her
13
saying (V) (Acc) she would really like (V) (S) to meet (V) (Acc) me in person but
14
unfortunately for her, her dates would fall (V) (Ach) on the day I go out (V) (X)
15
(Act) with friend and I would have (V) (S) to call it off (V) (Acc).
16
Than one day, I borrowed (V) (Acc) one of my friends handphone and went (V)
17
(Acc) into his messaging secting and looked (V) (Acc) into his outgoing message
18
and saw (V) (Ach) the messages he had been sending (V) (Act) pretending (V)
19
(Act) he was (V) (S) my secret Admirer.
20
When I found out, (V) (Acc) I decided (V) (Ach) to play (V) (Act) a trick on him.
21
While we were eating (V) (Act) together I message (V) (X) (Acc) him and his
22
phone rang (V) (Ach) and I ask (V) (X) (Acc) him if he has been massaging (V)
23
(X) (Act) me and he than later admit (V) (X) (Act) that he has been messaging (V)
24
(X) (Act) me to make (V) (Acc) fun of me.
25
In the end, we all had (V) (S) a good laugh and soon we forgot (V) (S) about it
26
while we were eating (V) (Act).
Sample 25
When I was (V) (S) 5 years old. My parents brought (V) (Acc) me to a opening
park. They gave (V) (Acc) me a seed and wanted (V) (S) me to find (V) (Acc) a
location for the seed to grow (V) (Act).
We rented (V) (Acc) a family bicycle and went (V) (Acc) for a tour around the
park. We cycle (V) (X) (Act) along the route and I saw (V) (Ach) fountain. I asked
Annex A
The Corpus
6
(V) (Acc) my dad whether I could plant (V) (Acc) the seed on the fountain and he
said (V) (Acc) no.
I want (V) (X) (S) to plant (V) (Acc) my seed there, so I cried (V) (Act) loudly to
get (V) (Acc) my dad to say (V) (Acc) yes. My mother got (V) (S) a better idea
10
than me, she got (V) (Acc) me an ice-cream and I have (V) (X) (S) no reason to
11
carry on (V) (Acc) crying (V) (Act).
12
I went (V) (Acc) to my mother and she gave (V) (Acc) the ice-cream to me. I
13
grabbed (V) (Acc) it with two hands and started (V) (Acc) to eat (V) (Act) the ice-
14
cream. While I am eating (V) (X) (Act) my ice-cream, my dad came (V) (Acc) and
15
sat (V) (Act) beside me. He tell (V) (X) (Acc) me that the seed will not be able to
16
grow (V) (Act) on the fountain as there is (V) (X) (S) no soil for the seed. I get (V)
17
(X) (Acc) what he is (V) (X) (S) trying to say (V) (Act) and I decided (V) (Ach) to
18
plant (V) (Acc) it right beside the fountain. My dad refused (V) (Acc) my idea
19
again.
20
I got (V) (Acc) angry and I want (V) (X) (S) to go (V) (Acc) home since I cant
21
decide (V) (X) (Acc) the location for the seed. My mother tell (V) (X) (Acc) me
22
that the seed will not be (V) (X) (S) able to grow (V) (Acc) properly as the
23
sunlight will be blocked (V) (Acc) by the fountain.
24
I take a look (V) (X) (Act) around and saw (V) (Ach) a empty land. I pointed (V)
25
(Acc) at that direction and tell (V) (X) (Acc) my dad that the seed will be planted
26
(V) (Acc) there, he agreed. (V) (S) We cycled (V) (Act) there and I took (V) (Acc)
27
out my little shovel and dig (V) (X) (Act) a hole, then I place (V) (X) (Acc) the
28
small little seed and bury (V) (X) (Acc) it. We put (V) (Acc) a stone there to mark
29
(V) (Ach) out the place.
30
Now the seed have grown (V) (Acc) up and become (V) (Acc) a tree in the park,
31
which contribute (V) (X agreement) (S) shelter to everyone. I am (V) (S) no longer
Annex A
The Corpus
32
a child, I am (V) (S) now 15 years old and have (V) (S) to help (V) (Act) out in
33
some household chores.
Sample 26
Write about an occasion when someone mistook you for a local TV teenage star
One Saturday, my friend called (V) (Acc) and ask (V) (X) (Acc) me to go (V)
(Acc) shopping (V) (Act) as exams have just finished, (V) (X) (Acc) and I said (V)
(Acc) OK.
Just a few weeks ago, I had brought (V) (X spelling) (Act) a new dress, shoe, bag
and sunglasses and I decided (V) (Ach) to wear (V) (Act) it today and go (V) (X)
(Act) shopping with my friends. As I have dressed nicely (V) (X) (S), I looked (V)
(Acc) into the mirror. I was really shocked (V) (S) that it dont look (V) (X) (S)
like me, but I looked (V) (S) like a star.
I saw (V) (Ach) my friend waiting (V) (Act) for me, and I went up (V) (Acc) to
10
her. She was shocked (V) (S) that I have dressed differently (V) (X) (S) than
11
before, and we went (V) (Acc) for our shopping happily. As we were shopping,
12
(V) (Act) I have (V) (X) (S) a strange feeling that somebody is following (V) (X)
13
(Act) us for the whole three hours that make (V) (X) (Acc) me feel (V) (S)
14
uncomfortable. I have told (V) (X) (Acc) my friend about this and she agreed (V)
15
(Ach) too. We both have (V) (X) (S) a plan to found out (V) (X Structural) (Acc)
16
who is following (V) (X) (Act) us and we both turn back (V) (X) (Ach) suddenly
17
and there is (V) (X) (S) a group of teenagers behind us holding (V) (Act) camera,
18
papers and pen.
19
I am (V) (X) (S) curious and went up (V) (Acc) and asked (V) (Acc) them why are
20
they following (V) (X) (Act) us. They say (V) (X) (Acc) they are (V) (X) (S) my
21
fans, but I answered (V) (Acc) that I dont have (V) (X) (S) any fans and I am (V)
Annex A
The Corpus
22
(X) (S) not a TV star or whatever. I took off (V) (Ach) my sunglasses and told (V)
23
(Acc) them to stop following (V) (Act) me as I am (V) (X) (S) not a TV star. At
24
last, they decided (V) (Ach) to leave (V) (Acc) and apologised (V) (Acc) to us for
25
the discomfort the have cause (V) (X) (Acc). We both find (V) (X) (Acc) it funny
26
as people has mistaken (V) (X) (Ach) me as a TV star and wanted (V) (S) to take
27
(V) (Acc) photo with me and also want (V) (X) (S) my signature. We both talk
28
about (V) (X) (Act) this as we continues (V) (X) (Act) our shopping. Although
29
today shopping is (V) (X) (S) bad, but I am (V) (X) (S) happy that people have
30
mistaken (V) (X) (Ach) me as a star. After all, today shopping is (V) (X) (S) really
31
a funny and happy one.
Sample 27
Describe a wet market you have been to
When I was (V) (S) young, my mother used (V) (S) to bring (V) (Acc) me to a wet
market. I was (V) (S) always happy when I go (V) (X) (Acc) to the wet market.
Although it sticks (V) (X) (S) and is (V) (X) (S) always wet. The uncles and
auntys there are (V) (X) (S) very friendly.
There are (V) (X) (S) many stalls there. And the prices are (V) (X) (S) cheap too
compared (V) (Acc) to supermarkets. Some stalls sell (V) (X) (Act) fishes and
seafood, some stalls sell (V) (X) (Act) all kinds of meat, some stalls sell (V) (X)
(Act) fruits and vegetables of all kinds. All of the foods look (V) (X) (S) fresh but
there are (V) (X) (S) a lot of flys flying (V) (Act) around the meat and fish stalls.
10
In a few weeks time, this wet market will be upgraded (V) (Acc). Ive been
11
waiting (V) (X) (Act) to go (V) (Act) to the wet market and after a few months
12
time the wet market was (V) (S) no longer wet. The stalls are painted (V) (X)
13
(Acc) the meat were stored (V) (Acc) in glass shelves. And there are (V) (X) (S)
14
not much flys flying (V) (Act) around. There was (V) (S) even a book store at the
Annex A
The Corpus
15
corner, the market was (V) (S) much cleaner and it does not stick (V) (X) (S)
16
anymore.
17
After my mother and me fineshed (V) (Acc) shopping, we went (V) (Acc) to a
18
nearby hawker centre to eat (V) (Acc). The hawker centre was also being upgraded
19
(V) (Acc). Even schools have (V) (S) to up upgrade. Even if a wet market is (V)
20
(S) not as clean as a supermarket I still prefer (V) (S) to wet market because of the
21
friendly stall holders and the uncles and auntes shopping there.
Sample 28
Describe a wet market you have been to
One bright Sunday morning, I woke up (V) (Ach) quite early because my father
wanted (V) (S) to bring (V) (Acc) me to the neighbourhood wet market. At first, I
mistook (V) (S) a wet market as a supermarket in the shopping centre, but when
my father brought (V) (Acc) me there, I was amazed (V) (S).
The market open (V) (X) (S) very early in the morning, I saw (V) (Ach) many
stalls there, I saw (V) (Ach) the vegetable stall, the poutry stall, the selling fish
stall and fruits stall. There are (V) (X) (S) many fresh food there and many people
were (V) (S) there buying (V) (Acc) their stuff. My father brought (V) (Acc) me to
poutry stall and bought (V) (Acc) one kilogram of pork and my father started (V)
10
(Acc) haggling (V) (Act) for the price. One thing I noticed (V) (Ach) is (V) (X) (S)
11
that the wet market can haggle (V) (Act) for the price but the supermarket is (V)
12
(S) a fixed price, the wet market is (V) (S) for economic people and the
13
supermarket is (V) (S) for rich people.
14
My father brought (V) (Acc) me to the vegetable stall and the aunt selling (V)
15
(Act) the vegetable is (V) (X) (S) very kind, she spoke (V) (Acc) to my father
16
politely she told (V) (Acc) us which vegetable is (V) (X) (S) fresh and worth (V)
17
(S) buying (V) (Act) and my father bought (V) (Acc) a packet of spinach. Then, I
Annex A
The Corpus
18
noticed (V) (Ach) another thing in the wet market, the people in wet market are
19
(V) (X) (S) kind and the people there are (V) (X) (S) also polite. After walking (V)
20
(Act) in the market for some time, I saw (V) (Ach) a fish shop which sells (V) (X)
21
(Act) lot of different species of fish, guppies, gold fish, Japanese koi and fighting
22
fish. I went in (V) (Acc) to the shop and bought (V) (Ach) two fighting fishes and
23
I kept (V) (Acc) them in two different bottles to prevent (V) (Acc) them from
24
fighting (V) (Act) each other. My father went (V) (Acc) to the fruits stall and the
25
seller is (V) (X) (S) also very kind, he told (V) (Acc) my father which mango is
26
(V) (X) (S) ripe and sweet and my father bought (V) (Acc) two mangoes and two
27
bunch of bananas. Another factor I noticed (V) (Ach) in the wet market is (V) (X)
28
(S), the wet market is (V) (X) (S) better because it uses (V) (S) natural air and
29
natural air is (V) (S) better for our body.
30
Lastly, my father went (V) (Acc) to the fish stall and there are (V) (X) (S) many
31
types of fish there, not the fishes which meant to see (V) (S) but the edible fishes. I
32
helped (V) (Acc) my father choose (V) (Acc) which type of fish to buy (V) (Acc)
33
as I loved (V) (S) to eat (V) (Act) fish so I chose (V) (Acc) black promfret, my
34
father bought (V) (Acc) two black promfret for tonights dinner and after buying
35
(V) (Acc) everything we needed, we proceeded (V) (Acc) home.
36
I love (V) (X) (S) to go (V) (Act) to the wet market because it is (V) (X) (S) a new
37
discovery to me and there is (V) (X) (S) a new experience for me too. I hope (V)
38
(S) my father will bring (V) (Act) me to the market every Sunday and buy (V)
39
(Act) things we need. (V) (S)
Annex A
The Corpus
Sample 29
On my way to school one day, every morning I would go (V) (Acc) to the park to
take (V) (Acc) a stroll and enjoy (V) (Act) the fresh air, and look at those koi fish
swimming (V) (Act). Suddenly, I saw (V) (Ach) a big tree, it was (V)(S) a very old
and big tree that I have never seen (V) (X) (S) it before, although I came (V) (Acc)
here for so many times.
The tree looks (V) (X) (S) scary, it had (V) (S) thick layers of trunk, its leaves are
(V) (X) (S) very dry, as if all of them are (V) (X) (S) going to fall off (V) (Acc).
At that moment, I felt (V) (S) scared. I walked out (V) (Acc) of the park and
continued (V) (Act) to walk (V) (Acc) to school.
10
Time goes (V) (X) (Act) by, as usual, school lessons end, and its (V) (X) (S) time
11
to go (V) (Acc) home.
12
On the next morning, as usual I took (V) (Acc) a stroll inside the park, to enjoy (V)
13
(S) the fresh air. As I entered (V) (Ach) the park, I saw (V) (Ach) a girl keep
14
staring (V) (Act) at the big tree. As I looked up (V) (Acc) on the tree. I saw (V)
15
(Ach) that all the leaves are (V) (X) (S) all gone. Leaving (V) (Acc) the branches
16
on the tree, and the ground got (V) (S) no fallen leaves lying (V) (Act) on the
17
floor. All the sudden, I shivered. (V) (Act) I felt scared (V) (S) and worried (V)
18
(S). I was thinking (V) (Act) of what if its haunted (V) (X) (S). As I thought (V)
19
(Act) of that I run (V) (X) (Act) as fast as I could (V) (S) to run out (V) (Acc) of
20
the park. I run (V) (X) (Act) home, and told (V) (Acc) my mom. My mom
21
consoled (V) (Acc) me, and calm me down (V) (X) (Acc), I was (V) (S) still very
22
scared, my face was (V) (S) pale, I didnt go (V) (Acc) school, as my mom told
23
(V) (Acc) me to stay (V) (Act) at home.
Annex A
The Corpus
24
My mom went (V) (Acc) to the market to buy (V) (Acc) some vegetables for
25
dinner. After buying (V) (Acc) vegetables my mom came back (V) (Acc) and told
26
(V) (Acc) me that she heard (V) (Ach) rumours of a girl had died (V) (Ach) in the
27
park, and was being buried (V) (Acc) under an old tree. When I heard (V) (Ach)
28
that, I remembered (V) (Ach) that I saw (V) (Ach) a girl there, and that means, (V)
29
(S) the girl was (V) (S) a ghost! but her looks and expression looks (V) (X) (S)
30
pitiful. My mom told (V) (Acc) me that the girls parent had killed (V) (Acc) her
31
accidentally while they are quarelling (V) (Act), the little girl is (V) (X) (S)
32
innocent, yet being killed (V) (Ach), and being buried (V) (Acc) by her father.
33
When I heard (V) (Ach) all these things, I did not go (V) (Acc) to the park
34
anymore, instead, I went (V) (Acc) to another garden to take (V) (Acc) a stroll
35
before I go (V) (Acc) to school.
Sample 30
Last week, my mother has been pestering (V) (X) (Act) me to follow (V) (Act) her
to go (V) (Acc) to the wet market. On that weekend, the Saturday, I followed (V)
(Acc) her. I got up (V) (Acc) early at 7.00 in the morning I bathed (V) (Acc) and
prepared (V) (Acc) myself. At about 8.00, we left (V) (Ach) the house. The sun
was shining (V) (Act) brightly as we got off (V) (Ach) the house.
We walked (V) (Act) to the market as its (V) (X) (S) not far from my home. We
entered (V) (Ach) the market. It was (V) (S) very noisy. We went (V) (Acc) to the
chicken stall as its (V) (X) (S) the first from the entrance. The smell was (V) (S)
not so awful as its chicken. I saw (V) (Ach) how cruelly the man chop (V) (X)
10
(Acc) the chicken. Its (V) (X) (S) scary at that moment. After paying, (V) (Acc)
11
we went (V) (Acc) to buy (V) (Acc) beef. The butcher was (V) (S) the one who
12
was making (V) (Acc) most noise. He took (V) (Acc) a chopper and the meat and
Annex A
The Corpus
13
start (V) (X) (Ach) to chop (V) (Act) the meat into pieces. I was very astonished
14
(V) (S) at the way he chop (V) (X) (Act) it so professionally. The butcher was
15
wearing (V) (Act) long boots, an apron and hand gloves there was (V) (S) spots of
16
blood on the gloves. It looks (V) (X) (S) very bloody. After that, we went (V)
17
(Acc) to the fish stall. There were (V) (S) kinds of fish. There was (V) (S) also an
18
aunty who was arguing (V) (Act) for a cheaper price. The stench of the fish went
19
(V) (Acc) right onto my nose. My mother took (V) (Acc) quite long to choose (V)
20
(Acc) the right and fresh fish. Finally, my mother decided (V) (Ach) to buy (V)
21
(Acc) one big long fish. My mother want (V) (X) (S) to cook (V) (Act) steamed
22
fish and chicken curry. After all buying (V) (Acc) the food, we went (V) (Acc) to
23
buy (V) (Acc) some vegetables.
24
We went (V) (Acc) to buy (V) (Acc) green leafy vegetables. We bought (V) (Ach)
25
one a fresh packet of caixin. After buying, (V) (Acc) we walked (V) (Act) towards
26
the exit and saw (V) (Ach) varieties of fruits. I saw (V) (Ach) the grapes and its
27
very fresh smell tempted (V) (Acc) me on buying (V) (Acc).
28
We indeed bought (V) (Acc) a lot of food on that morning luckily, our house is (V)
29
(X) (S) very near the market. On our way home, we talked (V) (Act) about the
30
market. There were (V) (S) a lot of people during weekend. The market was (V)
31
(S) like a pack of sardines. I asked (V) (Acc) my mother why she bought (V) (Acc)
32
so much. She said (V) (Acc) that my cousin will be coming (V) (Acc) to have (V)
33
(S) a visit. I was shocked (V) (Ach) and also very happy.
34
We got (V) (Acc) home and boths of us stinks (V) (X) (S) of fish. After cleaning
35
(V) (Acc) ourselves, we start (V) (X) (Ach) to cook (V) (Act) together.
Annex A
The Corpus
Sample 31
One sunny Saturday morning, I went out (V) (Acc) with some of my friends to
Orchard Road. We went (V) (Acc) to Orchard Road for shopping, watching (V)
(Acc) a movie I was eating (V) (Act) at KFC with some friends chatting (V)
(Act) happily. Suddenly, a few people taking out (V) (X) (Acc) paper and pen
asking (V) (X) (Act) for my signature. I couldnt believe (V) (S) what is happening
(V) (X) (S).
They were saying (V) (Acc) that I was (V) (S) some local TV teenage star. My
friends were (V) (S) so shocked that they did not say (V) (Acc) anything, just
staring (V) (Act) at me. I explained (V) (Acc) to them that I was (V) (S) not the
10
idol they were talking (V) (Act) about. The people dont believe (V) (X) (S) and
11
show (V) (X) (Acc) me the photo of the idol, it look (V) (X) (S) just like me. I was
12
so surprised (V) (S), the fans say (V) (X) (Acc) that her name is (V) (X) (S) FM.
13
Soon, it spread (V) (X) (Acc) through the whole KFC and people were all chasing
14
(V) (Act) me for my autograph. My friends and I couldnt believe (V) (S) what
15
just happened (V) (Acc). I dont believe (V) (X) (S) that there is (V) (X) (S)
16
someone who look (V) (X) (S) so alike to me. Then we went (V) (Acc) to a CD
17
shop. There were (V) (S) all poster about the singer FM. It really look (V) (X) (S)
18
like me. Now, I know (V) (X) (S) that the people were not joking (V) (Act) with
19
us. There was (V) (S) really a singer who look (V) (X) (S) like me.
20
I bought (V) (Ach) the CD of this sing FM. My friends were (V) (S) all so
21
surprised and they keep (V) (X) (Act) joking (V) (Act) and say (V) (X) (Acc) we
22
made (V) (Acc) a singer friend. When I stepped (V) (Ach) out of the shop, the fans
23
that we shaked (V) (X Spelling) (Acc) off came back (V) (Acc) again and started
24
(V) (S) chasing (V) (Act) me again. When I reached (V) (Acc) home, the minute I
Annex A
The Corpus
25
switched (V) (Ach) on the TV. I saw (V) (Ach) FM on the TV. She was
26
advertising (V) (Act) her new album. It was (V) (S) nice to look (V) (S) like a idol.
27
But it was tiring (V) (S) also.
Sample 32
A new school term starts (V) (X) (Ach) again. Half a year have gone (V) (X) (Acc)
so fast as though at all happen (V) (X) (Acc) in one day. Me and my best friend
went (V) (Acc) to school together happily. Her name was (V) (S) Amaris. We
know (V) (X) (S) each other in Sec 2 when she got transferred (V) (Acc) into our
school, we were (V) (S) best friend since then. On our way to school, we saw (V)
(Ach) lots of our friend.
We step (V) (X) (Acc) into our class happily when we notices (V) (X) (Ach) a
quiet boy who is sitting (V) (X) (Act) down there nevously. Everyone was looking
(V) (Act) at him curiously at the boy as he was wearing (V) (Act) a different
10
uniform from us. I went (V) (Acc) to him and ask (V) (X) (Acc) him whats (V)
11
(X) (S) his name he say (V) (X) (Acc) he was (V) (S) Arron. He was (V) (S) from
12
Raffles Institution. Because of his marks, he get transferred (V) (X) (Acc) to
13
here.
14
I introduce (V) (X) (Acc) myself and Amaris to him and he was (V) (S) glad that
15
someone was talking (V) (Act) to him. I look (V) (X) (Act) at him curiously. He
16
has (V) (X) (S) a very nice tanned skin, thick brown hair, nice eyes with brown
17
eyeballs. All I can (V) (S) say that he is (V) (X) (S) a very handsome guy!! It was
18
(V) (S) almost love at first sight. But I wanted (V) (S) to concentrate (V) (Act) on
19
my studies this few years, so I didnt think (V) (Act) much about it. From the first
20
day we get to know (V) (X) (S) Arron, he had been following (V) (Act) us
Annex A
The Corpus
21
everywhere and since then, we became (V) (Acc) best friends.
22
After getting (V) (Acc) to know (V) (S) Arron for 3 weeks, I have been recieving
23
(V) (X) (Acc) anonymous letter saying (V) (Acc) that if I wanted (V) (S) to be (V)
24
(S) his stead or others. I didnt know (V) (S) who it was (V) (S) from as there is
25
(V) (X) (S) no name written (V) (Acc) on it. It happen (V) (X) (Act) everyday. I
26
did not tell (V) (Act) Amaris and Arron as I do not want (V) (X) (S) them to get
27
worried. (V) (S)
28
Weeks past, but letters was continued (V) (Act) sending (V) (Act) to me. 1 day I
29
decided (V) (Ach) to check (V) (Acc) it out. I stayed (V) (Acc) at the block for the
30
whole day wanting (V) (S) to know (V) (S) who he was (V) (S). I saw (V) (Ach)
31
Arron I was going (V) (Acc) to call (V) (Acc) him when I saw (V) (Ach) him
32
putting (V) (Act) one letter into my box. I was surprise (V) (X) (S) it was (V) (S)
33
him. I went (V) (Act) up to him. He was so shocked. (V) (S) I quickly apologized
34
(V) (Acc) to him saying (V) (Acc) that I didnt want (V) (S) to have (V) (S) a
35
stead but we are (V) (X) (S) still friends. Even though he was (V) (S) sad but
36
theres (V) (X) (S) nothing I can do (V) (X) (Act). I love (V) (X) (S) him as a
37
friend only.
Sample 33
1
Walking out (V) (Acc) of the house. On my way walking (V) (Acc) to school.
Every steps I took (V) (Acc), I am trying (V) (X) (Act) to recall (V) (Acc) about
what happened (V) (Ach) for yesterday drama show. The drama had (V) (S)
always place to in our teenagers heart because the lead actor is starring (V) (X) (S)
a teenage star call (V) (X) (S) Joe. With his skillful acting skill at the age almost
same as mine and having (V) (S) face that all girls wanted (V) (S) their boyfriend
to be like, he has become (V) (Acc) our class hot topic. Everyone is talking (V)
(X) (Act) about Joe.
Annex A
The Corpus
9
Our school fun fair day has come (V) (X) (Acc). Dont feel (V) (X) (S) like going
10
(V) (Acc) but it is (V) (X) (S) compulsory that every one taking charge (V) (Acc)
11
of stall must be (V) (S) present. If I go (V) (Acc) I will miss (V) (Acc) my
12
favourite drama, but in the end I went (V) (Acc).
13
Walking (V) (Act) towards the stall, saw (V) (Ach) many unwilling faces.
14
Suddenly all the sad face brighten up (V) (Ach). I am thinking (V) (X) (Act) that is
15
(V) (X) (S) it that I had reach (V) (X) (Acc) so they are (V) (X) (S) so happy,
16
laughing (V) (Act) to myself. Suddenly I bang (V) (X) (Ach) to someone with
17
such a familiar face. Sitting (V) (Act) on the floor in pain so didnt (V) (S) care
18
much who the person is (V) (X) (S). Hearing (V) (Act) many people shouting (V)
19
(Act) Joe. Recalling (V) (Acc) the familiar face, that is (V) (X) (S) the local TV
20
teenage star. He give (V) (X) (Acc) me a hand up. Saying (V) (Act) thank you Joe,
21
he give (V) (X) (Acc) me a shock face, he replied (V) (Acc) my name is (V) (S)
22
not Joe. I ask (V) (X) (Acc) him is (V) (X) (S) he the local TV teenage star call
23
(V) (X) (S) Joe, he say (V) (X) (Acc) no. he is (V) (X) (S) not joe, but he look (V)
24
(X) (S) so alike.
25
Everyone asking (V) (Acc) for his signature. He explained (V) (Acc) umpteen of
26
times he is (V) (X) (S) not Joe but still many people crowding (V) (Act) around
27
him. I believe (V) (X) (S) that he is (V) (X) (S) not Joe, because he cannot be (V)
28
(X) (S) in our school. Although I miss (V) (X) (Acc) one episode of the real Joe
29
drama but I seen (V) (X) (Acc) a look alike Joe in real life.
Annex A
The Corpus
Sample 34
I have been (V) (S) to a wet market of Ang Mo Kio. It is (V) (X) (S) a very
crowded market at Ang Mo Kio, when I went (V) (Acc) to the market with my
mother there were (V) (S) a lot of people buying (V) (Acc) food, vegetable, fish
and all sort of things and all of them are bargaining (V) (X) (Act) for the price and
insist (V) (X) (S) of changing to a fresher item that they bought (V) (Acc).
The market was (V) (S) wet and stink, when I tell (V) (X) (Acc) my mother that
the market stinks (V) (X) (S), she said (V) (Acc) that the market stink (V) (X) (S)
because of all the fishes, preserves vegetable and the dried spices, you will get (V)
(Acc) cheaper price for the item you bought (V) (Acc) and soon you will become
10
(V) (Acc) a regular customer.
11
As a regular customer the seller will always keep (V) (Act) the fresher and better
12
price (V) (X) (S) item for you. When you come (V) (Acc) to the market you just
13
have (V) (S) to pay (V) (Acc) for the item you want (V) (S) and go (V) (Acc), no
14
need to choose (V) (Acc) for the fresher because the seller has already save (V)
15
(Acc) the fresh item for you. As for those old elderly people, they have (V) (S) to
16
wear (V) (Acc) those slippers that are (V) (S) not slippery or else they will fall
17
down (V) (Ach) easily. The market at Ang Mo Kio had been opened (V) (Acc) for
18
about 30 years or so, all the customer there are (V) (S) regular customer.
19
Although the market was (V) (S) dirty and smelly there were (V) (S) a lot of
20
customer at the market. Mostly were (V) (S) from the neighbourhood near the
21
market, the market ever have (V) (X) (S) people staying (V) (Act) at Toa Payoh.
22
They from Toa Payoh come (V) (Acc) all the way to this market just to buy (V)
23
(Acc) fishes and vegetables.
Annex A
The Corpus
Sample 35
The most important decision I have ever made in my life.
I am (V) (S) in Secondary three now having (V) (Act) examinations around the
corner and my mother keeps (V) (S) nagging (V) (Act) around my ears telling (V)
(Acc) to work (V) (Act) harder in my studies. She said (V) (Acc) that if I failed
(V) (X) (Acc) my overall at the end of the year and have (V) (S) to repeat (V)
(Acc) Secondary three or transferred (V) (X) (Acc) to Normal Academic class, she
will personally skin (V) (Acc) me alive.
When my mother stopped (V) (Ach) nagging (V) (Act) at me, I went (V) (Acc)
back to my room to study (V) (Act) for my examinations. I have (V) (X) (S) so
many subjects to study (V) (Act) but I do not know (V) (X) (S) where to start, (V)
10
(Ach) so I started (V) (Ach) on Social Studies first. Before I start, (V) (X) (Ach) I
11
recalled (V) (Acc) back that when I was (V) (S) in primary six. At that time, the
12
PSLE examination was (V) (S) around the corner too. At the time, I was (V) (S)
13
very lazy, in my mind, all is (V) (X) (S) about play and all I remember (V) (X) (S)
14
is (V) (X) (S) that what television programmes will be (V) (S) up next. During
15
school days, my daily time table was (V) (S) go (V) (Acc) to school, come back
16
(V) (Acc) home, have (V) (S) lunch and have (V) (S) afternoon nap, I did not
17
revise (V) (S) a bit at all.
18
One Saturday morning, I had (V) (S) nothing to do, (V) (Act) nothing to kill (V)
19
(Ach) time. Then I thought (V) (Act) about my furture, I thought (V) (Act) of a lot
20
of things. The first thing I thought (V) (Acc) was (V) (S) that if I study (V) (Act)
21
hard and get (V) (Acc) into express stream in Secondary school, will (V) (S) I get
22
(V) (Acc) high pay job or getting (V) (Acc) lower pay job if I get (V) (Acc) into
23
normal stream. Then I thought, (V) (S) it is (V) (S) better to spend (V) (Acc) four
24
years in secondary school than to spend (V) (Acc) five years in secondary school
25
and not waste (V) (Acc) one year as in one year, we can do (V) (Act) a lot of
Annex A
The Corpus
26
things.
27
So, I made (V) (Acc) a decision which I thought (V) (Act) at that time that could
28
affect (V) (Acc) my life. I took up (V) (Acc) my books and notes that I found (V)
29
(Ach) and walk (V) (X) (Act) towards my table and started (V) (Ach) revising (V)
30
(Act). I told (V) (Acc) myself that since I made (V) (Acc) this decision, I will
31
carry (V) (Acc) it out by revising (V) (Act) and there is (V) (X) (S) not much time
32
left for revision so I skipped (V) (Acc) lunch especially for this examination.
33
In the end, I managed (V) (Acc) to score (V) (Ach) a grade that could get (V)
34
(Acc) me into the express stream in my secondary school. My mother was shock
35
(V) (X) (S) that I could score (V) (Acc) so well in the examination as she expected
36
(V) (S) me to score (V) (Ach) a much lower marks.
37
This decision that I study (V) (Act) for my PSLE is (V) (X) (S) greatest decision I
38
made (V) (Act) so far in my life. Now I have decided (V) (Ach) to work harder in
39
my studies so that I can score (V) (Ach) better in my secondary three
40
examinations.
Sample 36
The most important decision I have made in my life.
When I was (V) (S) young, I hated (V) (S) to go (V) (Acc) to school as I think (V)
(X) (Act) it is (V) (X) (S) not as important as the adult tells (V) (X) (Acc) me. And
so occasionally, I would play (V) (Act) truancy and run away (V) (Acc) from
school. And my parents and the teachers would also talk (V) (Acc) to me about the
seriousness of education but I just couldnt give (V) (Acc) myself a time to think.
(V) (Act)
At that time, I had (V) (S) a few friends who were (V) (S) just like me. They all
dont want (V) (X) (S) to study. I remember (V) (Acc) that it was (V) (S) when I
Annex A
The Corpus
9
made (V) (Acc) the most important decision I have ever made (V) (Acc) in my
10
life. I want (V) (X) (S) to be (V) (S) different from my friends. I want (V) (X) (S)
11
to see which route is (V) (X) (S) the right way. The reason which I choose (V) (X)
12
(Acc) to study (V) (Act) harder is (V) (X) (S) if I quit (V) (Ach) school and go (V)
13
(Acc) to work (V) (Act) with my friends. I would never win (V) (Ach) them. Or
14
perhaps I will win (V) (Ach) them only by little bits. And so I study (V) (X) (Act)
15
extra harder. Hoping (V) (Act) to get (V) (Acc) good results for my PSLE exams.
16
Two weeks have gone (V) (X) (Acc) since I finished (V) (Ach) the PSLE. And it
17
was (V) (S) the day that I went (V) (Acc) and collected (V) (Acc) the results. And
18
before my form teacher gave (V) (Acc) the result back to me. My palm was (V)
19
(S) already full of my sweat. Then my form teacher called (V) (Acc) out my name.
20
To my surprised he said (V) (Acc) congrats you are (V) (S) in the express streams.
21
It makes (V) (X) (Acc) me feel (V) (S) so wonderful and all of my efforts were not
22
wasted (V) (Acc). But my friends got (V) (Acc) into normal technical streams. But
23
since we all choose (V) (X) (Acc) the same school. We all still have contact (V) (X
24
wrong word) (S). I continued (V) (Act) to put in (V) (Acc) extra effort. But my
25
friends all still continued (V) (Act) to be (V) (S) like dont want (V) (S) to study.
26
Even I have advised (V) (Acc) them for so long. They wont to carrying on (V)
27
(Act) with their lifestyle. Soon it was (V) (S) four years and straight after the O
28
level exams. They all quit (V) (X wrong word) (Acc) school regardless what their
29
grade was (V) (S). As for me, I continued (V) (Act) my studies.
30
After I graduaded (V) (X Spelling) (Acc) from NYP. I came out (V) (Acc) to
31
work. And one day, while I was (V) (S) a salesman and saw (V) (Ach) my old
32
friends gathering. Some of them were (V) (S) construction workers while other
33
others is (V) (X) (S) dishwasher. And I feel (V) (X) (S) pity for them. And I am
34
(V) (X) (S) glad for not following (V) (Act) their steps.
35
I am (V) (S) relive and I made (V) (Ach) the most important decision I have ever
36
made (V) (Acc) in my life was (V) (S) the correct one. Because I know (V) (S) I
37
will regret (V) (S) if I quit (V) (Ach) the school.
Annex A
The Corpus
Sample 37
It was (V) (S) a cloudy and cooling evening. The clouds are (V) (X) (S) white and
fluffy and the cool breeze makes (V) (X) (Acc) my body chill. I just returned (V)
(Acc) home from my basketball practice. I put down (V) (Acc) my things and was
heading (V) (Act) towards my parents room.
As I was approaching (V) (Acc) the door, I heard (V) (Ach) things smashing (V)
(Acc) on the floor and there was (V) (S) a hush conversation between my parents.
I wanted (V) (S) to go into the room to calm them (V) (Acc) down but lacked (V)
(S) of the courage. Soon, it was (V) (S) dinner time. As I dared (V) (S) not asked
(V) (X) (Acc) my parents down to have (V) (S) dinner. I asked (V) (Act) my maid
10
to do it.
11
Soon, my sisters and I were (V) (S) already at the dining table. We were waiting
12
(V) (Act) patiently for our parents to come down. Not long later, both of them
13
went down (V) (Acc) to have (V) (S) dinner with us. But I know (V) (X) (S) that
14
both of them were (V) (S) not pleased (V) (S) with each other. Their angry and
15
irritated expression made (V) (Acc) my dinner very terrible.
16
I thought (V) (S) that they were just having (V) (Act) a quarrel, so I did not bother
17
(V) (S) about them. Two days later, I went (V) (Acc) to call (V) (Acc) my mother
18
to answer (V) (Acc) a phone call. To my horror, I found (V) (Ach) her breathing
19
(V) (Act) difficultly and white foams came out (V) (Acc) from her mouth. I sensed
20
(V) (S) something amissed (V) (S) and went (V) (Acc) to contact (V) (Acc) my
21
father. He rushed back (V) (Acc) and when he found (V) (Acc) my mother lying
22
(V) (Act) on the bed motionless, he immediately called (V) (Acc) the ambulance.
23
My heart was pumping (V) (Act) very fast and my face turn (V) (X) (Acc) pale.
24
Questions and questions went through (V) (Acc) my weakened brain.
Annex A
The Corpus
25
Is (V) (X) (S) my mother going (V) (Act) to die (V) (Ach)? What if I dont have
26
(V) (S) a mother? Just when the next question is going (V) (X) (S) to pop up, my
27
dad pat (V) (X) (Act) on my head and told (V) (Acc) me that everything is (V) (X)
28
(S) fine. My mother was admitted (V) (Acc) to the hospital. After my father
29
returned (V) (Acc) from the hospital, a family meeting was held (V) (Acc). My
30
father told (V) (Acc) us that my mother is commiting (V) (X) (Act) suicide. I
31
accepted (V) (S) that and asked (V) (Acc) him the reason. He stopped (V) (Ach)
32
for a moment and then replied (V) (Acc) that they were having (V) (Acc) a
33
divorce.
34
I was stunned (V) (Ach) and very confused (V) (S). My whole body seems (V) (X)
35
(S) to be melting (V) (Acc) and my heart crashed (V) (Ach). I did not want (V) (S)
36
to ask (V) (Acc) for the reasons as I knew (V) (S) that that would put (V) (Acc)
37
my father in a spot and I also did not want (V) (S) to know (V) (S) as I did not
38
want (V) (S) to suffer (V) (Acc) another blow. I couldnt sleep (V) (Act) at night. I
39
was thinking (V) (Act) the happy days where the whole family is united (V) (X)
40
(S) and the fun and laughter from all the family members. I never thought (V)
41
(Act) that my family that was once envied (V) (Acc) and earned (V) (Acc) the
42
respect of many other people was going (V) (S) to break down (V) (Acc). But at
43
this instance, I did not want (V) (S) to bother about anything except praying (V)
44
(Act) to god to save (V) (Acc) my mother. Luckily, it was (V) (S) just an overdose
45
of sleeping pills.
46
But, my mother liver and lung is damaged (V) (X) (S) and need (V) (X) (S) to be
47
hospitalized (V) (Acc) for a period of time. During that few weeks, I was thinking
48
(V) (Act) of the separation between my parents. I did not shed (V) (Acc) a single
49
tear in school as I want (V) (X) (S) to act (V) (Act) a strong font. Everyone still
50
knows (V) (X) (S) me as who I am (V) (X) (S), the happy of lucky and cheerful
51
me. However, I was crying (V) (Act) sadly and heart broken at home. No one
52
knows (V) (X) (S) it.
Annex A
The Corpus
53
A few weeks past (V) (Acc) like the speed of light. Just as I anticipated (V) (Act),
54
my parents are divorcing (V) (X) (Acc). (V) I controlled (V) (Acc) my emotions
55
well and waited (V) (Act) for the question to be asked (V) (Acc) by them. Who do
56
(V) (S) you all wants (V) (X agreement) (S) to follow (V) (Acc)? I shut (V) (Acc)
57
my eyes and did not think (V) (Act) about it. I do not want (V) (X) (S) to make (V)
58
(Acc) the decision. What decision I make (V) (Acc) will hurt (V) (Ach) both
59
parties and I know (V) (X) (S) that the path will be (V) (S) different. My dad has
60
(V) (X) (S) a stable job with quite a high salary. My mother is (V) (X) (S) just a
61
housewife. But, I dont care (V) (X) (S). My mother quit (V) (X) (Ach) her job just
62
to take care (V) (Acc) of my sisters and I. She wasted (V) (Acc) her youth in us.
63
She showered (V) (Acc) her love to us like how god shower (V) (X) (Act) love to
64
all living thing. I know that life would be (V) (S) quite harsh if I follow (V) (X)
65
(Act) my mum. However, the decision is (V) (X) (S) too important.
66
It was (V) (S) the most important decision that I was going (V) (S) to make (V)
67
(Acc) in my life. I decided (V) (Ach) to stay (V) (Act) with my dad for the time
68
being and will often look up (V) (Act) my mother. Therefore, went I saw (V)
69
(Ach) a united family out in the street, my heart will ache (V) (S). Memories will
70
keep coming (V) (Acc) in I hoped (V) (X) (S) that all people that have (V) (S) a
71
happy family must treasured (V) (Act) it and must try (V) (Act) means and way to
72
salvage (V) (Acc) it. Family ties is (V) (S) the only strength that will push (V)
73
(Act) a person to his or her greatest limit.
Annex A
The Corpus
Sample 38
The cane
It is (V) (X) (S) Friday morning, its (V) (S) time to go to school! mother
shouted (V) (Act). I immediately prepare (V) (X) (Acc) myself and after eating
(V) (Act) the breakfast, I stepped out (V) (Ach) of the house and crossed (V) (Acc)
the overhead bridge and wait (V) (X) (Act) for the bus to go to school. I feel (V)
(X) (S) very scared and nervous when I reached (V) (Acc) the school. The whole
school was going (V) (Acc) for the morning assembly. I warmed (V) (Acc) myself
through the crowd and went (V) (Acc) to my class. We settled down (V) (Acc) for
a while. Mr Lim, the vice-principal walked (V) (Acc) to the microphone and
announced (V) (Acc) something. My heart starting (V) (X) (S) to tremble, which
10
follow (V) (X) (Act) by saying (V) (Act) my name and two of my other friends.
11
The tree of us went (V) (Acc) toward him. At that time, I regretted (V) (S) the
12
horrible things that I had done (V) (Acc).
13
It was (V) (S) Wednesday, two of my friends and me had agreed (V) (S) in going
14
out (V) (Acc) to shop (V) (Act) after school. When the school bell rang (V) (Act)
15
which told (V) (Acc) us that the school had finished (V) (Ach), we meet (V) (X)
16
(Acc) each other at the usual place. After that we take (V) (X) (Acc) a bus to
17
Junction 8. I bought (V) (Ach) a pair of school shoes as my other shoe is (V) (X)
18
(S) quite old and raggy. Two of my friends bought (V) (Ach) the latest model of
19
the watch. After which we saw (V) (Ach) an old man was taking out (V) (Acc) his
20
handphone to call (V) (Acc). This does attract (V) (X) (S) us, its (V) (X) (S) his
21
handphoe he using (V) (Act) attracted (V) (Ach) us. It was (V) (S) Nokias
22
handphone latest and quite expensive model, it was (V) (S) 7200. suddenly an evil
23
thought struck (V) (Ach) my mind. I came out (V) (Acc) with the idea of stealing
24
(V) (Acc) the phone, I told (V) (Acc) my friend about it. Unfortunately they
25
agreed (V) (S) with my idea. Hence we walked (V) (Acc) towards the old man. By
26
that time the old man had just finished (V) (Acc) calling and there was (V) (S) no
Annex A
The Corpus
27
other people around too. We grabbed (V) (Ach) this chance and storm to the old
28
man and I quickly stretched (V) (Acc) my hand out and grabbed (V) (Acc) the
29
phone tightly in my fist. After which we ran (V) (Act) as fast as possible. We were
30
scared (V) (S), one of my friends say (V) (X) (Acc) that whats done (V) (X) (S)
31
(V) is done (V) (X) (S) and they decided (V) (Ach) to sell (V) (Acc) the phone
32
which the tree of us will get (V) (Acc) an equal share of money.
33
After that we realized (V) (Ach) that we should not have done (V) (Acc) that. We
34
were (V) (S) unaware that we were wearing (V) (Act) the school uniform which
35
brings (V) (X) (Act) shame to the school. The next day, we decided (V) (Ach) to
36
confess (V) (Acc) all the truth to Mr Lim. Hence the old man was called (V) (Acc)
37
to the school, Mr Lim returned (V) (Acc) the phone to the old man and we were
38
asked (V) (Acc) to apologized (V) (Acc) to him. Luckily the old man did not want
39
(V) (S) to blow up (V) (Acc) the matter or well be doomed (V) (S). Mr Lim was
40
utterly disappointed (V) (S) with the three of us and because we confess (V) (X)
41
(Acc), we will be caned (V) (Ach) in his office instead in the public.
42
The day had come (V) (Ach), we followed (V) (Act) him to the office. He took out
43
(V) (Acc) a long bamboo stick. I automatically walk (V) (X) (Act) towards him
44
and be the first to be caned (V) (Ach). I put (V) (Acc) my both hands on the chair
45
and he slotted (V) (Acc) an English book at my buttock. Then he swings (V) (X)
46
(Act) the cane onto my buttock ferociously, I feel (V) (X) (S) the pain, then I
47
stepped (V) (Acc) into a corner. Then after my friend was caned (V) (Acc), we
48
said (V) (Acc) sorry to Mr Lim and walked out (V) (Acc) of his office with shame.
49
We promised (V) (Acc) not to do (V) (Acc) this silly things again.
Annex A
The Corpus
Sample 39
The most important decision I have ever made in my life
It was (V) (S) a cooling Monday morning. I woke up (V) (Ach) very early as I
have got (V) (X) (S) a camp to attend. I started (V) (Ach) to rush (V) (S) for time
because I would like (V) (S) to get (V) (Ach) to camp as fast as possible. Soon, it
was (V) (S) time for me to set off (V) (Acc) for school. This time, the annual camp
was held (V) (Acc) in school. So that the budget for the camp need (V) (X) (S) not
too big.
Within a few minutes time, I reached (V) (Acc) the school, to my surprise, much
more people came (V) (Acc) earlier than me. Soon, we settled down (V) (Acc) and
there comes (V) (X) (Act) the camp commandant and a huge group of student
10
leaders behind. The camp commandant told (V) (Acc) us to sit (V) (Act) according
11
to our classes. Next, he introduced (V) (Acc) the student leaders that will be (V)
12
(S) in charge of our class. Next, we were assigned (V) (Acc) to different
13
classrooms. These classrooms that we were assigned (V) (Acc) to will be (V) (S)
14
our sleeping bunk.
15
After settling down (V) (Acc) in the classroom, we were told (V) (Acc) to go (V)
16
(Acc) to the hall for our first activity of the day. It was (V) (S) the ice-breaking
17
game. Later on, it was (V) (S) an outdoor activity. But just as we were (V) (S) to
18
reach (V) (Acc) the ground floor, it started (V) (Ach) to pour. It was raining (V)
19
(Act) cats and dogs. The camp commandant hurried (V) (Acc) us back to the hall.
20
And he decided (V) (Ach) to let this be (V) (S) a free time for us to let us think (V)
21
(Act) of what type of show we want (V) (X) (S) to put up (V) (Acc) for
22
tomorrows talent time during the campfire.
23
Soon, it was (V) (S) time for lunch. We proceed (V) (X) (Acc) to the canteen,
24
waiting (V) (Act) for our time to be served (V) (Acc). Soon, our class name was
Annex A
The Corpus
25
called (V) (Acc). Every single one of us rush (V) (X) (Act) to the food stall like
26
hungry people that have not been eating (V) (X) (Act) for the past few days. After
27
collecting (V) (Acc) the food, we went back (V) (Acc) to sit (V) (Act) while
28
waiting (V) (Act) for the other people to finish (V) (Ach) collecting (V) (Acc) the
29
food. Soon, everybody was sitted (V) (X Spelling) (Act) quietly at their own place
30
while the camp commandant say (V) (X) (Acc) a few words of prayer before we
31
start eating (V) (X) (Act).
32
After eating (V) (Act), it was still pouring (V) (S) heavily and it seems (V) (X) (S)
33
like we would have (V) (S) to sit (V) (Act) around and talk (V) (Act) with each
34
other. Soon, it was (V) (S) time to sleep (V) (Act). Everybody went back (V)
35
(Acc) to the assigned (V) (S) classroom to sleep (V) (Act).
36
Next morning, when I woke up (V) (Ach), I received (V) (Ach) a call from my
37
mum. My mum told (V) (Acc) me that my grandfather had died (V) (Ach) of heart
38
attack last night. This was (V) (S) a shocking news to me. At that time, I was (V)
39
(S) only left with two choices. One choice was (V) (S) to stay (V) (Act) in the
40
camp and the other was (V) (S) to go (V) (Acc) back home to attend (V) (Acc) the
41
wake of my grandfather.
42
I went up (V) (Acc) to the camp commandant and told (V) (Acc) him everything
43
that had happened (V) (Acc) in the family. He suggested (V) (Acc) that I go (V)
44
(Acc) home to be (V) (S) with my grandfather for the last time. This time, I had
45
(V) (S) to make (V) (Acc) a very important decision. And I decided (V) (Ach) to
46
go (V) (Acc) home. The camp commandant offered (V) (Acc) to send (V) (Acc)
47
me home.
48
Within minutes, I reached (V) (Ach) home. Just as I stepped out (V) (Ach) of the
49
car, I saw (V) (Ach) my grandfathers coffin being carried (V) (Act) in. I ran (V)
50
(Act) towards the coffin and cried out (V) (Acc) loudly. This was (V) (S) the very
51
important decision that I made (V) (Acc) because I wanted (V) (S) to be (V) (S)
Annex A
The Corpus
52
with my grandfather for the last time.
Sample 40
The Cane
Since I was (V) (S) young, I have always being (V) (X) (S) afraid of the cane as I
was caned (V) (Acc) by my parents whenever I got (V) (Acc) into mischief and
mind you, it really, really hurts (V) (X) (S) a lot! Though I was (V) (S) naughty
and mischievious, I had never get (V) (X) (S) any caning before by the principles
in both my primary and secondary schools. Thus, I could say (V) (Acc) that I have
always maintain (V) (X) (S) a good record of conduct and behaviour whether in
school or outside. Unfortunately, an incident happened (V) (Ach) one day which
had changed (V) (Acc) parts of my life into unwanted memories. It goes (V) (S)
like this.
10
When I was (V) (S) in secondary two last year, I got (V) (Acc) to know (V) (S)
11
three good friends whom had (V) (S) common personalities and almost same
12
characteristics as me and thus, we became (V) (Acc) really close. We often got (V)
13
(Ach) into discipline troubles together such as distracting (V) (Acc) the class,
14
inattentive during lesson times and late coming (V) (Acc) and submitting (V)
15
(Acc) of homeworks and many more! Soon, we were (V) (S) famous and notorious
16
among the school staff members and students and almost everyone knows (V) (X)
17
(S) us. One day, the school organized (V) (Acc) an excursion trip to the Singapore
18
Polytechnics after the mid-year exams. It was meant (V) (S) to be (V) (S) fun and
19
enjoyable for everyone to relax (V) (Acc) after the exams. Sadly, we got (V) (Acc)
20
back into our old ways again at there by playing (V) (Act) soccer with Ching
21
Shengs (whom was the leader of the group) cousin and his friends while
22
everybody was taking (V) (Act) part in a quiz activity involving (V) (Acc) our
23
whole level of students.
24
Thus, we were caught (V) (Ach) by several of our schools teachers and was (V)
Annex A
The Corpus
25
(S) to be brought back (V) (Acc) to school and be handled (V) (Acc) by the
26
principal for heavy punishments. The principal decided (V) (Ach) to cane us for
27
bringing (V) (Acc) shame and humility to the schools name. Scared as I was (V)
28
(S) for the large cane, I felt (V) (S) that it was (V) (S) too harsh of a punishment
29
for such a small mistake! When the scary cane was unleased (V) (Ach) upon our
30
pitiful buttocks we jumped up (V) (Acc) in pain and agony. You could say (V)
31
(Acc) I was feeling (V) (S) really upset at that time not for the pain but for the fact
32
that I was actually caned (V) (V) (Acc) for the first time in my entire school life.
33
When I went (V) (Acc) home after the incident, I did not told (V) (X Structural)
34
(Acc) my parents what had happened (V) (Ach) in school. I reflected (V) (Act)
35
upon my own actions and finally came (V) (Acc) to a conclusion that I would
36
think (V) (S) before I carried out (V) (Act) any actions in the future. Soon, we
37
were (V) (S) in secondary three and were all (V) (Acc) split into different classes
38
according to our grades. From then on, we no longer gets (V) (X) (Acc) into any
39
disciplinary problems with the teachers and gradually became matured (V) (Acc)
40
until now. Till this day, I would never ever forget (V) (S) about what has happened
41
(V) (Ach) on that fateful day.
Sample 41
The most important decision I have made in my life
There are (V) (S) many decisions that I have made (V) (Acc) in my life. Some of
these decisions are (V) (X) (S) easy to make as they are (V) (X) (S) of little
importance to me and the results of the decision did not affect (V) (Acc) me a lot.
There are (V) (X) (S) also many important and difficult decisions in my life. The
most important decision was choosing (V) (Acc) my secondary school.
Choosing (V) (Acc) which secondary school I am (V) (X) (S) to enter is (V) (X)
(S) a big decision as it would determine (V) (Acc) my future. My future depends
(V) (X) (S) on which school I go (V) (Acc) to or which stream I would study (V)
Annex A
The Corpus
9
(Act) in, what type of job I would do (V) (Act) in the future also depends (V) (X)
10
(S) on the school and what subjects it has. (V) (S)
11
If I were (V) (S) to decide (V) (Ach) to choose (V) (Acc) a school which has (V)
12
(S) a special stream, my chances of entering the school is (V) (S) not high as I did
13
not do (V) (Acc) well in my studies. Studying in the special stream also meant (V)
14
(S) more subjects and more stress and little time for other things and I might not be
15
able (V) (S) to cope (V) (Acc) with the stress. But my future would be (V) (S)
16
brighter as I would be (V) (S) able to get (V) (Acc) a better job.
17
Entering a express stream is (V) (S) quite easy and there is (V) (S) not much stress,
18
but .the amount knowledge I would gain (V) (S) after I graduate (V) (Acc) would
19
be (V) (S) lower. The subjects available are (V) (S) also different and which
20
subject I choose (V) (Acc) would determine (V) (Acc) what I would be (V) (S) in
21
future and what job I do (V) (Acc).
22
Entering the normal stream is (V) (S) easy but the standard of learning is (V) (S)
23
very low. The subjects taught are (V) (S) very little. If I were (V) (S) to choose this
24
stream, I would not have (V) (S) a bright future, so I decided (V) (Ach) not to
25
choose (V) (Act) this.
26
After choosing (V) (Acc) which stream I want (V) (X) (S) to go (V) (Acc) to, I
27
would need (V) (S) to choose (V) (Acc) the school, Many factors need (V) (S) to
28
be considered (V) (Acc). The achievements of the school would show (V) (S) how
29
good the school is (V) (S) and the standard of the students and teachers. So I want
30
(V) (X) (S) to choose (V) (Acc) a school with many achievements. Another factor
31
is (V) (S) the type of CCA which the school has (V) (S). I would like (V) (S) to go
32
(V) (Acc) to a school which contains (V) (S) the CCA that I would like (V) (S) to
33
join (V) (Act). I would also have (V) (S) to consider (V) (Acc) the location and
34
facilities of the school.
Annex A
The Corpus
35
After considering (V) (Acc) these factors, I decided (V) (Ach) to choose XXX
36
Secondary School as it has (V) (S) a express stream, has (V) (S) the CCA that I
37
like (V) (S), achievements and is located (V) (S) near my house. So, I have made
38
(V) (Acc) the most important decision in my life and I do not regret (V) (S) it.
Sample 42
One Sunday night, I was (V) (S) at home playing my computer games. As I was
playing (V) (Act), I suddenly remembered (V) (Ach) that there was (V) (S) an
important math test the next day. I knew (V) (S) the test was (V) (S) very
important but I was too obsess (V) (X) (S) with my games to go (V) (Acc) and
study (V) (Act) for it. I thought (V) (Act) to myself that there would still be (V)
(S) time before school for me to study (V) (Act).
The next day, as I was walking (V) (Acc) to school, I went (V) (Acc) to study (V)
(Act) for my math test, it was (V) (S) then I realize (V) (X) (Ach) that there was
(V) (X Agreement) (S) five chapters for me to study (V) (Acc). I kept reading (V)
10
(Act) and reading (V) (Act) but nothing seems (V) (X) (S) to be going into (V)
11
(Acc) my head. I regretted (V) (S) not studying (V) (Act) for the test the night
12
before. In my heart, I knew (V) (S) I was going (V) (Acc) to fail the test again.
13
When I entered (V) (Ach) the classroom, I saw (V) (Ach) my classmate john, who
14
would be sitting (V) (Act) beside me for the test. He seems (V) (X) (S) to be very
15
confident in scoring (V) (Acc) well for the test as he has been studying (V) (X)
16
(Act) for this test since last Friday. I felt (V) (S) that it would be (V) (S)
17
impossible for me to pass (V) (Ach) this test. As I read (V) (Act) through my math
18
textbook, the teacher came in (V) (Ach).
19
She asked (V) (Acc) all of us to keep (V) (Acc) all our books and to prepare (V)
Annex A
The Corpus
20
(Acc) to take (V) (Acc) the test. Just before she gave out (V) (Acc) the test paper,
21
she announced (V) (Acc) to the class that those who fail (V) (Ach) this test would
22
have (V) (S) to stay back (V) (Act) for remedial lessons everyday after school.
23
After I heard (V) (Ach) that. I felt (V) (S) so afraid. I was wondering (V) (Act)
24
what time I would reach (V) (Acc) home everyday.
25
When the test was given (V) (Acc) to me, I stared (V) (Act) at the questions. My
26
mind was (V) (S) totally blank. The questions on the paper look (V) (X) (S) so
27
unfamiliar to me, as I look (V) (X) (Act) through the questions, there was (V) (X
28
Agreement) (S) none I knew (V) (S) how to do (V) (Acc). I look (V) (X) (Act) at
29
my partner John and saw (V) (Ach) him doing, he seems (V) (X) (S) to be (V) (S)
30
able to do (V) (Acc) all the questions. I felt (V) (S) that the only way to not fail
31
(V) (Ach) this test was (V) (S) to copy (V) (Act) his answers.
32
I looked (V) (Act) around trying to make (V) (Acc) sure no one was looking (V)
33
(Act) at me. Then I started (V) (Ach) copying (V) (Act). I copied (V) (Act)
34
carefully making (V) (Act) sure I didnt (V) (S) copy the steps wrongly. I was (V)
35
(S) also careful in not letting (V) (S) John spot (V) (Ach) me copying (V) (Act) his
36
paper. After a few minutes of copying (V) (Act), it was (V) (S) time to hand in (V)
37
(Acc) the paper. As I handed in (V) (Acc) the paper, I felt (V) (S) very guilty about
38
what I did (V) (Act).
39
During recess time, I couldnt eat (V) (Act) or drink (V) (Act). I still felt (V) (S)
40
very guilty about it. I knew (V) (S) I was (V) (S) in the wrong but I didnt know
41
(V) (S) what to do (V) (Act). I thought (V) (Act) that if I stop thinking (V) (Act)
42
about it, the feeling (V) (S) of guilt would go away (V) (Acc).
43
After recess, it was (V) (S) math period again, the teacher was going (V) (Act) to
44
give out (V) (Acc) the test result. Then she announce (V) (X) (Acc) to the class
45
that John and I scored (V) (Ach) the highest for the test. After hearing (V) (Acc)
46
that, I felt (V) (S) more guilty. I did not feel (V) (S) happy at all as it was (V) (S)
Annex A
The Corpus
47
not my own effort.
48
After school, I knew (V) (S) I had to make (V) (Acc) a decision. I could have treat
49
(V) (X) (Act) it as though nothing had happened (V) (Ach), or tell (V) (Acc) the
50
truth to my teacher. As I could not live (V) (Act) with that feeling of guilt, I
51
decided (V) (Ach) to own up (V) (Acc) to my mistake. I went (V) (Acc) to tell (V)
52
(Acc) my math teacher the truth. After she heard (V) (Ach) it, she scolded (V)
53
(Act) me and even told (V) (Acc) my form teacher about it. She said (V) (Acc) that
54
I had (V) (S) to attend (V) (Act) the remedial after school everyday until six
55
oclock. She also made (V) (Acc) me go (V) (Acc) for detention classes. I
56
apologise (V) (X) (Ach) to her and told I had regretted (V) (S) my actions. She
57
accepted (V) (Ach) my apology and said (V) (Acc) even though what I did (V)
58
(Act) was (V) (S) wrong, but I had (V) (S) courage to own up (V) (Acc) to my
59
mistake, which show (V) (X) (S) that I was willing (V) (S) to turn over (V) (Acc) a
60
new leaf, it was (V) (S) then I realize (V) (X) (Ach) that this was (V) (S) the most
61
important decision I have ever made (V) (Acc) in my life.
Sample 43
The most important decision I have ever made (V) (Acc) in my life is (V) (X) (S)
the school to be choosen (V) (X Spelling) (Ach) after the Primary School Leaving
Examinations. I have choosen (V) (X Spelling) (Act) XXX Secondary School as I
thought (V) (S) that it would be (V) (S) easier to get in (V) (Ach).
After collecting (V) (Acc) my results, I realized (V) (Ach) that I had scored (V)
(Ach) beyond expectations, having (V) (S) a score of two hundred and thirty
points. I entered (V) (Ach) the school with ease.
On the first day in school, I was greeted (V) (Acc) by many friendly teachers. I
Annex A
The Corpus
9
was (V) (S) in a class with many unfamiliar faces. The class was (V) (S) silent
10
throughout the day.
11
On the second day, I was determined (V) (S) to make (V) (Acc) some new friends.
12
I started (V) (Ach) with the person whom I was sitting (V) (Act) beside, Calvin,.
13
He was (V) (S) a nice chap whose interest is (V) (X) (S) in the Japanese culture.
14
He had (V) (S) hair which is (V) (X) (S) rather long for a boy. I also had (V) (S) a
15
little conversation with Reuben. Reuben is (V) (X) (S) a soccer fanatic. He knows
16
(V) (X) (S) everything about soccer. His command of the English language is (V)
17
(X) (S) also fantastic. It is (V) (X) (S) rare of someone his age to have (V) (S) such
18
a calibre. I have also gotten (V) (X) (Acc) to know (V) (S) some of the teachers.
19
Mister Marican was (V) (S) the teacher that left (V) (Acc) me a great impression.
20
He is (V) (X) (S) a nice person who cares (V) (X) (S) a lot for his students.
21
I had to choose (V) (Act) a Co-Curricular Activity as it is (V) (X) (S) required for
22
students to have (V) (S) one. I have choosen (V) (X Spelling) (Act) the air rifle
23
club as it seems (V) (X) (S) interesting I was interested (V) (S) in guns at that
24
point of time and decided (V) (Ach) to join (V) (Acc) it.
25
During practice sessions students of the club would have (V) (S) to make their way
26
to the air rifle range. It was (V) (S) a chore getting (V) (Acc) to the range as it is
27
(V) (X) (S) time consuming. After getting (V) (Acc) to the range, students would
28
have (V) (S) to wait (V) (Act) for their turn to practice (V) (Act). It was (V) (S)
29
tiresome.
30
Soon I lost (V) (Acc) interest in the air rifle. I then joined (V) (Acc) the schools
31
band I had then found (V) (Ach) my calling. Making music is (V) (X) (S)
32
wonderful. I was encouraged (V) (Act) to join (V) (Act) by my friend Wei Hao
33
who was (V) (S) in it. I decided (V) (Ach) to join (V) (Acc) them for one session
34
and found out (V) (Ach) that it was (V) (S) the best Co-Curricular activity there is
35
(V) (X) (S). The people there are (V) (X) (S) very friendly. There is (V) (X) (S)
Annex A
The Corpus
36
also the conductor, Mr Chong, who is (V) (X) (S) rather fat. I really enjoyed (V)
37
(S) making music.
38
Entering XXX Secondary School not only helped (V) (Acc) me achieve excellence
39
but also help (V) (X) (Acc) me find my real hobby. I never regretted (V) (S)
40
making (V) (Acc) this important decision.
Sample 44
It was (V) (S) a hot and humid day. The classroom was (V) (S) like an oven. The
bell rang (V) (Ach) and all the children dashed out (V) (Acc) to the canteen. I was
(V) (S) alone in my classroom. My hands were busy moving (V) (Act) and I just
could not stop (V) (Ach) it from moving (V) (Act). There were (V) (S) tons of
homework piled up (V) (Acc) on my desk. I had never been (V) (S) to the canteen
during recess. My parents were (V) (S) both handling one company. They have
(V) (X) (S) high expectations of me and I know (V) (X) (S) whatever I do (V) (X)
(Act) I would not meet (V) (Ach) their expectations.
No! No! I cant (V) (S) stop! I have (V) (S) to finish (V) (Acc) them by today! I
10
said (V) (Acc) nervously. Or else my parents will will (V) (S)
11
The bell rang (V) (Ach) again and the children rushed in (V) (Acc). they were (V)
12
(S) all wet. They must have had (V) (S) a lots of fun playing (V) (Act) hide and
13
seek. At this moment, the subject teacher came in (V) (Ach). She started (V) (Ach)
14
to teach (V) (Act). Her mouth was chattering (V) (Act) continuously.
15
Ah! My brain gotta explose (V) (X Spelling) I shouted (V) (Act) in myself. I
16
couldnt stand (V) (S) it anymore. Ah!
Annex A
The Corpus
17
I pushed (V) (Ach) my desk away. The desk landed (V) (Ach) with a loud bang. I
18
ran out (V) (Acc) the class up the stairs to the roof top. The teacher gave chase (V)
19
(Act). But she was (V) (S) too slow, I was (V) (S) already on the edge.
20
Go away! I cried (V) (Acc) If you come (V) (Acc) near, I will jump (V) (Act)!
21
It was (V) (S) five storey high and below was (V) (S) the carpark. The headmaster
22
came (V) (Ach) and tried (V) (Act) to persuade (V) (Acc) me. The suns rays were
23
(V) (S) too strong, I felt (V) (S) like fainting. The headmaster dared not come (V)
24
(S) close to me. I did not care (V) (S) about the words he said (V) (Acc).
25
This was (V) (S) the most important decision I had to make(V) (Acc). I thought
26
(V) (Act) to go (V) (Acc) or not to. Flash of light past (V) (Acc). I saw (V) (Ach)
27
piles of books on my desk, mummys hand with a cane and daddys with a shoe. I
28
wanted (V) (S) to end (V) (Ach) all these. I could not stand (V) (S) it anymore and
29
I decided (V) (Ach) to jump (V) (Act). Just then, I heard (V) (Ach) my parents
30
voice.
31
Mark! Im (V) (S) sorry too! We alway thought (V) (S) that you can cope (V)
32
(Act) with it. Sorry Mark. My expectations on you is (V) (S) too high. I know (V)
33
(S) I shouldnt (V) (S) have cane (V) (X) (Act) you my mother broke (V) (Ach)
34
into tears. Please! Will you come (V) (Acc) to me! I promise (V) (S) I will not
35
caned (V) (X Structural) (Act) or scold (V) (Act) you anymore. Neither will (V)
36
(S) I give (V) (Acc) you homework to do (V) (Act)! I promise! (V) (S)
37
My heart was shattered (V) (Ach) and suddenly I felt (V) (S) a sign of relive. This
38
was (V) (S) the feeling I had never had (V) (S) before. I decided (V) (Ach) to
39
come down (V) (Acc). I come down (V) (X) (Acc) and hugged (V) (Act) my
40
parents. Finally, I could feel (V) (S) the warm of the family and could feel (V) (S)
41
my parents touch (V) (Act) my heart.
Annex A
The Corpus
42
Suddenly, I blacked out (V) (Ach) and was send (V) (X) (Acc) to the hospital. I
43
thought (V) (S) I was going (V) (Acc) to die (V) (Ach). But I woke up (V) (Ach)
44
and was told (V) (Acc) I got (V) (Acc) heatstroke. Finally I understand (V) (X) (S)
45
that life is (V) (X) (S) precious and I actually was afraid (V) (S) of death. I
46
understand (V) (X) (S) my parents cared (V) (S) for me and it was (V) (S) a
47
foolish thing I had done (V) (Acc).
Sample 45
The most important decision I have made (V) (Acc) in my life is (V) (X) (S) the
choice of friends. Once we had (V) (S) a group of friends who were very united
(V) (Acc) and we always spend (V) (X) (Act) our time together. We studied (V)
(Act) and play (V) (X) (Act) hard together nearly everyday, when exam came (V)
(Ach), we will help (V) (Act) those who subjects are (V) (X) (S) weaker. Once
when one of us got (V) (Acc) any problems, we will share (V) (Act) among each
other and help (V) (Act) each other up. We were (V) (S) all very happy when until
a fierce quarrel broke up (V) (Ach) among us during a chalet. We were separated
(V) (Ach) into two groups and I was (V) (S) left in the center of the two bunch of
10
friends to choose (V) (Acc) who to follow.
11
At first, I did not really wanted (V) (X Structural) (S) to make (V) (Acc) the
12
decision of choosing (V) (Acc) any of them. I treated (V) (Act) both bunch of
13
friends the same as before, but only that only day when both bunch of friends
14
asked (V) (Acc) me the question on who I decided (V) (Ach) to follow (V) (Acc)
15
and must break (V) (Ach) the friendship of the other bunch. One bunch of friends
16
who spend (V) (Act) their time wisely on play time and study consist of only a few
17
people while other which is (V) (X) (S) in a larger group pick up (V) (X) (Acc)
18
some bad habits and they scolded (V) (Act) vulgur language everywhere they go
19
(V) (X) (Act), but there were (V) (S) very loyal to friends and treated (V) (S) every
Annex A
The Corpus
20
friend of their good. At that time when I had (V) (S) to make (V) (Acc) the
21
decision between the two bunch of friends is (V) (X) (S) quite a crucial moments
22
as it may affect (V) (Acc) the way I am living (V) (S) now or even my studies and
23
future. It is (V) (X) (S) a very tough decision for me to make (V) (Acc) as both of
24
the groups treated (V) (S) me very good. I sat down (V) (Acc) on the floor and
25
thought (V) (Act) really hard. It took (V) (Acc) me a whole hour for me to make
26
(V) (Acc) the decision. As at first I was thinking (V) (Act) of joining the bigger
27
bunch as I would have (V) (S) more friends but I decided (V) (Ach) to join (V)
28
(Acc) the smaller group. The other bunch of friends were very frustrated (V) (S)
29
and disappointed (V) (S) and our friendship started (V) (Ach) to turn (V) (Acc)
30
sour. When we met (V) (Acc) each other, we did not even talk (V) (Act) anymore
31
or look (V) (Act) at each other. We are (V) (X) (S) like total strangers now, but I
32
never regretted (V) (S) my choice as I know (V) (X) (S) I chooses (V) (X) (Acc)
33
the right choice.
34
Although I lost (V) (Ach) a lot of friends, but I still live (V) (Act) happy with my
35
friends now as the other group of friends started (V) (Ach) to become more vulgar
36
and even started (V) (Ach) smoking. The way they dress (V) (X) (Act) or walk (V)
37
(X) (act) is (V) (X) (S) like gangster and they are (V) (X) (S) like different people.
38
Some of them were even send (V) (X) (Acc) to boys home as they get (V) (X)
39
(Acc) into fights and some of them their studies drop (V) (X) (Acc) a lot as they
40
play (V) (X) (Act) too much. Sometimes I said (V) (Act) to myself that I am (V)
41
(X) (S) lucky I made (V) (Acc) the right choice of decision as now my studies
42
improved (V) (Acc) a lot and I am (V) (X) (S) more happier than before. The
43
decision is (V) (X) (S) a very important decision I made (V) (Acc) in my life.
Annex A
The Corpus
Sample 46

1
People make (V) (Acc) decision everyday, whether it is (V) (S) a good one or bad
one. However, important decision are (V) (X Agreement) (S) hard to make. You
must first consider (V) (Act) the outcome if you make (V) (Acc) this decision and
how it benefit (V) (X Agreement) (S) you.
I have (V) (S) just taken my grade for o level and find (V) (X) (Acc) that I did
(V) (Acc) pretty well. I got (V) (Acc) 16 points for 4 subjects and 19 points for 5
subjects. Given my grade, I will be (V) (S) able to enter (V) (Acc) Junior College
(JC) or Polytechnics. It is (V) (X) (S) indeed a tough decision to make.
If I enter (V) (Acc) JC, I will have (V) (S) a bright future as I am (V) (S) able to
10
learn (V) (Acc) all sorts of new things which people at Polytechnic can not learn
11
(V) (Acc). After I leave (V) (Acc) JC, I would have (V) (S) higher paying job as I
12
had (V) (X) (S) better qualification. People who know (V) (S) that I study (V)
13
(Act) in JC will respect (V) (S) me. My parents will also think (V) (S) well of me.
14
However, the pressure will be (V) (S) higher than in Secondary school. All they
15
does (V) (X Agreement) (Act) inside is (V) (S) to study and all are (V) (S) books. I
16
fear (V) (S) that I will not be able (V) (S) to cope (V) (Acc) with the stress and
17
drop out (V) (Acc). My parents will then be (V) (S) heart-broken and I will be
18
wasting (V) (S) my time.
19
If I enter (V) (Ach) polytechnic, I will be (V) (S) able to do (V) (Act) hand works
20
and study (V) (Act) at same time. I will be (V) (S) able to do (V) (Act) the
21
practical myself instead of just reading (V) (Act) from the book. The stress here is
22
(V) (S) lower and interaction will be better (V) (S).
Annex A
The Corpus
23
However, after I leave (V) (Acc) polytechnic, it will be (V) (S) difficult to get (V)
24
(Acc) a job as there are (V) (S) many people with better qualification than you.
25
Even if you get (V) (Acc) a job, the pay (V) (Act) you get (V) (Acc) will be (V)
26
(S) much lower.
27
Since it is (V) (X) (S) such an important decision, I think (V) (X) (Act) that it is
28
(V) (X) (S) better to consult (V) (Act) my parents first. My parents tell (V) (X)
29
(Acc) me that the decision lie (V) (X) (S) with me as it is (V) (X) (S) my future, I
30
should decide (V) (Ach) it for myself. I felt disappointed (V) (S) as my parents did
31
not helped (V) (X Structural) (Act) me in making (V) (Acc) the decision.
32
Next, I turn (V) (X) (Acc) to my friends and ask (V) (X) (Act) them where they
33
are going (V) (X) (S). Most of them want (V) (X) (S) to go (V) (Acc) to
34
polytechnic as there is (V) (S) less stress there.
35
Finally, through much thought and consideration, I decided (V) (Ach) to go (V)
36
(Acc) to polytechnic. My parents was pleased (V) (X Agreement) (S) with my
37
decision. Deep inside me, I felt (V) (S) happy as I had made (V) (Acc) an
38
important decision which would affect (V) (Acc) my future.
Sample 47
I flipped open (V) (Ach) the photo album that was lying (V) (Act) in my drawer,
untouched (V) (S) for years. All around, I dared (V) (S) not flipped (V) (X
structural) (Act) through, afraid (V) (S) that I would dropped (V) (X Structural)
(Acc) tears again if I see (V) (Acc) those pictures. There is (V) (X) (S) a portrait of
us on the first page of the album, mum and dad were hugging (V) (Act) my
younger brother and I so tightly. I still remembered (V) (X) (S) that particular day
at the beach, it was (V) (S) the most memorable day that I had (V) (S) with my
Annex A
The Corpus
8
family.
Flipping through (V) (Act) the pages of the album, all the memories came back
10
(V) (Ach). I still remembered (V) (X) (S) wake up calls by my parents early in the
11
morning, they always had (V) (S) a hard time waking me up (V) (Acc). Dad would
12
then set (V) (Acc) five to six alarm clock ringing to wake me up (V) (Acc). Mum
13
would have already prepare (V) (X) (Acc) our lunch boxes for school, she would
14
never forget (V) (S) my favourite ham and cheese sandwich. Unlike other children,
15
I never get (V) (X) (Acc) sick of my family, instead thinking (V) (Act) about my
16
family would always bring (V) (Ach) a smile upon my face. I loved (V) (S)
17
showing (V) (Act) pictures of my family to my friends and they would always
18
envy (V) (S) on those things that my family and I did (V) (Acc) together. In many
19
ways, every member of my family is (V) (X) (S) different from the rest. My dad
20
would never get (V) (Ach) grouchy over any mistake that we made (V) (Acc), and
21
mum was (V) (S) always there for us when we need (V) (X) (S) a listening ear. I
22
still remembered (V) (X) (S) my younger brothers sweet smile that never fails (V)
23
(X) (S) to cheer me up (V) (Acc) whenever I looked (V) (S) at him.
24
Unfortunately, Nothing good last for long, I woke up (V) (Ach) on 20th June
25
2000, a Sunday morning. It was (V) (S) the earliest Sunday that I have woken up
26
(V) (Ach), I still remembered (V) (X) (S) the time, 7.52am. This I was not woken
27
up (V) (Acc) by any alarm clocks, but the screaming of some people. They seemed
28
(V) (S) to be (V) (S) screaming loudly that it seemed (V) (S) the worst thing might
29
happened (V structural) (X) (Ach) next. I decided (V) (Ach) to get (V) (Acc) my
30
parents to take (V) (Acc) a look about the situation but never will I expect (V) (S)
31
my parents were (V) (S) the one shouting (V) (Act). My mum was (V) (S) in tears,
32
it was (V) (S) the first time that I see (V) (X) (Acc) my mother cried (V) (X) (Act)
33
so hard. My dad slammed (V) (Ach) the door behind my mum and the next thing
34
he did (V) (Acc) was leaving (V) (Acc) the home with his luggage. I was
35
frightened (V) (S) over that situation and I felt (V) (S) so alone then, but I decided
36
(V) (Ach) not to shed (V) (Acc) tears, as I know (V) (X) (S) I got (V) (S) to
Annex A
The Corpus
37
protect (V) (Act) my younger brother and find out (V) (Acc) what happened (V)
38
(Ach).
39
There was (V) (S) silence in the whole house that particular Sunday, I was not
40
given (V) (Acc) a chance to talk (V) (Act) to mother as she did not respond (V)
41
(Acc) with any answer that I asked (V) (Acc). Before I can imagine (V) (Act), I
42
became (V) (Acc) a mad woman in the next few months. I had (V) (S) to do (V)
43
(Act) the house chores, take care (V) (X) (Act) of my younger brother, handle (V)
44
(X) (Act) my school work and took care (V) (Act) or my mother. My mother had
45
change (V) (X) (Acc) completely into another person after that incident, she
46
became (V) (Acc) so quiet and dirty. She never speak (V) (X) (Act) to us anymore,
47
and she would hardly bathe (V) (Act). Each day, she would locked (V) (X
48
structural) (Acc) herself in the master bedroom after each meal.
49
On the 22nd July 2000, Saturday, my dad came back (V) (Ach) and I thought (V)
50
(S) everything will be (V) (S) fine then. Never have I expect (V) (X) (S) that he
51
brought (V) (Acc) along a petty young lady and a lawyer. He had came (V) (X
52
Spelling) (Act) to ask (V) (Acc) a divource from my mother, and the next question
53
he asked (V) (Acc) me was (V) (S) whether I want (V) (X) (S) to live (V) (Act)
54
with him or my mother. My dad changed (V) (Acc) too, he was (V) (S) not patient
55
anymore, he got (V) (Acc) angry and frustrated (V) (S) when I stumbled (V) (Ach)
56
with the decision. I was (V) (S) mad at him, and told (V) (Acc) him off. I
57
understand (V) (X) (S) the situation now, he left (V) (Acc) us for a young and
58
petty young lady, and change (V) (X) (Acc) into a beast for that woman. He left
59
(V) (Acc) me with a decision on whether to live (V) (Act) with him or my mother
60
and he said (V) (Acc) that either my brother or me will have (V) (S) to follow (V)
61
(Acc) him.
62
That was (V) (S) the worst decision ever, I would never allow (V) (Act) my
63
brother to live (V) (Act) with my dad. My dad had become (V) (Acc) a beast and I
64
could imagine (V) (Act) how that woman and him will (V) (S) ill-treat my brother.
Annex A
The Corpus
65
I could not live (V) (Act) with my dad either, as it would meant (V) (X structural)
66
(S) no one to take care (V) (Act) of mother. I cried (V) (Act) every other night
67
when I thought (V) (Act) about the situation, I blamed (V) (Act) god for
68
destroying (V) (Act) my family. There wasnt (V) (S) anyone to turn (V) (Acc) to
69
at all, I felt (V) (S) alone and hurt (V) (S). I even have (V) (X) (S) the thought
70
about ending (V) (Ach) my life at times. Then, one night, I had (V) (S) a strange
71
dream. Someone spoke (V) (Acc) to me that night, he asked (V) (Acc) me to stay
72
(V) (Act) with my dad, and he said (V) (Acc) everything will (V) (S) go right and
73
asked (V) (Acc) me not to worry. That dream kept (V) (S) me thinking (V) (Act)
74
for weeks and weeks and I finally decide (V) (X) (Ach) to follow (V) (Act) what
75
the person had said (V) (Acc) to me in my dreams.
76
I lived (V) (X) (Act) with my dad now, in fact I have lived (V) (Act) with him for
77
almost three years already. He was (V) (X) (S) still as bad-tempered and
78
unreasonable, but I did not care (V) (X) (S) much. I was (V) (X) (S) happy and
79
contented that my brother and mother were (V) (X) (S) living happily now. They
80
have migrated (V) (Acc) to Australia, and mother was (V) (X) (S) still there to
81
give (V) (Acc) me that listening ear. I was glad (V) (X) (S) about the decision I
82
have made (V) (Acc), as I believed (V) (X) (S) that it was (V) (X) (S) the best
83
decision ever. It brought (V) (Acc) my brother safety and taught (V) (Acc) me how
84
to become (V) (Acc) a stronger person. Now I believed (V) (X) (S) that when
85
theres (V) (S) a will, theres (V) (S) a way, nothing is (V) (S) impossible,
86
everything will have (V) (S) away when you have (V) (S) confidence in yourself. I
87
learnt (V) (Acc) to cherish (V) (Act) the things around me more as I felt (V) (X)
88
(S) that nothing good last (V) (S) for long.
Sample 48
Everyone have (V) (S) to make decisions in life. Some are (V) (S) happy cases like
where to go for holiday while some encounter (V) (Ach) parents divorcing (V)
Annex A
The Corpus
3
(Acc), which causes (V) (Acc) your family to break up (V) (Acc), and whom you
should follow (V) (Act). It had never occured (V) (Ach) to me what is (V) (S)
really an important decision. However, I got (V) (Acc) to have (V) (S) a taste of
what is (V) (X) (S) it like when I was (V) (S) in secondary two.
Class, go (V) (Acc) home, read (V) (Act) the paper carefully, talk (V) (Acc) to
your parents and return (V) (Acc) to me on next Monday, the teacher told (V)
(Acc) the class and we were dismissed (V) (Ach). It was (V) (S) after the lower
10
Secondary assembly and we were given (V) (Acc) the option form for the subject
11
combinations for secondary three. It was (V) (S) just after the principals talk on a
12
hot Tuesday afternoon and we were excited (V) (S) about the classes in Secondary
13
Three 2004! After receiving (V) (Acc) the option form, I flipped (V) (Acc)
14
through and it was (V) (S) a total disaster for me! Im (V) (S) dead I exclaimed
15
(V) (Ach) to myself, How in the world would I get (V) (Acc) into the top class?
16
I thought (V) (Act) that choosing (V) (Act) a class to go (V) (Act) to next year
17
would be (V) (S) easy, but I was (V) (S) wrong! My dream is (V) (X) (S) to get
18
(V) (Acc) into the top class, which have (V) (X) (S) 3 pure sciences and one
19
additional maths! I was beginning (V) (S) to stress out (V) (X) (S) after looking
20
(V) (Act) at it. Would I go (V) (Acc) crazy if I go (V) (Acc) into the top class? I
21
dare (V) (X) (S) not even think (V) (Act). Not only I am troubled (V) (X) (S), but
22
the whole lot of Secondary Two Students in the hall.
23
When I went (V) (Acc) home, I sat down (V) (Acc) and have (V) (X) (S) a good
24
talk with my parents. I told (V) (Acc) them that I was (V) (S) unable to choose (V)
25
(Acc) a class, as I was really stressed out (V) (S). My parents suggested (V) (Acc)
26
that I choose (V) (Acc) a class that I like (V) (X) (S), and a class that I would be
27
(V) (S) able to score (V) (Acc)! After looking (V) (Act) through the option form,
28
my parents suggested (V) (Act) that I can take (V) (S) the second class, which
29
have (V) (X) (S) two pure sciences and one additional maths. As compared (V)
30
(Acc) to the first class, it would be (V) (S) an rather easier class for me. However,
31
the main decision still lies (V) (X) (S) within me, nobody can stop (V) (Ach) me
Annex A
The Corpus
32
from choosing (V) (Acc) the class I want (V) (X) (S), and my parents would
33
support (V) (S) my decision. Sighing deeply, I stare (V) (X) (Act) at the option
34
form blankly! What was I going (V) (Acc) to do (V) (Acc)? I was (V) (S) really
35
helpless and frustrated. I was (V) (S) afraid that I would not be (V) (S) in the same
36
class as my friends any more. After thinking (V) (Act) and struggling (V) (Act) for
37
five days, I made (V) (Acc) the most important decision in my life. It was (V) (S)
38
Sunday night, and I decided (V) (Ach) to let my mother sign (V) (Acc) the option
39
form. Three Peace the second class in secondary three was (V) (S) my final
40
decision as I knew (V) (S) I would not be stressed (V) (S) out. My mother told (V)
41
(Acc) me that I must study (V) (Act) hard, so as to get (V) (Acc) into the class I
42
want (V) (X) (S). My mother was (V) (S) right! I have (V) (X) (S) to study hard
43
(V) (S) for the End-of-Year Examination to strive (V) (Act) for the better results! I
44
might not get (V) (Ach) into the class I want (V) (X) (S) if I dont work (V) (X)
45
(Act) hard.
46
In the November holidays back in 2002, I received (V) (Ach) the letter from the
47
school saying (V) (Acc) that I got (V) (Acc) into 3 Peace. I was (V) (S) really
48
happy. My hard work for all those months did not go (V) (S) down the drain! My
49
friends all called (V) (Acc) to ask (V) (Act) me what class I was (V) (S) in, and I
50
told (V) (Acc) them. Some of my friends got (V) (Acc) into the same class as me,
51
while others dont (V) (X) (S). This became (V) (Acc) the topic for secondary Two
52
students in the holidays.
53
Now that I am (V) (S) in secondary Three Peace, I realized (V) (Ach) that not only
54
must we work (V) (Act) hard, we must also have (V) (S) a positive learning
55
attitude. In order to survive (V) (Act) in a smart class, we have (V) (S) to be (V)
56
(S) hardworking. Although some of my friends are (V) (S) not in my class
57
anymore, we would (V) (S) always contact (V) (Act) each other every often.
58
Making an important decision in your life would tell (V) (Acc) you how your
59
future would be (V) (S), and what kind of results you will get (V) (Acc). Think (V)
Annex A
The Corpus
60
(Act) and ask (V) (Acc) for your familys suggestions before making (V) (Acc) an
61
important decision. However, the final decision still lies (V) (S) within you!
Sample 49
The most important decision to make (V) (Acc) in my life, should be (V) (S) the
where I choose (V) (X) (Act) to move out (V) (Acc) of house, and stay (V) (Act)
alone.
It have been (V) (X) (S) two years since I moved out (V) (Acc) of the house. I was
(V) (S) only sixteen when I did (V) (Acc) so. I had (V) (S) enough of the constant
arguments I have (V) (X) (S) with my mother. We quarrel (V) (X) (Act) over
almost any thing, from the little things like what should I eat (V) (Act) to bigger
things like the way I should live (V) (Act) my life. I do not regret (V) (X) (S) my
decision till this very day, and I do not think (V) (X) (Act) I will (V) (S) till the
10
very day I die (V) (Ach).
11
I come (V) (X) (S) from a single parent home, with no father, in fact I have (V)
12
(X) (S) two but both left us when I was (V) (S) very young, to even remember (V)
13
(Acc) how they look (V) (X) (S) like. My blood related father was (V) (S) a
14
Korean, he left (V) (Ach) us when I was (V) (S) fourteen months old. He left (V)
15
(Ach) without a word, not leaving (V) (Act) behind anything except me and my
16
pregnant mother, who gave (V) (Ach) birth to a boy. Half a year later, a Chinese
17
man move into (V) (X) (Acc) the house, but he too left (V) (Ach) soon after,
18
leaving (V) (Act) behind me, my brother and yet again a pregnant mother, who
19
gave (V) (Ach) birth to a baby boy. My mum was never married (V) (Ach) to
20
either of them, but they got (V) (Acc) her pregnant and left (V) (Ach) her soon
21
after. No reason was told, (V) (Acc) so I often wonder (V) (X) (Act) are (V) (X)
Annex A
The Corpus
22
(S) they scared (V) (S) of fatherhood, that they left (V) (Ach) us. Or are (V) (X)
23
(S) they after my mother body only!
24
I know (V) (X) (S) that my mother work (V) (X) (Act) very hard to bring (V)
25
(Acc) the three of us up. Jaggling (V) (X Spelling) (Act) between her two part-
26
time night job and taking care (V) (Act) of the three of us. No matter how hard life
27
was (V) (S), she send (V) (X) (Act) three of us to school, so that we will have (V)
28
(S) better life next time. Although we were (V) (S) poor but she never borrow (V)
29
(X) (Act) money from relatives, as she believes (V) (X) (S) that she must bring (V)
30
(Acc) us up no matter how hard life would be (V) (S) by herself.
31
In spite of these, I decide (V) (X) (Ach) to live (V) (Act) my life the way I want
32
(V) (X) (S) it to be (V) (S), without restrictions or constant nagging (V) (Act).
33
Some people may think (V) (S) that I am (V) (X) (S) stupid or nave, as the world
34
out there is (V) (X) (S) not a paradise. But I am determine (V) (X) (S) to do so, not
35
bothering (V) (Act) about others. To support myself I work (V) (X) (Act) two jobs
36
per day. I am (V) (X) (S) also very thankful and grateful to my landlord as he
37
knew (V) (S) about my plight and pity (V) (X) (S) me so he only charge (V) (X)
38
(Act) me one hundred and eighty dollar per month, including water and electricity
39
bill. Even though, I drop out (V) (X) (Ach) of school previously to support (V)
40
(Act) myself but I am determine (V) (X) (S) to at least get (V) (Acc) a O level
41
certificate. So I register (V) (X) (Acc) myself into a private school, taking (V)
42
(Act) up the minimum 5 subjects to qualify (V) (Acc) for a polytechnique. You
43
may find (V) (acc) that it is (V) (X) (S) very risky as the consequences for failing
44
(V) (Ach) any one of them is (V) (X) (S) horrible. But sad to say (V) (Acc) I have
45
(V) (X) (S) difficulties even paying (V) (Act) for them as it cost (V) (S) over four
46
hundred buck. Luckily I have (V) (X) (S) very supportive friend who lend (V) (X)
47
(Act) me money or else I would not have (V) (S) know what to do (V) (Act).
48
I do (V) (X) (S) a number of volunteerie works eventhough I had (V) (S) many
49
problems of my own. I set up (V) (Acc) a volunteer group called (V) (Acc) keep
Annex A
The Corpus
50
hope alive to help (V) (Act) the less fortunates. Although the group is (V) (X) (S)
51
small and have (V)(X) (S) about twenty members only but I think (V) (Act) that
52
what most important is (V) (X) (S) the thoughs that counts. We are currently
53
organizing (V) (Act) a camp for a children home.
54
Till now, I never ever regret (V) (X) (S) my decision to move out (V) (Acc). By
55
doing (V) (Act) so, I even strengthen (V) (X) (Acc) the relationship between me
56
and my brothers. Although they never tell (V) (X) (Acc) me before, but I believe
57
(V) (S) that they supported (V) (S) my decision to move out (V) (Acc) all along. I
58
live (V) (Act) my life to the fullest each day, not wanting (V) (S) to miss out (V)
59
(Ach) anything.
Sample 50
I stare (V) (X) (Act) at the cane that my grandmother had left (V) (Ach) behind,
the vivid images of her started (V) (Ach) to come (V) (Acc) flooding (V) (Act)
back. Suddenly, the floodgates of my sorrow were unleashed (V) (Ach) once again
and I started (V) (Ach) to wept (V) (X Structural) (Act) like a baby.
Since young, my grandmother has been (V) (X) (S) my closest companion. She is
(V) (X) (S) something like my sister, teacher and friend. I remembered (V) (Acc)
how great she was (V) (S) to me, in my eyes, she is (V) (X) (S) more than just a
grandmother. But one day, something unexpected happens (V) (X) (Ach), my
grandmother started (V) (Ach) to feel (V) (S) very sick, her cough gets (V) (X) (S)
10
from bad to worse and within months, she was reduced (V) (Ach) to a mere skin
11
and bone, and it was (V) (S) not long before she was hospitalized (V) (Acc).
12
Cancer, last stage that was (V) (S) the diagnosis the doctor gave (V) (Ach), I
Annex A
The Corpus
13
couldnt believe (V) (S) my own ears, my grandmother, had (V) (X) (S) cancer?
14
I curse (V) (X) (Act) and hurl (V) (X) (Act) vulgarities at the doctor, I knew (V)
15
(S) that there got (V) (S) to be a problem in the diagnosis, I couldnt accept (V) (S)
16
the bitter fact that my grandmother is dying (V) (X) (S). My parents, also seems
17
(V) (X) (S) to reject (V) (Acc) this fact. From that day onwards, our family went
18
(V) (Acc) from hospital to hospital, hoping (V) (Act) to find (V) (Ach) a cure for
19
my dying grandmother, but to no avail.
20
As days turns (V) (X) (Acc) to weeks, and weeks to month, the chance of my
21
grandmother surviving (V) (Acc) was getting (V) (Acc) slimmer and slimmer.
22
Soon it dawned (V) (Ach) upon me that her life is (V) (X) (S) going to end soon,
23
but somehow I just couldnt bear (V) (S) to let go, each day and night I prayed (V)
24
(Act) for a miracle, hoping (V) (Act) for the impossible, but as each day
25
progressed (V) (Acc), my grandmother only gets (V) (X) (Acc) weaker and
26
weaker.
27
Though my grandmother knew (V) (S) that her life is slowly slipping (V) (X) (S)
28
away from her grasp, she never lets me see (V) (Acc) her sorrow and anguish. I
29
hated (V) (S) myself for that, I curse (V) (X) (Act) myself for not being able (V)
30
(S) to help (V) (Act) ease (V) (Ach) her pain.
31
Not long after, my grandmother was (V) (S) completely bedridden. She was (V)
32
(S) half paralyzed and even painkiller had loss (V) (X) (Ach) its effect on her, but
33
I just couldnt (V) (S) let go. Each day and night I would stay (V) (Act) vigil at her
34
bedside telling (V) (Acc) her everything is (V) (X) (S) going to be (V) (S) alright.
35
One day, the inevitable happen (V) (X) (Ach), my grandmothers heartbeat became
36
(V) (Ach) erratic and her breath was (V) (S) short. I knew (V) (S) she was (V) (S)
37
in a lot of pain but something just stopped (V) (Ach) her from departing (V) (Acc).
38
At that time, my grandmothers teaching rang (V) (Ach) loud and clear in my
39
head, to love (V) (S) is (V) (S) to let go (V) (Acc) only then did (V) (S) I realize,
Annex A
The Corpus
40
(V) (Ach) that my grandmother is clinging (V) (X) (Act) on to her life because of
41
me. Tears began (V) (Ach) to cascade down (V) (Acc) my face, with a heavy heart
42
I muttered (V) (Acc), Its (V) (S) ok grandma, you can (V) (S) let go. Upon
43
hearing (V) (Acc) this words my grandmother gave (V) (Acc) me a weak smile
44
and soon departed (V) (Ach) from this cruel world.
45
That day, will forever stay (V) (Act) engraved (V) (Ach) in my heart, because on
46
that day, I have made (V) (Acc) the most important decision of my life, to let go
47
(V) (Act) of my loved one.
Annex B: List of Tense-Aspect

Errors in Corpus
(A) Serial No.
(B) Sample
No.
(C) Line No.
Annex B
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
3
2
6
20
22
27
30
36
37
37
2
3
3
4
6
6
8
10
14
15
15
17
1
Actual verb (or verb

phrase) used
is drawing
notice
been
ask
am
is
is
am
am
is
is
is
is
will
is
sells
says
drinks
treat
wants
bring
is
Correct verb form

was drawing
noticed
had been
asked
was
was
was
was
was
was
was
was
was
would
was
sold
said
drank
treated
wanted
brought
was
(G) Kind
(J)
of error
(Tense, Semantic
Aspect) Category Remarks
T
Acc
T
Ach
T
S
T
Acc
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
S
T
Act
T
Act
T
Act
T
Act
T
S
T
Act
T
S
Annex B
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
1
2
3
4
7
7
9
14
16
26
30
30
31
32
33
33
33
36
40
41
3
4
8
9
9
13
21
27
is looking
is
is
want
is
like
wants
look
are not chosen
does not want
touch
ask
does not know
realize
mistaken
explain
am
mistook
seems
ever mistaken
have
have eaten
smell
smell
is
look
look
look
was looking
was
was
wanted
were
liked
wanted
looked
were not chosen
did not want
touched
asked
did not know
realized
had mistaken
explained
was
had mistaken
seemed
was ever mistaken
had
had eaten
smelled
smelled
was
looked
looked
looked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
S
S
S
S
Acc
S
Ach
Acc
S
Ach
Ach
Act
S
Ach
S
Ach
S
Act
Act
S
S
S
S
S
Now then I realize
Annex B
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
6
6
6
3
4
6
6
8
10
10
10
14
20
20
21
22
22
23
24
24
24
25
25
26
26
27
27
29
4
7
14
is
is
is
is shouting
are
sell
are
are
is
is
sell
is
get
visit
is
add
ask
gives
can see
is
wield
chops
makes
look
are
talk
talk
am
was
was
was
was shouting
were
sold
were
were
was
was
sold
was
got
visited
was
added
asked
gave
could see
was
wielded
chopped
made
looked
were
talked
talked
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
Act
S
Act
S
S
S
S
Act
S
Acc
Acc
S
Acc
Acc
Act
S
S
Act
Act
S
S
S
Act
Act
S
as in buy
always add
Annex B
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
6
6
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
8
8
8
8
8
8
8
8
17
28
2
3
4
4
5
5
6
9
10
11
11
12
15
19
19
20
21
22
3
4
4
8
8
11
12
19
have
bacame
bring
know
is
have
know
is
is
is
arguing
shouting
hate
is
know
is
smell
don't
is
is
dress
walk
head
slip
fall
looks
introduce
fall
had
have become
brought
knew
was
had
knew
was
was
was
were arguing
were shouting
hated
was
knew
was
smelled
did not
was
was
dressed
walked
headed
slipped
fell
looked
introduced
fell
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Acc
Act
S
S
S
S
S
S
S
Act
Act
S
S
S
S
S
S
S
S
Acc
Act
Act
Ach
Ach
S
Acc
Ach
fall in love
Annex B
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
8
8
8
8
9
9
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
11
11
11
11
11
11
20
23
24
25
2
23
4
6
6
7
8
14
15
15
16
17
18
18
21
22
23
24
2
5
8
10
15
17
walk
have
had already be
regret
fell
is
have
is
is
don't really convince
take
continue
want
am
want
am
are pulling
are laughing
do
think
am thinking
is
remind
meet up
meet up
walk
walk
ask
walked
had
had already been
regretted
fall
was
had
was
was
was not really convinced
took
continued
wanted
was
wanted
was
were pulling
were laughing
did
thought
was thinking
was
reminded
met up
met up
walked
walked
asked
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
Ach
S
S
S
S
Ach
Ach
Act
S
S
S
S
Act
Act
S
Act
Act
S
Ach
Ach
Ach
Act
Act
Acc
Annex B
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
11
11
11
11
11
11
11
11
12
12
12
12
12
12
12
12
13
13
13
13
13
13
13
13
13
13
13
13
18
19
21
24
29
30
31
32
1
4
10
14
18
27
29
35
1
1
7
10
13
13
16
17
19
20
21
22
turn round
have mistaken
was wishing
have lose
would not have re unite
think
am
have reunite
has arrived
is
is
had prepare
is
is
find
are
is
are
is
grow
have
stretch
looks
look
causes
believe
is
grows
turned round
had mistaken
wished
have lost
would not have reunited
thought
was
had reunited
had arrived
was
was
have prepared
was
was
found
were
was
were
was
grew
had
stretched
looked
looked
caused
believed
was
grew
T
T
A
A
A
T
T
T/A
T
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Ach
Act
Ach
Acc
Act
S
Ach
Ach
S
S
Acc
S
S
Ach
S
S
S
S
Act
S
Act
S
Act
Acc
S
S
Act
Annex B
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
13
14
14
14
14
14
14
14
14
14
14
14
14
14
15
15
15
15
15
15
15
15
15
15
15
15
15
15
34
6
7
7
11
12
12
15
15
15
26
33
33
36
1
2
3
5
7
8
8
11
15
15
18
19
20
24
consult
is
is
is
is
is dropping
is blowing
gives out
makes
feels
loves
wakes up
don't
worried
notice
is
am
approach
introduce
is
is
introduce
have been
am treated
start
bluff
expose
walk
consulted
was
was
was
was
was dropping
was blowing
gave out
made
felt
loved
woke up
did not
worry
noticed
was
was
approached
introduced
was
was
introduced
had been
was treated
started
bluffed
exposed
walked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
S
S
Act
Act
S
Acc
S
S
Ach
S
S
Ach
S
S
Acc
Acc
S
S
Acc
S
Act
Ach
Act
Ach
Act
Annex B
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
15
15
15
15
15
15
16
16
16
16
16
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
18
18
25
27
30
31
31
33
20
21
22
32
44
1
1
3
4
5
5
6
12
12
14
15
16
20
21
23
13
13
had been expose

apologise
am
want
am
have done
have
seem to be
is not noticing
has brought
been
are
do not have
buy
wonder
is
is
is
pity
am
dress
are
is
know
are
are
ask
am
had been exposed

apologised
was
wanted
was
had done
were
were
did not notice
bought
had been
were
did not have
bought
wondered
was
was
was
pitied
was
dressed
were
was
knew
were
were
asked
was
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Ach
S
S
S
Act
S
S
Ach
Ach
Acc
S
S
Acc
S
S
S
S
S
S
Acc
S
S
S
S
S
Acc
S
Annex B
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
18
18
18
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
19
20
20
20
17
21
25
1
2
14
17
17
20
34
47
47
48
54
55
56
61
64
66
66
67
79
83
83
85
4
6
9
am
walk
continue
had start
is
is located
get down
get near
get
are
step
sink
grap
don't
is
find
wack
throw
use
get out
fly
fly
pull back
open
want
smell
is
was
walked
continued
had started
was
was located
got down
got near
was
got
were
stepped
sank
grabbed
did not
was
found
wacked
threw
used
got out
flew
flew
pulled back
opened
wanted
smelled
was
T
T
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Act
Act
Acc
S
S
Acc
Acc
S
Acc
S
Ach
Acc
Acc
S
S
Acc
Acc
Acc
Act
Acc
Act
Act
Acc
Acc
S
Act
S
Annex B
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
20
20
20
20
20
20
20
20
20
21
21
21
21
21
21
22
22
22
22
22
22
22
22
22
22
22
22
22
9
11
11
12
16
27
27
30
31
1
2
12
19
43
46
1
2
5
5
8
13
13
15
17
18
22
23
24
is
are
are
has
do not really like
is
is
is
look
will meet
is
need
know
need
is
is
is
is
need
is getting
can watch
is
catch
take
need
reaches
cannot move
cannot move
was
were
were
had
did not really like
was
was
was
looked
would meet
was
needed
knew
needed
was
was
was
was
needed
was getting
could watch
was
caught
took
needed
reached
could not move
could not move
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
S
S
Act
Act
S
S
S
S
S
S
S
S
S
Acc
Act
S
Acc
Acc
S
Acc
Act
Act
Annex B
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
23
23
23
23
23
23
23
23
23
23
25
26
27
27
29
29
30
30
32
32
33
33
36
37
39
42
43
44
2
3
4
5
11
12
25
26
33
43
turn around
can see
can see
can see
am very scared
do not know
turn around
can see
hover
look
realise
am so terrified
vanishes
turn
am I standing
reach
am very scared
sleep
am
can relax
seems
am thinking
seems
am extremely terrified
dress
fall
seem
picture
turned around
could see
could see
could see
was very scared
did not know
turned around
could see
hovered
looked
realised
was so terrified
vanished
turned
was I standing
reached
was very scared
slept
was
could relax
seemed
was thinking
seemed
was extremely terrified
dressed
fell
seemed
pictured
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Ach
Act
Act
Act
S
S
Ach
Act
Act
Act
Ach
S
Ach
Act
Act
Ach
S
Act
S
S
S
Act
S
S
Acc
Ach
S
S
here
Annex B
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
23
23
24
24
24
24
24
24
24
24
24
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
47
53
2
2
8
9
12
14
21
22
22
5
8
10
14
15
16
16
17
20
20
21
22
24
25
27
27
28
provide
seems
happen
happen
mention
replay
keep on
go out
message
ask
has been massaging
cycle
want
have
am eating
tell
is
get
is
want
can't decide
tell
will not be
take a look
tell
dig
place
bury
provided
seemed
happened
happened
mentioned
replied
kept on
went out
messaged
asked
had been messaging
cycled
wanted
had
was eating
told
was
got
was
wanted
could not decide
told
would not be
took a look
told
dug
placed
buried
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
Acc
Acc
Acc
Acc
Act
Act
Acc
Acc
Act
Act
S
S
Act
Acc
S
Acc
S
S
Acc
Acc
S
Act
Acc
Act
Acc
Acc
Annex B
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
1
2
5
6
7
10
12
12
13
14
15
16
16
17
19
19
20
20
21
21
23
25
25
26
27
27
28
29
ask
have just finished
go
have dressed nicely
don't look
have dressed differently
have
is following
make
have told
have
is following
turn back
is
am
are they following
say
are
don't have
am
am
have cause
find
has mistaken
want
talk about
continues
is
asked
had just finished
went
had dressed nicely
did not look
had dresss differently
had
was following
made
told
had
was following
turned back
was
was
were they following
said
were
did not have
was
was
had caused
found
had mistaken
wanted
talked about
continued
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T/A
T
T
T
T
T
T
Acc
Acc
Act
S
S
S
S
Act
Acc
Acc
S
Act
Ach
S
S
Act
Acc
S
S
S
S
Acc
Acc
Ach
S
Act
Act
S
Today
Annex B
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
26
26
26
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
28
28
28
28
28
28
28
28
28
28
29
29
30
2
3
3
4
5
5
6
7
7
8
9
10
12
13
15
5
7
10
15
16
18
19
20
25
25
am
have mistaken
is
go
sticks
is
are
are
are
sell
sell
sell
look fresh
are
have been waiting
are painted
are
does not stick
open
are
is
is
is
are
are
sells
is
is
was
had mistaken
was
went
was sticky
was
were
were
were
sold
sold
sold
looked fresh
were
had been waiting
were painted
were
was not sticky
opened
were
was
was
was
were
were
sold
was
was
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Ach
S
Acc
S
S
S
S
S
Act
Act
Act
S
S
Act
Acc
S
S
S
S
S
S
S
S
S
Act
S
S
Today
Annex B
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
28
28
28
28
28
28
29
29
29
29
29
29
29
29
29
29
29
29
29
30
30
30
30
30
30
30
30
30
27
28
30
36
36
37
4
6
6
7
10
10
15
18
19
20
21
29
31
1
6
8
9
10
13
14
16
21
is
is
are
love
is
is
have never seen
looks
are
are
goes
is
are
is haunted
run
run
calm me down
looks
is
has been pestering
is
is
chop
is
start
chop
looks
want
was
was
were
loved
was
was
had never seen
looked
were
were
went
was
were
was haunted
ran
ran
calmed me down
looked
was
was pestering
was
was
chopped
was
started
chopped
looked
wanted
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
S
S
S
S
Act
S
S
S
Act
Act
Acc
S
S
Act
S
S
Acc
S
Ach
Act
S
S
Annex B
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
30
30
30
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
31
32
32
32
32
32
32
32
32
29
34
35
4
5
5
10
11
11
12
12
13
15
15
16
17
18
19
21
21
1
1
2
4
7
7
8
10
is
stinks
start
taking out
asking
is happening
don't believe
show
look
say
is
spread
don't believe
is
look
look
know
look
keep
say
starts
have gone
happen
know
step
notices
is sitting
ask
was
stank
started
took out
were asking
was happening
did not believe
showed
looked
said
was
spreaded
did not believe
was
looked
looked
knew
looked
kept
said
started
had gone
happened
knew
stepped
noticed
was sitting
asked
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Ach
Acc
Act
Act
S
Acc
S
Acc
S
Acc
S
S
S
S
S
S
S
Acc
Ach
Acc
Acc
S
Acc
Ach
Act
Acc
Now
Annex B
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
33
33
33
33
33
33
33
33
33
33
33
33
10
11
12
14
15
16
17
20
22
24
25
26
35
36
36
36
2
4
5
7
9
9
10
14
14
15
15
16
is
say
get transferred
introduce
look
has
is
get to know
have been receiving
is
happen everyday
do not want
are
is
can do
love
am trying
is starring
call
is talking
has come
Don't feel
is
am thinking
is
had reach
are
bang
was
said
got transferred
introduced
looked
had
was
knew
received
was
happened everyday
did not want
were
was
could do
loved
was trying
was starring
called
was talking
had come
Did not feel
was
was thinking
was
had reached
were
banged
T
T
T
T
T
T
T
T
T/A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
S
Acc
Acc
Acc
Act
S
S
S
Acc
S
Act
S
S
S
Act
S
Act
S
S
Act
Acc
S
S
Act
S
Acc
S
Ach
arrive
Annex B
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
34
34
34
34
34
34
34
34
34
35
35
35
18
19
20
21
22
22
22
22
23
23
26
27
27
27
28
29
1
4
5
6
7
7
12
14
21
3
5
8
is
is
give
give
ask
is
call
say
is
look
is
believe
is
cannot be
miss
seen
is
are bargaining
insist
tell
stinks
stink
price
has save
have
failed
transferred
have
was
was
gave
gave
asked
was
called
said
was
looked
was
believed
was
could not be
missed
saw
was
were bargaining
insisted
told
stank
stank
priced
had saved
had
fail
transfer
had
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Acc
Acc
Acc
S
S
Acc
S
S
S
S
S
S
Acc
Acc
S
Act
S
Acc
S
S
S
Acc
S
Acc
Acc
S
Annex B
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
35
35
35
35
35
35
35
35
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
36
37
37
37
37
9
10
13
13
14
29
31
37
1
2
2
8
10
10
11
11
12
14
16
21
23
33
33
33
1
2
9
13
do not know
start
is
remember
is
walk
is
is
think
is
tell
don't want
want
want
is
choose
is
study
have gone
makes
choose
is
feel
am
are
makes
asked
know
did not know

started
was
remembered
was
walked
was
was
thought
was
told
did not want
wanted
wanted
was
chose
was
studied
had gone
made
chose
were
felt
was
were
made
ask
knew
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Ach
S
S
S
Act
S
S
Act
S
Acc
S
S
S
S
Acc
S
Act
Acc
Acc
Acc
S
S
S
S
Acc
Acc
S
Annex B
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
38
38
38
23
25
26
27
27
30
34
39
46
46
49
50
50
52
54
57
59
59
60
61
61
63
64
65
70
1
2
4
turn
is
is going
pat
is
is comitted
seems
is united
is
need
want
knows
am
knows
are divourcing
do not want
know
has
is
don't care
quit
shower
follow
is
hoped
is
prepare
wait
turned
was
was going
patted
was
was comitting
seemed
was united
was
needed
wanted
knew
was
knew
were divourcing
did not want
knew
had
was
did not care
quited
showers
followed
was
hope
was
prepared
waited
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
Act
S
Act
S
S
S
S
S
S
S
S
Acc
S
S
S
S
S
Ach
Act
Act
S
S
S
Acc
Act
Annex B
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
39
39
39
39
39
39
39
39
39
39
40
40
4
9
10
15
16
17
20
20
30
30
30
35
41
43
45
46
2
5
9
21
23
25
26
30
31
32
1
3
feel
starting
follow
meet
take
is
does attract
is
say
is done
is done
brings
confess
walk
swings
feel
have got
need
comes
want
proceed
rush
have not been eating
say
start eating
seems
have always being
hurts
felt
was starting
followed
met
took
was
attracted
was
said
was done
was done
brought
confessed
walked
swank
felt
had
needed
came
wanted
proceeded
rushed
had not been eating
said
started eating
seemed
have always been
hurt
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
S
S
Act
Acc
Acc
S
S
S
Acc
Acc
Acc
Act
Acc
Act
Act
S
S
S
Acc
S
Acc
Act
Act
Acc
Act
S
S
S
Annex B
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
40
40
40
40
40
41
41
41
41
41
41
41
41
41
42
42
42
42
42
42
42
42
42
42
42
42
42
43
4
5
8
16
38
2
2
4
6
6
7
10
26
29
8
10
14
15
26
27
28
29
44
48
56
59
60
1
had never get

have always maintain
goes like this
knows
gets
are
are
are
am
is
depends
depends
want
want
realize
seems
seems
has been studying
look
look
look
seems
announce
could have treat
apologise
show
realize
is
had never had

have always maintained
went like this
knew
got
were
were
were
was
was
depended
depended
wanted
wanted
realized
seemed
seemed
had been studying
looked
looked
looked
seemed
announced
could have treated
apologised
showed
realized
was
T
A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
A
T
T
T
T
S
S
S
S
Ach
S
S
S
S
S
S
S
S
S
Ach
S
S
Act
S
Act
Act
S
Acc
Act
Ach
S
Ach
S
Annex B
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
43
44
44
44
44
44
44
44
44
44
45
13
14
15
15
16
17
18
20
20
21
23
26
31
34
35
35
36
39
6
7
7
33
39
42
44
45
46
1
is
is
is
knows
is
is
have also gotten
is
cares
is
seems
is
is
is
are
is
is
help
have
know
do
have cane
come down
send
understand
is
understand
is
was
was
was
knew
was
was
got
was
cared
was
seemed
was
was
was
were
was
was
helped
had
knew
did
have caned
came down
sent
understood
was
understood
was
T
T
T
T
T
T
T/A
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
S
S
S
S
Acc
S
S
S
S
S
S
S
S
S
S
Acc
S
S
Act
Act
Acc
Acc
S
S
S
S
Annex B
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
46
46
46
46
46
46
46
3
4
5
17
17
18
21
23
31
32
32
36
37
37
37
38
38
39
40
42
43
5
8
12
27
27
28
28
spend
play
are
is
pick up
go
is
is
are
know
chooses
dress
walk
is
are
were even send
get
drop
play
am
is
find
is
had
is
think
is
tell
spent
played
were
was
picked up
went
was
was
were
knew
chose
dressed
walked
were
were
were even sent
got
dropped
played
became
was
found
was
have
was
thought
was
told
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
Act
S
S
Acc
Act
S
S
S
S
Acc
Act
Act
S
S
Acc
Acc
Acc
Act
S
S
Acc
S
S
S
Act
S
Acc
our time
now
Annex B
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
46
46
46
46
46
46
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
47
29
29
32
32
33
33
4
6
10
13
15
19
21
22
23
26
32
32
36
43
45
46
50
53
57
58
69
74
lie
is
turn
ask
are
want
is
remembered
remembered
have already prepare
get
is
need
remembered
fails
remembered
see
cried
know
take care
had change
speak
never have I expect
want
understand
change
have
decide
lied
was
turned
asked
were
wanted
was
remember
remember
have already prepared
got
was
needed
remember
failed
remember
saw
crying
knew
took care
had changed
spoke
never had I expected
wanted
understood
changed
had
decided
T
T
T
T
T
T
T
T
T
A
T
T
T
T
T
T
T
T
T
T
A
T
T/A
T
T
T
T
T
S
S
Acc
Acc
S
S
S
S
S
Acc
Acc
S
S
S
S
S
Acc
Act
S
Act
Acc
Act
S
S
S
Acc
S
S
still
still
still
now
Annex B
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
47
47
47
47
47
47
47
47
47
47
47
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
49
76
77
78
78
79
80
81
82
82
84
87
6
17
18
21
21
23
26
29
31
32
33
42
42
44
45
51
2
lived
was
did not care
was
were
was
was
believed
was
believed
felt
is
is
have
dare
am troubled
have
like
have
lies
want
stare
want
have
want
dont work
don't
choose
am living
is
do not care
am
are
is
am
believe
is
believe
feel
was
was
had
dared
was troubled
had
liked
had
lied
wanted
stared
wanted
had
wanted
did not work
did not
chose
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Act
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
S
Act
S
S
S
Act
S
Act
now
still
Annex B
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
4
6
6
8
9
11
11
13
17
21
21
22
24
24
27
28
29
31
32
33
34
34
35
36
37
37
39
40
have been
have
quarrel
do not regret
do not think
come from
have
look
move into
wonder
are
are
know
work
send
borrow
believes
decide
want
am
is
am determine
work
am
pity
charge
drop out
am determine
had been
had
quarreled
did not regret
did not think
came from
had
looked
moved into
wondered
were
were
knew
worked
sent
borrowed
believed
decided
wanted
was
was
was determined
worked
was
pitied
charged
dropped out
was determined
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
S
S
Act
S
Act
S
S
S
Acc
S
S
S
S
Act
Act
Act
S
Ach
S
S
S
S
Act
S
S
Act
Ach
S
Annex B
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
49
49
49
49
49
49
49
49
49
49
49
49
49
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
41
43
44
44
46
46
48
50
51
52
54
55
56
1
5
5
7
8
9
13
14
14
16
16
20
22
25
27
register
is
is
have
have
lend
do
is
have
is
regret
strengthen
tell
stare
has been
is
is
happens
gets
had
curse
hurl
is dying
seems
turns
is
gets
is slipping
registered
was
was
had
had
lended
did
was
had
was
regretted
strengthened
told
stared
had been
was
was
happened
got
has
cursed
hurled
was dying
seemed
turned
was
got
was slipping
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
T
Acc
S
S
S
S
Act
S
S
S
S
S
Acc
Acc
Act
S
S
S
Ach
S
S
Act
Act
S
S
Acc
S
Acc
S
Annex B
779
780
781
782
783
50
50
50
50
50
29
32
34
35
40
curse
had loss
is
happen
is clining
cursed
had lost
was
happened
was clinging
T
A
T
T
T
Act
Ach
S
Ach
Act
Annex C: Detailed Summary of

Errors in Corpus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Annex C
25
4
16
11
4
10
2
5
11
10
19
12
7
8
9
8
2
10
30
7
20
9
17
6
4
8
0
8
11
11
4
6
12
7
15
11
10
20
7
9
20
14
13
20
18
30
17
39
11
21
65
14
41
29
35
18
37
21
10
24
29
32
17
21
30
12
18
21
17
17
7
12
2
13
16
9
18
13
16
8
7
9
26
12
19
23
27
15
13
13
7
11
13
12
11
15
C Act I Act % I Act

30
0
7
5
16
2
19
2
11
6
15
2
4
3
9
3
2
0
8
5
12
4
9
0
14
4
11
2
12
4
8
0
7
0
7
2
23
3
10
2
18
1
11 12
26
1
12
3
9
4
7
6
3
4
10
1
10
3
10
2
9
2
11
4
Total S
C Acc I Acc % I Acc

10
2
7
0
13
2
11
0
6
4
19
1
7
0
7
2
20
0
14
0
11
2
19
1
16
2
29
1
14
3
38
1
9
2
20
1
53
12
14
0
41
0
25
4
33
2
12
6
30
7
14
7
8
2
24
0
28
1
31
1
12
5
13
8
Total Act
C Ach I Ach % I Ach

24
1
4
0
11
5
11
0
4
0
10
0
2
0
2
3
10
1
7
3
12
7
10
2
7
0
7
1
4
5
7
1
2
0
10
0
29
1
7
0
20
0
4
5
16
1
6
0
4
0
5
3
0
0
8
0
11
0
9
2
4
0
4
2
Total Acc
Total Ach
Sample
21
23
32
15
23
20
27
22
15
14
5
20
27
33
30
31
29
17
39
28
32
31
34
14
14
20
18
29
21
17
23
32
CS IS %IS
15
6
16
7
20 12
9
6
8 15
18
2
12 15
18
4
14
1
5
9
4
1
15
5
20
7
24
9
22
8
29
2
16 13
15
2
33
6
18 10
27
5
21 10
26
8
14
0
8
6
5 15
9
9
14 15
12
9
10
7
13 10
22 10
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
4
1
11
7
10
14
13
7
3
19
10
19
10
3
15
9
13
20
502
3
1
10
7
9
14
13
6
3
16
10
19
10
3
15
9
11
17
447
1
0
1
0
1
0
0
1
0
3
0
0
0
0
0
0
2
3
55
22
17
28
27
52
44
37
25
23
37
15
22
25
23
50
40
21
19
11 1214
% I Ach
14
15
26
22
48
37
34
25
23
36
13
20
20
19
45
40
17
17
1079
8
2
2
5
4
7
3
0
0
1
2
2
5
4
5
0
4
2
135
11
% I Acc
10
3
17
12
27
14
19
4
4
36
8
19
19
12
35
20
29
14
764
Legend
Ach = Achievement
I Ach = Incorrectly marked Achievement
Acc = Accomplishment I Acc = Incorrectly marked Accomplishment
Act = Activity
I Act = Incorrectly marked Activty
S = State
I S = Incorrectly marked State
Annex C
7
3
2
1
16
1
10
2
23
4
9
5
16
3
4
0
4
0
32
4
8
0
17
2
14
5
11
1
31
4
18
2
20
9
9
5
621 143
22
17
25
30
55
22
28
22
44
47
39
45
25
37
69
54
47
34
19 1418
% I Act
6 16
11
6
18
7
21
9
35 20
15
7
24
4
16
6
35
9
42
5
22 17
40
5
13 12
29
8
45 24
40 14
20 27
24 10
968 450
32
%IS
Annex D: List of State Verbs

in Corpus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
. There was (V) (X Agreement)

was shocked (V) (X Agreement)
owd, we was (V) (X Agreement)
t there was (V) (X Agreement)
ecision are (V) (X Agreement)
here wasnt (V) (X Agreement)
, there was (V) (X Agreement)
contribute (V) (X agreement)
4 John were (V) (X Agreement)
n beans was (V) (X Agreement)
u all wants (V) (X agreement)
s which was (V) (X Agreement)
ir ears was (V) (X Agreement)
was pleased (V) (X Agreement)
it benefit (V) (X Agreement)
as embrassed (V) (X Spelling)
so embrassed (V) (X Spelling)
was beleved (V) (X Spelling)
o embarssed. (V) (X Spelling)
. I aspected (V) (X spelling)
st, I though (V) (X Spelling)
but I felts (V) (X spelling)
t believed (V) (X Structural)
not looked (V) (X Structural)
fishes was (V) (X Structural)
ould meant (V) (X structural)
lly wanted (V) (X Structural)
ural) (Ach), he insisted (V)
(V) (Act) things we need. (V)
dent leaders that will be (V)
nwanted memories. It goes (V)
e entrance. The smell was (V)
ined (V) (Acc). I will be (V)
V) (Act).
25 When I was (V)
e expensive model, it was (V)
Annex D
List of state verbs
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a varieties of meat like chick

by who was (V) (S) it, he was
curious and went over (V) (Acc
five chapters for me to study
hard to make. You must first c
many people there. After some
none I knew (V) (S) how to do
shelter to everyone. I am (V)
supposed to go (V) (Acc) to th
to deal (V) (Acc) with the kin
to follow (V) (Acc)? I shut (V
two heads shorter than my youn
two times longer than ours. Th
with my decision. Deep inside
you.I have (V) (S) just taken
and quickly apologized (V) (Ac
at the time but I also found o
by everyone in the nieghbourho
I apologise (V) (X) (Ach) and
it to be my mother but it was
she was (V) (S) a lower level
that going (V) (Act) to the we
at first, but quietly retreate
like humans, they speaked (V)
lying on the ice, it was dead.
no one to take care (V) (Act)
to make (V) (Acc) the decision
I am (V) (X) (S) the local sta
29 On my way to school one da
in charge of our class. Next,
like this.When I was (V) (S)
not so awful as its chicken.
home sweet home again. 13 O
5 years old. My parents brough
7200. suddenly an evil thought
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
, I got (V) (Acc) to have

friendly, it might not be
(Acc) yes. My mother got
ne.In the park, there was
oon nap, I did not revise
(V) (Acc) JC, I will have
stream, I would not have
t seems (V) (X) (S) to be
he park every time he had
e air rifle range. It was
(V) (Acc) nearer to have
h) the school. 37 It was
(V) (Ach) if this man was
things again. 39 It was
ion of the road which was
h). Behind him, there was
econdary School as it has
(Act) At that time, I had
ce but the supermarket is
(V) (S) for me and it was
(V) (Ach) to let this be
ans, (V) (S) the girl was
hey knew (V) (S) this was
me.In the end, we all had
n everyday, whether it is
e of friends. Once we had
that all people that have
morning, they always had
e (V) (Act) here. She was
(X) (Act) that there was
(X) (Act) that there was
(V) (Ach) that there was
tant decision. 44 It was
inking (V) (Act) that was
every weekend. 18 Being
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
taste of what is (V) (X) (

bad idea to visit (V) (Act)
better idea than me, she got
big tree which attracted (V)
bit at all.One Saturday morn
bright future as I am (V) (S
bright future, so I decided
care taker.I told (V) (Acc)
chance. The park never had (
chore getting (V) (Acc) to t
closer look. This tree grew
cloudy and cooling evening.
con-man or a person with mot
cooling Monday morning. I wo
distance away from my house.
door. We open (V) (X) (Acc)
express stream, has (V) (S)
few friends who were (V) (S)
fixed price, the wet market
foolish thing I had done (V)
free time for us to let us t
ghost! but her looks and exp
good idea, that was (V) (S)
good laugh and soon we forgo
good one or bad one. However
group of friends who were ve
happy family must treasured
hard time waking me up (V) (
harmless woman who was actua
hole at her abdomen and I ca
hole for me to hide inside a
hole which (V missing) (X) (
hot and humid day. The class
human and he was (V) (S) und
human being, we tend (V) (S)
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
n the floor and there was

blood related father was
as (V) (S) my mom. I felt
ong for a boy. I also had
(V) (Ach) again and have
t over (V) (Acc) and have
ural) (Act) over and have
rty and smelly there were
ut the market. There were
with my mother there were
(Acc) mistakes. There are
l wet. They must have had
(X Spelling) (S) she was
y know (V) (X) (S) it was
ch)? What if I dont have
and near there, there was
) beside, Calvin,. He was
n through a slide. It was
a human figure. There was
) (Ach) Luckily there was
sh (V) (Act) it off. Its
place. It will always be
) hard, we must also have
parsley as my mother was
we were (V) (S) once had
And one day, while I was
yond expectations, having
tack last night. This was
(Ach) and suddenly I felt
(V) (Acc) that there was
the soccer field and had
(Acc) a school which has
ways wanted (V) (S) to be
dnt want (V) (S) to have
s. Then, one night, I had
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
hush conversation between my

Korean, he left (V) (Ach) us
little afraid because my six
little conversation with Reu
look so I decided (V) (Ach)
look. It was (V) (S) nacy ta
look. The girl really look (
lot of customer at the marke
lot of people during weekend
lot of people buying (V) (Ac
lot of situations we may mis
lots of fun playing (V) (Act
lower level student because
matter of time.Eugene was al
mother? Just when the next q
moving train. The five freak
nice chap whose interest is
nice ride which took (V) (Ac
part of the trunk which look
piles right beside me that s
place where not many youngst
place where I can have (V) (
positive learning attitude.
regular customer there.Then
rumor which say we were (V)
salesman and saw (V) (Ach) m
score of two hundred and thi
shocking news to me. At that
sign of relive. This was (V)
small unevent path.I went in
soccer game with his friends
special stream, my chances o
star, i told (V) (Acc) the g
stead but we are (V) (X) (S)
strange dream. Someone spoke
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
he playground. 20 It was
(Acc) through and it was
the city, the people had
s (V) (X) (Acc) him to be
Ach) my attention. It was
d. In the tree, there was
ff (V) (Act) that she had
coming (V) (Acc) to have
lk (V) (Act) here. It was
s (V) (S) a will, theres
rket. At first, I mistook
X) (S) that when theres
t the tree that there was
hair and beard he looked
e house. Since no one was
e seems (V) (X) (S) to be
h) polytechnic, I will be
) at same time. I will be
Given my grade, I will be
S) brighter as I would be
) a bright future as I am
d a class that I would be
TV teenage star.That was
laugh and soon we forgot
ish stalls and there were
to my landlord as he knew
rnoon and we were excited
Ashley, whose looks were
ose to me. I did not care
rrel, so I did not bother
er, the moment that I was
r and nearer when she was
I would never ever forget
(V) (X) (S) nothing to be
ess and frustrated. I was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a Sunday morning. I got up (V)

a total disaster for me! Im
a tradition that when you fell
a tree for a 100 years. The mo
a tree. I stopped (V) (Acc) to
a trunk which naturally bent (
a TV star friend. Her friends
a visit. I was shocked (V) (Ac
a waste for this beautiful par
a way, nothing is (V) (S) imp
a wet market as a supermarket
a will, theres (V) (S) a way
a woman hanged (V) (Ach) on th
abit like Jesus.He called (V)
able to accompany (V) (Act) me
able to do (V) (Acc) all the q
able to do (V) (Act) hand work
able to do (V) (Act) the pract
able to enter (V) (Acc) Junior
able to get (V) (Acc) a better
able to learn (V) (Acc) all so
able to score (V) (Acc)! After
about 3 months ago, I meet up
about it while we were eating
about more than five stalls al
about my plight and pity (V) (
about the classes in Secondary
about the same as mine. The cr
about the words he said (V) (A
about them. Two days later, I
about to step into the mall, I
about two metres a part and sh
about what has happened (V) (A
afraid of. So, I decided (V) (
afraid that I would not be (V)
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
nt knowledge I would gain

ed park forlornly. It was
smissed (V) (Ach). It was
ve (V) (S) lunch and have
and said (V) (Acc) it was
S) lucky, the prawns were
a place where I can have
to a CD shop. There were
sing FM. My friends were
t) each other up. We were
d in (V) (Acc). they were
ery handsome guy!! It was
) (Acc) to at all, I felt
cc) to the canteen. I was
cc) me that there will be
Acc) home my parents were
on, my sisters and I were
t back to me. My palm was
s (V) (S) too slow, I was
f the stairs, someone was
s (V) (X) (S) going to be
ts, (V) (X) (S) there was
ked a slide and these was
kinds of fish. There was
the steps wrongly. I was
he subjects available are
c) my teacher but she was
) me at first but she was
a idol. But it was tiring
y class anymore, we would
me to a wet market. I was
drama show. The drama had
de (V) (Acc), and mum was
her happily. Her name was
V) (Acc) all of us, I had
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
after I graduate (V) (Acc) wou

after the last exam that I was
after the lower Secondary asse
afternoon nap, I did not revis
all fate. Whenever we meet (V)
all fresh and she bought (V) (
all my childhood memories to b
all poster about the singer FM
all so surprised and they keep
all very happy when until a fi
all wet. They must have had (V
almost love at first sight. Bu
alone and hurt (V) (S). I even
alone in my classroom. My hand
alot of people on Sunday as mo
already asleep and I am very s
already at the dining table. W
already full of my sweat. Then
already on the edge.Go away!
already there. My sister Ancha
alright.One day, the inevitabl
also a big brother who will al
also a wooden swing tied (V) (
also an aunty who was arguing
also careful in not letting (V
also different and which subje
also not very sure. I guess (V
also very curious to look (V)
also. 32 A new school term st
always contact (V) (Act) each
always happy when I go (V) (X)
always place to in our teenage
always there for us when we ne
Amaris. We know (V) (X) (S) ea
an idea and told (V) (Acc) the
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
(V) (Ach) that there was

ct) to the wet market was
ge TV star. As my dad was
ng game. Later on, it was
first class, it would be
(V) (S). Although it was
ky. I was terribly afraid
comfort. I was exhausted
ends were very frustrated
they were very surprised
cc) for the item you want
(V) (S) and disappointed
h). They were embarrassed
but I was rather excited
c) before, It was crowded
S) how good the school is
V) (S) to let others know
(V) (S) something amissed
. (V) (Act) I felt scared
t afraid of them, we were
pop star. We did not care
) my family. There wasnt
mber (V) (Ach) when I was
the PSLE examination was
getting (V) (Acc) to know
say (V) (X) (Acc) he was
not want (V) (S) to know
self. I felt disappointed
y touched (V) (S). I felt
st I was not even excited
out (V) (Acc) that it was
) (Acc) whenever I looked
2 One Sunday night, I was
s good friend.
16 I was
Spelling) (Acc) to enjoy
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
an important math test the nex

an interesting and memorable o
an Irish and my mom, a mix blo
an outdoor activity. But just
an rather easier class for me.
an unpleasant situation which
and began (V) (Ach) to run. I
and catching (V) (Act) my brea
and disappointed (V) (S) and o
and doubtful. So I told (V) (A
and go (V) (Acc), no need to c
and our friendship started (V)
and ran away. (V) (Acc)I asked
and so eager to go (V) (Acc) a
and the floor is (V) (X) (S) n
and the standard of the studen
and they decided (V) (Ach) to
and went (V) (Acc) to contact
and worried (V) (S). I was thi
angry with them and we decided
anymore as we does not want (V
anyone to turn (V) (Acc) to at
around six to eleven that peri
around the corner too. At the
Arron for 3 weeks, I have been
Arron. He was (V) (S) from Ra
as I did not want (V) (S) to s
as my parents did not helped (
ashame at what i have done (V)
at all as I thought (V) (S) th
at Eugenes chalet. After they
at him.Unfortunately, Nothing
at home playing my computer ga
at the age of six when I first
at the big tree rather than th
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y younger brother who was

(Ach). Our first stop was
hes because the stall was
he next day, when we were
es. I was very astonished
ble, everything will have
lusion that I would think
e feeling I had never had
hes that I had never seen
ty of the park.There were
into our school, we were
al air and natural air is
ool, so that we will have
I thought, (V) (S) it is
ightly hard fish would be
change to someone who is
nch and Thai, my hair was
ally smelly and there was
(S) to study and all are
king (V) (Act) there wore
g recess. My parents were
sing ceremony. As we were
tidy too. The lights were
s. But my future would be
ther and I were exhausted
fishes which meant to see
) (X) (S) fresh and worth
er how hard life would be
e floor in pain so didnt
.Humans beings tend to be
(S) about again. He will
) (Acc) again and started
(S) like me, her name was
market nearest my home is
(V) (Acc) to the assigned
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
at the bottom heard (V) (Ach)

at the fish and prawn seller.
at the start of the market. Th
at the tree in the park, Eugen
at the way he chop (V) (X) (Ac
away when you have (V) (S) con
before I carried out (V) (Act)
before. I decided (V) (Ach) to
before.Soon, I arrived (V) (Ac
benches for people to sit (V)
best friend since then. On our
better for our body.Lastly, my
better life next time. Althoug
better to spend (V) (Acc) four
better. While the prawns, my m
better. said (V) (Acc) Jesus.
blond and had (V) (S) fair ski
blood coming out from the eyes
books. I fear (V) (S) that I w
boots. There was (V) (X Agreem
both handling one company. The
both small sized kids, we were
bright and thus making (V) (Ac
brighter as I would be (V) (S)
but I felts (V) (X spelling) (
but the edible fishes. I helpe
buying (V) (Act) and my father
by herself.In spite of these,
care much who the person is (V
careless and made (V) (Acc) mi
change.He sang (V) (Act) a bir
chasing (V) (Act) me again. Wh
Cheryl, she really looked (V)
Chun Ling wet market. My mum s
classroom to sleep (V) (Act).
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headmaster dared not come

ree good friends whom had
after, my grandmother was
V) (S) away when you have
hering. Some of them were
g (V) (Act) sure I didnt
a rumor which say we were
(V) (S) wrong, but I had
c) home myself. But I was
tree itself before it was
n (V) (Acc), the park was
tal disaster for me! Im
I want (V) (X) (S) to be
uy some fishes. They were
(S) that the path will be
) polytechnic, it will be
ct) the smell.When it was
the courage. Soon, it was
nt down (V) (Acc) to have
) my parents down to have
r.Although the market was
insect around it. I felt
l those months did not go
im as the star and he was
Acc) me if the head seems
me to her unit and it was
(V) (S) that it would be
ring the normal stream is
ct) to next year would be
I did (V) (Acc) so. I had
) surprised as we thought
) (Act) around. There was
) (S) white and some were
al to friends and treated
k (V) (Ach) and I thought
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
close to me. I did not care (V

common personalities and almos
completely bedridden. She was
confidence in yourself. I lear
construction workers while oth
copy the steps wrongly. I was
couple. She was (V) (S) shy an
courage to own up (V) (Acc) to
curious and I pleaded (V) (Act
cut down. 10 Every Tuesday, I
dark and eerie, when I was wal
dead I exclaimed (V) (Ach) to
different from my friends. I w
different kind of fishes. Some
different. My dad has (V) (X)
difficult to get (V) (Acc) a j
dinner time, I saw (V) (Ach) t
dinner time. As I dared (V) (S
dinner with us. But I know (V)
dinner. I asked (V) (Act) my m
dirty and smelly there were (V
disgusting about it, the butch
down the drain! My friends all
down there laughing (V) (Act)
dropping out (V) (Acc) means i
dusty. I saw (V) (Ach) a frame
easier to get in (V) (Ach). Af
easy but the standard of learn
easy, but I was (V) (S) wrong!
enough of the constant argumen
Eugene would be saved (V) (Acc
even a book store at the corne
even as big as fifty-cent coin
every friend of their good. At
everything will be (V) (S) fin
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298
299
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306
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313
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315
t same as mine and having

was (V) (S) blond and had
many more! Soon, we were
ut he got (V) (Acc) to be
) us to a place which had
(Acc) home. The tree was
of gathering to me. I can
c) me that everything was
V) (S) everything will be
to the ground. There were
ll jump (V) (Act)!It was
price, the wet market is
S) that nothing good last
(X) (S) my parents cared
le and the supermarket is
(V) (X) (S) to study hard
ls name. Scared as I was
started (V) (Ach) to rush
) in my drawer, untouched
ir lifestyle. Soon it was
t (V) (Ach) us when I was
V) (Act) the flowers look
ugenes bodyguard who was
was (V) (S) Arron. He was
s (V) (S) not her, it was
(V) (Acc) me that he was
t know (V) (S) who it was
X) (S) what do they want
V) (X) (Acc) that she was
t the market. Mostly were
zed (V) (Ach) that it was
m what he actually wanted
t was meant (V) (S) to be
owing (V) (Act) me. I was
) (Act) in the past. I am
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
face that all girls wanted (V)

fair skin and big eyes. So I w
famous and notorious among the
fast so he ran (V) (Act) to th
fifty over freaks guarded (V)
finally torn down (V) (Acc) an
find my relatives hanging arou
fine and the woman used (V) (S
fine then. Never have I expect
five freaks there and near the
five storey high and below was
for economic people and the su
for long. 48 Everyone have (V
for me and it was (V) (S) a fo
for rich people.My father brou
for the End-of-Year Examinatio
for the large cane, I felt (V)
for time because I would like
for years. All around, I dared
four years and straight after
fourteen months old. He left (
fresher and also more beautifu
friendly and nice to us.While
from Raffles Institution. Be
from a person I did not know (
from another TV station, and h
from as there is (V) (X) (S) n
from me? crossed (V) (Ach) my
from my class and she knew (V)
from the neighbourhood near th
from the wet market that my fa
from us.Then he asked (V) (Acc
fun and enjoyable for everyone
furious as I did (V) (Act) not
glad that I get (V) (Acc) to k
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328
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333
334
335
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340
341
342
343
344
345
346
347
348
349
350
Amaris to him and he was

, my daily time table was
(V) (Acc) everything will
art (V) (X) (Ach) to feel
et dont (V) (S) you feel
) guilty? You shouldnt
Japanese culture. He had
(X) (Acc) as the men were
letely bedridden. She was
y seems (V) (X) (S) to be
n. Deep inside me, I felt
re guilty. I did not feel
cisions in life. Some are
ss, we have (V) (S) to be
know (V) (S) I shouldnt
he king. The king thought
Eugenes father, why did
k (V) (Act) but never did
aken. (V) (Ach) I thought
. My parents will then be
ct), it was still pouring
(S) the local star. I was
irer until then.I admired
nd until now I still like
this beautiful park to be
V) (Acc) JC, I would have
ver, the pressure will be
rprise (V) (X) (S) it was
if I wanted (V) (S) to be
instead. He was feeling,
of the school would show
greement) (S) none I knew
towns wet market. It was
st place to visit. I wish
in Secondary school, will
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
glad that someone was talking

go (V) (Acc) to school, come b
go right and asked (V) (Acc) m
guilty as i bluff (V) (X) (Act
guilty? You shouldnt (V) (S
had done (V) (Acc) this do (V)
hair which is (V) (X) (S) rath
half naked and the ladys are (
half paralyzed and even painki
happier. But luckily, after th
happy as I had made (V) (Acc)
happy at all as it was (V) (S)
happy cases like where to go f
hardworking. Although some of
have cane (V) (X) (Act) you m
he can reflect (V) (Ach) the b
he sack (V) (Ach) him when he
he see (V) (S) it again in his
he would just went off (V) (X
heart-broken and I will be was
heavily and it seems (V) (X) (
helpless at that moment. I ign
her for so long and would not
her very much. 9 In a village
here.I spent (V) (Acc) 1 hours
higher paying job as I had (V)
higher than in Secondary schoo
him. I went (V) (Act) up to hi
his stead or others. I didnt
his whole body is (V) (X) (S)
how good the school is (V) (S)
how to do (V) (Acc). I look (V
huge and there were (V) (S) so
I could visit (V) (Act) the we
I get (V) (Acc) high pay job o
351
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356
357
358
359
360
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362
363
364
365
366
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368
369
370
371
372
373
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375
376
377
378
379
380
381
382
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384
385
you anymore. Neither will

(V) (Ach) onto it. I knew
fort.After school, I knew
V) (Ach) my mind, and Do
o him. He was so shocked.
(V) (Acc) only then did
(V) (S) too high. I know
y guilty about it. I knew
c) a mark so I would know
o the hospital. I thought
fore. In my heart, I knew
V) (Acc) to me! I promise
rrect one. Because I know
final decision as I knew
t exam that I was having.
now (V) (S) I will regret
and what subjects it has.
w that woman and him will
(V) (S) that it would be
V) (S) a way, nothing is
friendly teachers. I was
t. I knew (V) (S) she was
(V) (Acc) what I would be
friends and me had agreed
eresting I was interested
my friend Wei Hao who was
Acc) back that when I was
(S) like this.When I was
the future. Soon, we were
X) (S) it like when I was
he holidays.Now that I am
and vegetables. 35 I am
w (V) (S) that Eugene was
ing (V) (Act). My mum was
V) (Acc) congrats you are
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
I give (V) (Acc) you homework

I had lost (V) (Acc) my way go
I had to make (V) (Acc) a deci
I know (V) (S) them?I quickly
I quickly apologized (V) (Acc)
I realize, (V) (Ach) that my g
I shouldnt (V) (S) have cane
I was (V) (S) in the wrong but
I was (V) (S) there before.I t
I was going (V) (Acc) to die (
I was going (V) (Acc) to fail
I will not caned (V) (X Struct
I will regret (V) (S) if I qui
I would not be stressed (V) (S
Im (V) (X) (S) here for some
if I quit (V) (Ach) the school
If I were (V) (S) to decide (V
ill-treat my brother. I could
impossible for me to pass (V)
impossible, everything will ha
in a class with many unfamilia
in a lot of pain but something
in future and what job I do (V
in going out (V) (Acc) to shop
in guns at that point of time
in it. I decided (V) (Ach) to
in primary six. At that time,
in secondary two last year, I
in secondary three and were al
in secondary two.Class, go (V
in secondary Three Peace, I re
in Secondary three now having
in some kind of trouble and ne
in tears, it was (V) (S) the f
in the express streams. It mak
386
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388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
hen before. 2 When I was

fraid that I would not be
it. I knew (V) (S) I was
. I was pretty interested
(Act) me what class I was
e wanted (V) (S) me to be
) (Acc) me that Bandy had
the meat store, there was
lear in my head, to love
never did (V) (S) he see
these. I could not stand
myself. I couldnt stand
a tree he had never seen
l stream. Then I thought,
Agreement) (S) by who was
life and I do not regret
nt (V) (Acc) near, it was
so careful in not letting
r secondary three. It was
y mother. Luckily, it was
S) a few friends who were
nced (V) (Acc) what I had
nd a shopping centre were
Agreement) (S) you.I have
he fish stall. There were
or else I would not have
from my house. But I was
s power so nobody will be
into two groups and I was
o polytechnic as there is
her, but I just couldnt
) (S) ok grandma, you can
The trunk of the tree was
was (V) (S) nice to look
g weekend. The market was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
in the kindergarten, I used (V

in the same class as my friend
in the wrong but I didnt know
in what kind of fishes they we
in, and I told (V) (Acc) them.
independent. I could still rem
influenza and is (V) (X) (S) u
insect around it. I felt (V) (
is (V) (S) to let go (V) (Acc)
it again in his entire life.
it anymore and I decided (V) (
it anymore. Ah!I pushed (V) (
it in the park before. It is (
it is (V) (S) better to spend
it, he was (V) (S) one of Euge
it. 42 One Sunday night, I wa
Jesus. Jesus asked (V) (Acc) h
John spot (V) (Ach) me copying
just after the principals tal
just an overdose of sleeping p
just like me. They all dont w
just now.The care taker took (
just opposite my flat.The plac
just taken my grade for o le
kinds of fish. There was (V) (
know what to do (V) (Act). I d
late as I spent (V) (Acc) the
lazy.David asked (V) (Acc) him
left in the center of the two
less stress there.Finally, thr
let go. Each day and night I w
let go. Upon hearing (V) (Acc
like a human figure. There was
like a idol. But it was tiring
like a pack of sardines. I ask
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
(S) like me, but I looked

id day. The classroom was
) (X) (Act) my leg I felt
continued (V) (Act) to be
V) (S) too strong, I felt
(Ach) the girl who looked
(Ach) someone that looked
(V) (Acc) whether I look
nds do (V) (X) (S) I look
re I know (V) (X) (S) was
job in the city. Feeling
o the library, there were
wow! Indeed there were
book. The stress here is
aduate (V) (Acc) would be
not fresh. My mother was
back (V) (Acc) home, have
with the decision. I was
ourhood that the tree was
) (Acc), as this park was
hobby. I never regretted
her fat. I really enjoyed
ateful day. 41 There are
(Acc) a job as there are
of the market. There were
hance. The park never had
ie works eventhough I had
cc). After recess, it was
e and she did not believe
c) that that person liked
to worry. That dream kept
wet market as she wanted
Acc) me a seed and wanted
amination as she expected
oth of the groups treated
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
like a star.I saw (V) (Ach) my

like an oven. The bell rang (V
like as though it was rooted (
like dont want (V) (S) to stu
like fainting. The headmaster
like me, her name was (V) (S)
like me. So I decided (V) (Ach
like Richard Ko. This time Im
like Richard Ko. They paused (
like war in there, people argu
lonely and miserable, the youn
lots of people, so we each too
lots of people, I thought (V)
lower and interaction will be
lower. The subjects available
lucky, the prawns were (V) (S)
lunch and have (V) (S) afterno
mad at him, and told (V) (Acc)
magical but years passed (V) (
magnificent. At least they can
making (V) (Acc) this importan
making music. Entering XXX Sec
many decisions that I have mad
many people with better qualif
many people walking (V) (Act)
many people, he then took (V)
many problems of my own. I set
math period again, the teacher
me at first but she was (V) (S
me but she did not dare (V) (S
me thinking (V) (Act) for week
me to be (V) (S) independent.
me to find (V) (Acc) a locatio
me to score (V) (Ach) a much l
me very good. I sat down (V) (
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
(Act) in JC will respect

X) (S) his mother. It is
ger bunch as I would have
ng (V) (Acc) that, I felt
special stream also meant
V) (Acc) a nap and it was
he corner, the market was
you get (V) (Acc) will be
e. Well, I did not bother
and told I had regretted
ne day, when I was having
ow, but I never regretted
) (S) that they supported
my parents would support
nearest foodcourt to have
rience for me too. I hope
l, she would never forget
ss in secondary three was
memorable one as that was
member (V) (Acc) what was
do (V) (Act)! I promise!
(V) (Act), the caller was
rom my class and she knew
og) (Act) anymore.She was
(Ach), I couldnt believe
the family and could feel
n but never will I expect
g (V) (Act) me. I guessed
etending (V) (Act) he was
ken and I will be wasting
rrow and anguish. I hated
ve (V) (S) a look. It was
new (V) (S) that I wasnt
ting (V) (Act) that I was
(X) (Act) them that i was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
me. My parents will also think

moms birthday and John made (
more friends but I decided (V)
more guilty. I did not feel (V
more subjects and more stress
morning when I woke up (V) (Ac
much cleaner and it does not s
much lower.Since it is (V) (X)
much, I thought (V) (Act) mayb
my actions. She accepted (V) (
my break in sch, I went (V) (A
my choice as I know (V) (X) (S
my decision to move out (V) (A
my decision. Sighing deeply, I
my dinner. Then, when I turned
my father will bring (V) (Act)
my favourite ham and cheese sa
my final decision as I knew (V
my first and only wet market I
my first reaction to it when m
My heart was shattered (V) (Ac
my mom. I felt (V) (S) a littl
my name. I than replay (V) (X)
my one and only admirer and un
my own ears, my grandmother,
my parents touch (V) (Act) my
my parents were (V) (S) the on
my plans are (V) (X) (S) once
my secret Admirer.When I found
my time.If I enter (V) (Ach) p
myself for that, I curse (V) (
nacy tan, the TV star flimming
nacy tan. They said (V) (Act)
Nacy. As i always wanted (V) (
nacy. I knew (V) (S) the lie w
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
(Acc) the girl that I was

orner and my mother keeps
S) better because it uses
(V) (X) (Ach) as that was
) (S) a lot! Though I was
hievements and is located
ct) her new album. It was
tree, and the ground got
ch) to it since there was
V) (X) (Ach) that she had
shelter to everyone. I am
s time the wet market was
playground when there was
cc) calling and there was
(Acc) and my brother had
cted (V) (Ach) us. It was
y house regulargy. It was
(V) (Ach) them were were
he market with her. I was
late at night unless I am
dirty and wet but it was
. Even if a wet market is
) dinner time. As I dared
id (V) (Acc) that we were
g (V) (Acc) vegetables is
ears. All around, I dared
g out (V) (Acc) means its
o be my mother but it was
of entering the school is
gh some of my friends are
ied (V) (Acc) my name is
skin and bone, and it was
) quite easy and there is
S) happy at all as it was
ged (V) (Acc) too, he was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
Nacy. The girl then introduce

nagging (V) (Act) around my ea
natural air and natural air is
nature after all. 14 John wer
naughty and mischievious, I ha
near my house. So, I have made
nice to look (V) (S) like a id
no fallen leaves lying (V) (Ac
no harm trying (V) (Act). Sinc
no legs, I am so (V) (X) (S) t
no longer a child, I am (V) (S
no longer wet. The stalls are
no one.In the park, there was
no other people around too. We
no way, so he threw (V) (Acc)
Nokias handphone latest and q
not a very cean place but ther
not afraid of them, we were (V
not afraid or neither unhappy
not alone and I never tell (V)
not as bad as I expected (V) (
not as clean as a supermarket
not asked (V) (X) (Acc) my par
not couple. I fall (V) (X) (Ac
not easy. You have (V) (S) to
not flipped (V) (X structural)
not fresh. My mother was (V) (
not her, it was (V) (S) from a
not high as I did not do (V) (
not in my class anymore, we wo
not Joe. I ask (V) (X) (Acc)
not long before she was hospit
not much stress, but .the amou
not my own effort.After school
not patient anymore, he got (V
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
S) that both of them were

) those slippers that are
Acc) my head. I regretted
(Acc) to them that I was
ct) maybe my swimwear was
V) (Act) but she insisted
Act) myself that this was
e Saturday morning, I had
place early as there was
) no longer a child, I am
(Acc) the way I am living
and I actually was afraid
e (V) (X) (S) they scared
ct) about it, the feeling
(V) (Acc) down but lacked
muttered (V) (Acc), Its
) (Acc) a pen. When I was
ly came (V) (Acc); it was
h his friends.When he was
V) (Act). Just as we were
nd they would always envy
ers in diameter.There was
small sized kids, we were
woman. The fat woman was
ime to come. 6 There was
ho was (V) (S) it, he was
ked (V) (Acc) me if I was
ired for students to have
o me. At that time, I was
ought (V) (S) that it was
(Acc) of the house. I was
lass and say she would be
gned (V) (Acc) to will be
about John because he was
day when my parents were
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
not pleased (V) (S) with each

not slippery or else they will
not studying (V) (Act) for the
not the idol they were talking
not the latest one. So, I grab
not to.Anyway, the last stall
not true. Tree is (V) (X) (S)
nothing to do, (V) (Act) nothi
nothing to do (V) (Act) and wa
now 15 years old and have (V)
now or even my studies and fut
of death. I understand (V) (X)
of fatherhood, that they left
of guilt would go away (V) (Ac
of the courage. Soon, it was (
ok grandma, you can (V) (S) le
on my way there, a small girl
on the Sunday that my mother d
on the way home he suddenly re
on the way there, there was (V
on those things that my family
once early in the morning at a
once had (V) (S) a rumor which
once the entirely of the under
one day when my friend and I w
one of Eugenes bodyguard who
one of the teenage star who ap
one. I have choosen (V) (X Spe
only left with two choices. On
only seven oclock and I still
only sixteen when I did (V) (A
our classmate from that day on
our sleeping bunk.After settli
out for an hour. Mom went (V)
out, my friends invited (V) (A
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
) I would not be stressed

(Act) for them as it cost
luggage. I was frightened
very scared, my face was
spapers and magazine were
ed (V) (Ach) that she was
xt time. Although we were
ids so that they could be
V) (Acc) of stall must be
tunned (V) (Ach) and kept
pet lover. The place was
ering a express stream is
ere. People in there were
ays. (V) (X) (Act) It was
I know that life would be
(Act) with us. There was
d (V) (Ach) to me what is
V) (Act) non-stop. It was
eyes of the fish. It was
(Acc) into 3 Peace. I was
c) to do (V) (Acc)? I was
y (V) (Acc) I was feeling
Ach) that the prices were
ll the customer there are
V) (Act) their steps.I am
V) (X) (Act) that I maybe
V) (X) (S). My mother was
iends. Even though he was
brown eyeballs. All I can
). At that moment, I felt
They seemed (V) (S) to be
. After our dinner it was
was (V) (S) short. I knew
(Ach). They did not seem
rratic and her breath was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
out. My mother told (V) (Acc)

over four hundred buck. Luckil
over that situation and I felt
pale, I didnt go (V) (Acc) sc
pictures of Cheryl, as she was
pitiful and I helped (V) (Act)
poor but she never borrow (V)
powerful to expand (V) (Acc) t
present. If I go (V) (Acc) I w
quiet for the whole flag raisi
quite dirty and wet but it was
quite easy and there is (V) (S
quite friendly and kind.The dr
quite fun, but I did not under
quite harsh if I follow (V) (X
really a singer who look (V) (
really an important decision.
really crowded in there. Peopl
really disgusting.The wet mark
really happy. My hard work for
really helpless and frustrated
really upset at that time not
reasonable but there were stil
regular customer.Although the
relive and I made (V) (Ach) th
Richard Kos twin brother. Lau
right! I have (V) (X) (S) to s
sad but theres (V) (X) (S) no
say that he is (V) (X) (S) a v
scared. I walked out (V) (Acc)
screaming loudly that it seeme
seven forty five and we went b
she was (V) (S) in a lot of pa
shocked or surprised as they k
short. I knew (V) (S) she was
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
ile upon my face. I loved

e (V) (S) couple. She was
ened (V) (Ach). There was
liar faces. The class was
o go (V) (Acc) to. It was
rd (V) (Ach) that. I felt
that situation and I felt
side a normal hole it was
t for some supper. It was
f cat and rat chase I was
prison of theirs. We were
and email address. I felt
S) that Anchalee could be
) (S) huge and there were
me. My friend and I were
age star. My friends were
ndered (V) (Act) what was
kes (V) (X) (Acc) me feel
) (Acc) whether or not is
e tree, the mumburing was
ying (V) (Acc) that I was
ten (V) (X) (Acc) to know
from her mouth. I sensed
e path of park, there was
(Acc) along. She agreed.
parents voice.Mark! Im
and hand gloves there was
(S) so sweet but it was
(V) (Act) as my view was
of the lights which were
down (V) (X) (Acc), I was
ctations.No! No! I cant
their body and others had
in a formal way as it was
f someone his age to have
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
showing (V) (Act) pictures of

shy and kept arguing (V) (Act)
silence in the whole house tha
silent throughout the day.On t
so sweet but it was (V) (S)
so afraid. I was wondering (V)
so alone then, but I decided (
so crowded. The freak which br
so delicious! And those uncles
so exhausted that I went (V) (
so frightened that we could ha
so good faking (V) (Act) as Na
so kind, I just thanked (V) (A
so many stalls. The first stal
so shocked and replied (V) (Ac
so shocked that they did not s
so special about it and I walk
so wonderful and all of my eff
soft, a slightly hard fish wou
softer and uncleared. We had p
some local TV teenage star. My
some of the teachers. Mister M
something amissed (V) (S) and
sometime which caught (V) (Ach
Soon it was (V) (S) the auditi
sorry too! We alway thought (V
spots of blood on the gloves.
still a place I used (V) (S) t
still on her, I nearly slip (V
still switched on (V) (Acc), t
still very scared, my face was
stop! I have (V) (S) to finish
strips. After buying the fishe
such a big event.On my mid-way
such a calibre. I have also go
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
ll, the playground!It was

ow (V) (Acc) mary. She is
cision in my life. It was
(Act) me although it was
holidays. That day, I was
nt of time, we all seemed
) onto the wall which was
(Act) suicide. I accepted
icked (V) (Ach) as I knew
get (V) (X) (Acc) to know
hough my grandmother knew
uy just would not believe
to him immediately saying
t). Some people may think
) (Ach) to run. I noticed
) to her. She was shocked
fication. People who know
endly. As the all belived
me that the long ago knew
are (V) (S) books. I fear
al) (Act) through, afraid
g I thought (V) (Acc) was
high hole. We were amazed
ror. I was really shocked
or the large cane, I felt
ct) a movie, so I thought
ndary School as I thought
since last Friday. I felt
for the reasons as I knew
all the questions. I felt
at that time, I suspected
ies at the doctor, I knew
me before, but I believe
r very terrible.I thought
) (S) at all as I thought
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
such a nice place for me to go

such as good friend.
16 I wa
Sunday night, and I decided (V
Sunday, I decided (V) (Ach) to
supposed to meet (V) (Acc) my
surprised as we thought (V) (S
ten metres for us a few times
that and asked (V) (Acc) him t
that Eugene was (V) (S) in som
that he locked (V) (Acc) us in
that her life is slowly slippi
that I am (V) (X) (S) not Cher
that I am (V) (X) (S) not any
that I am (V) (X) (S) stupid o
that I came (V) (Ach) to the t
that I have dressed differentl
that I study (V) (Act) in JC w
that i was (V) (S) the popular
that I wasnt (V) (S) nacy tan
that I will not be able (V) (S
that I would dropped (V) (X St
that if I study (V) (Act) hard
that inside a normal hole it w
that it dont look (V) (X) (S)
that it was (V) (S) too harsh
that it was (V) (S) only seven
that it would be (V) (S) easie
that it would be (V) (S) impos
that that would put (V) (Acc)
that the only way to not fail
that the stranger was (V) (S)
that there got (V) (S) to be a
that they supported (V) (S) my
that they were just having (V)
that wet market was (V) (S) th
666
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rry too! We alway thought

this do (V) (S) you know
reed. (V) (S) Soon it was
x (V) (X) (Act) and enjoy
e my parents will will
out (V) (Ach) that it was
to me, the wet market is
gnosis, I couldnt accept
storey high and below was
(S) a express stream, has
o a school which contains
(V) (Acc) in my life was
Ach) the PSLE. And it was
cer, last stage that was
a Sunday morning. It was
sign of relive. This was
(V) (S) in tears, it was
stairs so that I would be
hate (V) (X) (S) most was
S) the last stall. It was
inside the park, to enjoy
hat we went (V) (Acc) was
rl there, and that means,
reakfast and since it was
At that time, I regretted
tivity of the day. It was
the next stall and it was
was (V) (S) nacy. I knew
eighbouring stall. It was
) (S) that wet market was
) (X) (Ach) that this was
said (V) (Acc). This was
(S) too important.It was
day at the beach, it was
so not very sure. I guess
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
that you can cope (V) (Act) wi

that your mom loves (V) (S) yo
the audition day, we both were
the beautiful serenity of the
The bell rang (V) (Ach) again
the best Co-Curricular activit
the best of the best place to
the bitter fact that my grandm
the carpark. The headmaster ca
the CCA that I like (V) (S), a
the CCA that I would like (V)
the correct one. Because I kno
the day that I went (V) (Acc)
the diagnosis the doctor gave
the earliest Sunday that I hav
the feeling I had never had (V
the first time that I see (V)
the first to use (V) (Act) the
the fish store, the smell that
the flower stall. There, you c
the fresh air. As I entered (V
the fruit stall. My mother pic
the girl was (V) (S) a ghost!
the holiday and with my mother
the horrible things that I had
the ice-breaking game. Later o
the last stall. It was (V) (S)
the lie would be expose (V) (X
the meat stall.When I got in (
the most disgusting place on e
the most important decision I
the most important decision th
the most memorable day that I
the mystery of the tree will h
701
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707
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719
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724
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727
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730
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735
t (V) (S) my parents were

cc) beef. The butcher was
(Acc) it. Family ties is
elived (V) (S) that i was
y me, in between them was
(V) (Act) that I can take
I smell (V) (X) (Act) was
he wanted (V) (S) to know
chers. Mister Marican was
test the next day. I knew
ements. Another factor is
V) (Acc) loudly. This was
ts. Finally, I could feel
S). I did not really like
cc) in my life, should be
res of Cheryl, as she was
ow (V) (Acc) him.That was
ing loudly that it seemed
ace that all girls wanted
d, and Do (V) (S) I know
for my math test, it was
(Acc) a new leaf, it was
would know (V) (S) I was
here and many people were
uper market but he wasnt
Light Years. I thought
(V) (X) (S) scary, it had
the way there, there was
ed (V) (Acc) as they knew
, I got (V) (Acc) to know
hink (V) (X) (Act) I will
that there would still be
the campfire.Soon, it was
as possible. Soon, it was
n oclock and I still had
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
the one shouting (V) (Act). My

the one who was making (V) (Ac
the only strength that will pu
the popular TV star Nacy.It ha
the real Cheryl, the Teenage S
the second class, which have (
the smell of fresh fishes beca
the story as our looks gave us
the teacher that left (V) (Acc
the test was (V) (S) very impo
the type of CCA which the scho
the very important decision th
the warm of the family and cou
the way the stall holder dress
the where I choose (V) (X) (Ac
the winner of Teenage Star, an
the worst decision ever, I wou
the worst thing might happened
their boyfriend to be like, he
them?I quickly ask (V) (X) (A
then I realize (V) (X) (Ach) t
then I realize (V) (X) (Ach) t
there before.I took (V) (Acc)
there buying (V) (Acc) their s
there, then he saw (V) (Ach) a
they are pulling (V) (X) (Act)
thick layers of trunk, its le
this person who came (V) (Act)
this was (V) (S) a good idea,
three good friends whom had (V
till the very day I die (V) (A
time before school for me to s
time for lunch. We proceed (V)
time for me to set off (V) (Ac
time so I followed (V) (Act) t
736
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741
742
743
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746
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748
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757
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759
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764
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766
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768
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770
(S) Friday morning, its

copying (V) (Act), it was
each other. Soon, it was
ractice (V) (Act). It was
eal life. 34 I have been
(S) a good idea, that was
(V) (Ach). I did not want
ack of the market. I used
said (V) (Acc) that I had
V) (Acc) that if I wanted
Nacy. As i always wanted
a smart class, we have
some people. They seemed
-year exams. It was meant
V) (Acc) because I wanted
ew (V) (S) that there got
schools teachers and was
school, Many factors need
aid (V) (Act) they wanted
Ach) at them, they seemed
V) (Acc) and the park was
ery of the tree will have
the old man did not want
instance, I did not want
ny other people was going
because my father wanted
Acc) that my parents used
(S) young, my mother used
about his money and liked
(Acc) me that if you were
h my mother as she wanted
h friend and I would have
V) (S) not easy. You have
V) (Acc) to, I would need
S) very little. If I were
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
time to go to school! mother

time to hand in (V) (Acc) the
time to sleep (V) (Act). Every
tiresome.Soon I lost (V) (Acc)
to a wet market of Ang Mo Kio.
to act normal and pretended (V
to ask (V) (Acc) for the reaso
to ask my mother the names of
to attend (V) (Act) the remedi
to be (V) (S) his stead or oth
to be (V) (S) a star, i told (
to be (V) (S) hardworking. Alt
to be (V) (S) screaming loudly
to be (V) (S) fun and enjoyabl
to be (V) (S) with my grandfat
to be a problem in the diagnos
to be brought back (V) (Acc) t
to be considered (V) (Acc). Th
to be friends with me not beca
to be looking (V) (Act) for me
to be torn (V) (Acc) apart man
to be unsolve (V) (X) (Ach) as
to blow up (V) (Acc) the matte
to bother about anything excep
to break down (V) (Acc). But a
to bring (V) (Acc) me to the n
to bring (V) (Act) me to the m
to bring (V) (Acc) me to a wet
to bully (V) (Act) kids. When
to buy (V) (Acc) a good and fr
to buy some fishes. They were
to call it off (V) (Acc).Than
to choose (V) (Acc) carefully
to choose (V) (Acc) the school
to choose this stream, I would
771
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805
(Acc) the park. I wanted

one last time and I hope
Act) the path that I used
first sight. But I wanted
(Act). I would also have
) that I will not be able
s and I might not be able
l (V) (Ach) this test was
it has. (V) (S) If I were
his park. Probably it was
he next few months. I had
buy (V) (Acc) as I loved
ys with a shoe. I wanted
ant (V) (S) stop! I have
t the guy still continued
y brother or me will have
e guys again, they seemed
time because I would like
the kindergarten, I used
he camp and the other was
any youngsters would like
as (V) (S) young, I hated
has (V) (S). I would like
Act) my father would like
hat incident I never want
ween my parents. I wanted
ket that my father wanted
(Acc) that I didnt want
now 15 years old and have
(S) very heavy. I wanted
myself for not being able
the CCA that I would like
(Acc) me if I would like
for the whole day wanting
urprised looks, he wanted
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
come (V) (Ach) again and ha

come again the next time ro
come here. I walked (V) (Ac
concentrate (V) (Act) on my
consider (V) (Acc) the loca
cope (V) (Acc) with the str
cope (V) (Acc) with the str
copy (V) (Act) his answers.
decide (V) (Ach) to choose
deserted. I am thinking (V)
do (V) (Act) the house chor
eat (V) (Act) fish so I cho
end (V) (Ach) all these. I
finish (V) (Acc) them by to
follow (V) (Act) and talk (
follow (V) (Acc) him.That w
follow (V) (X Prog) (Act) m
get (V) (Ach) to camp as fa
go (V) (Acc) to the wet mar
go (V) (Acc) back home to a
go (V) (Act) to.There is (V
go (V) (Acc) to school as I
go (V) (Acc) to a school wh
go (V) (Acc) to the wet mar
go (V) (Acc) home late at n
go into the room to calm th
go.The floor was (V) (S) we
have (V) (S) a stead but we
help (V) (Act) out in some
help (V) (Acc) her carry (V
help (V) (Act) ease (V) (Ac
join (V) (Act). I would als
join (V) (Ach) his company
know (V) (S) who he was (V)
know (V) (S) the story as o
806
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810
811
812
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814
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816
817
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829
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833
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835
836
837
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839
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go (V) (Acc) as I wanted

t and I also did not want
t) that place as you have
head, to love (V) (S) is
ehow I just couldnt bear
e with somebody, you have
) fine and the woman used
st time. This time, I had
. At that time when I had
decision that I was going
ond day, I was determined
S) a human being, we tend
r long. 48 Everyone have
ts of the club would have
) (Acc) how great she was
cc) she would really like
est each day, not wanting
(V) (X) (Ach) and facing
the market you just have
(S) still a place I used
urce home for mom. He was
I know (V) (X) (S) I got
vity. But just as we were
end of the year and have
(Act) as fast as I could
X) (S) like we would have
o choices. One choice was
Ach) this test would have
l maths! I was beginning
greement) (Act) inside is
e (V) (S) like dont want
(V) (S) as I did not want
e as a TV star and wanted
TV. And he said he wanted
But, the stranger wanted
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
know (V) (Acc) and learn (V

know (V) (S) as I did not w
learn to shop (V) (Act) for
let go (V) (Acc) only then
let go, each day and night
let others know (V) (S) and
live (V) (Act) here. She wa
make (V) (Acc) a very impor
make (V) (Acc) the decision
make (V) (Acc) in my life.
make (V) (Acc) some new fri
make (V) (Acc) mistakes. Th
make decisions in life. Som
make their way to the air r
me, in my eyes, she is (V)
meet (V) (Acc) me in person
miss out (V) (Ach) anything
my direction. I can see (V)
pay (V) (Acc) for the item
play (V) (Act) at. I will n
playful that he went (V) (A
protect (V) (Act) my younge
reach (V) (Acc) the ground
repeat (V) (Acc) Secondary
run out (V) (Acc) of the pa
sit (V) (Act) around and ta
stay (V) (Act) in the camp
stay back (V) (Act) for rem
stress out (V) (X) (S) afte
study and all are (V) (S) b
study. Even I have advised
suffer (V) (Acc) another bl
take (V) (Acc) photo with m
take a picture with me. My
talk (V) (Act) to Eugenes
841
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843
844
845
846
847
848
849
850
851
852
853
854
855
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857
858
859
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862
863
864
865
866
867
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869
870
871
872
873
874
875
) me but she did not dare

o long and would not dare
my desk. I had never been
mother. My mother wanted
X) (S) that I was willing
(Acc). Even schools have
ange, students would have
e shirt and never be able
ct) around, you will have
elderly people, they have
upermarket I still prefer
ing (V) (Act). There were
felt (V) (S) that it was
My expectations on you is
id (V) (Acc) that she was
se (V) (Act). But she was
out (V) (Acc). They were
) me. The suns rays were
nd the tree but many were
he questions. My mind was
e (V) (X) (S) that it was
stall I saw (V) (Ach) was
(V) (Acc) them that I was
e (V) (Acc) that. We were
ake (V) (X) (Acc) me feel
V) (S) a human and he was
that paper, they will be
) (S) what was happening,
vision programmes will be
(S) that the stranger was
The thing that surprised
ar. At that moment, I was
ody eyes. She was looking
yes off the tree as I was
r or TV star. Then he was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to talk (V) (Act) to me. She a

to tell her. I kept (V) (Act)
to the canteen during recess.
to train (V) (Acc) me to buy (
to turn over (V) (Acc) a new l
to up upgrade. Even if a wet m
to wait (V) (Act) for their tu
to wash (V) (Act) it off. Its
to watch (V) (Act) your steps
to wear (V) (Acc) those slippe
to wet market because of the f
tons of homework piled up (V)
too harsh of a punishment for
too high. I know (V) (S) I sho
too shy to mention (V) (Acc) i
too slow, I was (V) (S) alread
too strong that we could not f
too strong, I felt (V) (S) lik
too tired to carry on (V) (Act
totally blank. The questions o
true.I told (V) (Act) myself t
turtles meat. I pity (V) (X) (
unable to choose (V) (Acc) a c
unaware that we were wearing (
uncomfortable. I have told (V)
under a spell. The spell cause
unseperatable. It was said (V)
until he took (V) (Acc) out a
up next. During school days, m
up to no good. I decided (V) (
us was although they did not l
utterly embarrassed. It happen
vengenceful, staring (V) (Act)
very curious about the tree an
very embarrassed and did not k
876
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890
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901
902
903
904
905
906
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910
udition day, we both were

k (V) (Act). I still felt
) (Acc) the paper, I felt
olding (V) (Act) would be
knew (V) (S) the test was
or three hours and it was
r too. At the time, I was
. The subjects taught are
e standard of learning is
(X) (Act), but there were
arket, the place there is
Cheryl, she really looked
(Ach) the market. It was
oily. The wet market was
) (Ach) a place which was
en, (V) (X) (Acc) we were
V) (Act) her face, it was
lk (V) (Act) to me. I was
started (V) (Ach) to feel
ct) so. Amanda and I were
t both left us when I was
) (Acc) there, he agreed.
ad done (V) (Acc). It was
y parents will also think
) (S) to go.The floor was
(V) (Acc). The market was
ature. I couldnt believe
ds and I couldnt believe
but I did not understand
e wrong but I didnt know
arrassed and did not know
ber (V) (Acc) that it was
Acc) angry and frustrated
) (Ach) them, I will know
he asked (V) (Acc) me was
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
very excited. We saw (V) (Ach)

very guilty about it. I knew (
very guilty about what I did (
very heavy. I wanted (V) (S) t
very important but I was too o
very late. I went (V) (Acc) to
very lazy, in my mind, all is
very little. If I were (V) (S)
very low. The subjects taught
very loyal to friends and trea
very messy, you can get (V) (A
very much like me, even my fam
very noisy. We went (V) (Acc)
very of interesting. The wet m
very quiet we went (V) (Acc) i
very sad. The next day, the sh
very scary, suddenly I stopped
very shocked, but I just talk
very sick, her cough gets (V)
very upset, so we decided (V)
very young, to even remember (
We cycled (V) (Act) there and
Wednesday, two of my friends a
well of me.However, the pressu
wet and dirty. And I saw (V) (
wet and stink, when I tell (V)
what is happening (V) (X) (S).
what just happened (V) (Acc).
what they were saying (V) (Act
what to do (V) (Act). I though
what to say (V) (Act). Then he
when I made (V) (Acc) the most
when I stumbled (V) (Ach) with
where to find (V) (Ach) them.
whether I want (V) (X) (S) to
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
(V) (Act) out. Some were

y wanting (V) (S) to know
or others. I didnt know
me, (V) (Act) May I know,
ife and I also understand
were (V) (S) not pleased
memorable day that I had
I go (V) (Acc) home to be
se I wanted (V) (S) to be
Unfortunately they agreed
e place is usually packed
was utterly disappointed
(Act) her face was filled
final decision still lies
e (V) (S) easy, but I was
what I did (V) (Act) was
) (S) that your mom loves
(V) (Acc) by them. Who do
to the super market dont
ad done (V) (Acc) this do
and said (V) (Acc) I love
minations. 36 When I was
ast time. 40 Since I was
happy one. 27 When I was
) (S) the CCA that I like
how your future would be
ned (V) (Ach). As we knew
s wants (V) (X) (S) to be
possible. We were scared
matter how hard life was
ke me. I was so surprised
s it was very disgusting
want (V) (X) (S) it to be
f our skin. I was shocked
Acc). I was then relieved
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(S) white and some were (V) (S) ev

(S) who he was (V) (S). I saw (V)
(S) who it was (V) (S) from as the
(S) Why are you following (V) (Act
(S) why I do made (V) (X Structura
(S) with each other. Their angry a
(S) with my family.Flipping throug
(S) with my grandfather for the la
(S) with my grandfather for the la
(S) with my idea. Hence we walked
(S) with people.When I reached (V)
(S) with the three of us and becau
(S) with worms and maggots it was
(S) within you! 49 The most impor
(S) wrong! My dream is (V) (X) (S)
(S) wrong, but I had (V) (S) coura
(S) you a lot you should change (V
(S) you all wants (V) (X agreement
(S) you feel (V) (S) guilty? You
(S) you know (V) (S) that your mom
(S) you. Later he told (V) (Acc) h
(S) young, I hated (V) (S) to go (
(S) young, I have always being (V)
(S) young, my mother used (V) (S)
(S), achievements and is located (
(S), and what kind of results you
(S), Eugenes father would pay (V)
(S), including me.One evening, whi
(S), one of my friends say (V) (X)
(S), she send (V) (X) (Act) three
(S), the fans say (V) (X) (Acc) th
(S), then she hover (V) (X) (Act)
(S), without restrictions or const
(S). A few weeks after the auditio
(S). Although it was (V) (S) an un
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
less what their grade was (V) (S). As for me, I continued (V) (A
nteraction will be better (V) (S). However, after I leave (V) (A
not as bad as I expected (V) (S). I did not really like (V) (S)
lt (V) (S) alone and hurt (V) (S). I even have (V) (X) (S) the t
words, I was very touched (V) (S). I felt (V) (S) ashame at what
o know (V) (S) who he was (V) (S). I saw (V) (Ach) Arron I was g
cared (V) (S) and worried (V) (S). I was thinking (V) (Act) of w
CCA which the school has (V) (S). I would like (V) (S) to go (V
m a person I did not know (V) (S). In the massage it said (V) (A
treet, my heart will ache (V) (S). Memories will keep coming (V)
matter or well be doomed (V) (S). Mr Lim was utterly disappoint
I was really stressed out (V) (S). My parents suggested (V) (Acc
) (Ach) and very confused (V) (S). My whole body seems (V) (X) (
c) me there, I was amazed (V) (S). The market open (V) (X) (S) v
) (Ach) a big tree, it was (V)(S) a very old and big tree that I
Acc) and the young man had (V)(S) to leave (V) (Acc) to find (V)
ve contact (V) (X wrong word) (S). I continued (V) (Act) to put
(Acc) a lot and I am (V) (X) (S) more happier than before. The
Acc) that whats done (V) (X) (S) (V) is done (V) (X) (S) and th
(Act) me where I been (V) (X) (S) what do they want (V) (S) fro
top class, which have (V) (X) (S) 3 pure sciences and one additi
ouse to Yishun, it is (V) (X) (S) a beautiful place with a park
) (X) (S) to enter is (V) (X) (S) a big decision as it would det
y early as I have got (V) (X) (S) a camp to attend. I started (V
S) called Mary. Shes (V) (X) (S) a fan of Nacy. She asked (V) (
there will always be (V) (X) (S) a fishy smell an there is (V)
have always maintain (V) (X) (S) a good record of conduct and b
wn (V) (Acc) and have (V) (X) (S) a good talk with my parents. I
suddenly and there is (V) (X) (S) a group of teenagers behind us
e for us when we need (V) (X) (S) a listening ear. I still remem
A teenage star, it is (V) (X) (S) a local television programme w
(X) (Acc) me if I am (V) (X) (S) a local TV teenage star which
nice person who cares (V) (X) (S) a lot for his students.I had t
noisy place, there is (V) (X) (S) a lot of bargaining happening
shy smell an there is (V) (X) (S) a lot of fish sellers selling
Annex D
List of state verbs
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
) fresh but there are (V) (X)

really, really hurts (V) (X)
(S) not true. Tree is (V) (X)
market because it is (V) (X)
ry to me and there is (V) (X)
eat impression. He is (V) (X)
ent colours. There is (V) (X)
to do (V) (Act). I do (V) (X)
) the turtles as I am (V) (X)
l know (V) (X) (S) is (V) (X)
ch) too. We both have (V) (X)
se pictures. There is (V) (X)
ith Reuben. Reuben is (V) (X)
different. My dad has (V) (X)
(V) (Act) to.There is (V) (X)
th me not because Im (V) (X)
ing, (V) (Act) I have (V) (X)
ead actor is starring (V) (X)
d near my flat, it is (V) (X)
of Ang Mo Kio. It is (V) (X)
V) (S) say that he is (V) (X)
fore. The decision is (V) (X)
he tree. It gives out (V) (X)
him curiously. He has (V) (X)
ket.The wet market is (V) (X)
people around. It is (V) (X)
see (V) (X) (S) he is (V) (X)
ies and future. It is (V) (X)
the seed will not be (V) (X)
for teenagers who is (V) (X)
d (V) (Acc) me I have (V) (X)
(Acc) his mom worried (V) (X)
y, in my mind, all is (V) (X)
ening ear. I was glad (V) (X)
(X) (S) small and have (V)(X)
Annex D
List of state verbs
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
a lot of flys flying (V) (Act)

a lot! Though I was (V) (S) na
a nature living thing. It grow
a new discovery to me and ther
a new experience for me too. I
a nice person who cares (V) (X
a nice scent in the stall. The
a number of volunteerie works
a pet lover. The place was (V)
a place which have (V) (X) (S)
a plan to found out (V) (X Str
a portrait of us on the firs
a soccer fanatic. He knows (V)
a stable job with quite a high
a stall there which sell (V) (
a star.They said (V) (Acc) the
a strange feeling that somebod
a teenage star call (V) (X) (S
a very convenient place. The w
a very crowded market at Ang M
a very handsome guy!! It was (
a very important decision I ma
a very nice aroma. It makes (V
a very nice tanned skin, thick
a very noisy and very bright p
a very noisy place, there is (
a very skillful and experience
a very tough decision for me t
able to grow (V) (Acc) properl
able to sing (V) (Act) well. I
about 70% percentage of the sa
about again. He will (V) (S) c
about play and all I remember
about the decision I have made
about twenty members only but
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
, I have always being (V)

(V) (S) to stress out (V)
all vendors there are (V)
at all the leaves are (V)
ell (V) (X) (Act) are (V)
an place but there is (V)
, sometimes there are (V)
e English language is (V)
) me a lot. There are (V)
heir office, which is (V)
the people there are (V)
(X) (S) wet and it is (V)
ry friendly. There is (V)
all and the seller is (V)
wo jobs per day. I am (V)
ks (V) (X) (S) and is (V)
m extremely terrified (V)
tree.I am very scared (V)
t. Although it sticks (V)
r and lung is damaged (V)
people dont believe (V)
hole family is united (V)
) (X) (S) (V) is done (V)
ious, I had never get (V)
cc) that I dont have (V)
and it does not stick (V)
st day we get to know (V)
a hole which (V missing)
und and I cannot move (V)
atch (V) (X) (Act) is (V)
fe is slowly slipping (V)
ugh today shopping is (V)
that the market stink (V)
f naked and the ladys are
S), the wet market is (V)
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
afraid of the cane as I was ca

after looking (V) (Act) at it.
all friendly, it might not be
all gone. Leaving (V) (Acc) th
all very fresh, there are (V)
alot of nice people around. It
also discounts. I found out (V
also fantastic. It is (V) (X)
also many important and diffic
also on the ground floor and l
also polite. After walking (V)
also slippery. I went in (V) (
also the conductor, Mr Chong,
also very kind, he told (V) (A
also very thankful and gratefu
always wet. The uncles and aun
and decided (V) (Ach) to make
and do not know (V) (X) (S) wh
and is (V) (X) (S) always wet.
and need (V) (X) (S) to be hos
and show (V) (X) (Acc) me the
and the fun and laughter from
and they decided (V) (Ach) to
any caning before by the princ
any fans and I am (V) (X) (S)
anymore.After my mother and me
Arron, he had been following (
as big as us at the lowest par
at all, then she stood up (V)
at eight, so we went (V) (Acc)
away from her grasp, she never
bad, but I am (V) (X) (S) happ
because of all the fishes, pre
behaving (V) like man but I gu
better because it uses (V) (S)
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
r paying job as I had (V)

(X) (Act) that it is (V)
d of fishes. Some are (V)
fish eyes seem to be (V)
elf to me. He name is (V)
my grandmother, had (V)
e. And the prices are (V)
nd strongly, he makes (V)
g (V) (Acc) but it is (V)
(S) my autograph. Im (V)
, papers and pen.I am (V)
V) (X) (Act), it look (V)
ember of my family is (V)
say (V) (Acc) I have (V)
sion of wet market is (V)
while other others is (V)
Most of the herbs are (V)
(V) (X) (S) wet. Water is
) (S) Amaris. We know (V)
f these decisions are (V)
) the train and dont (V)
cer fanatic. He knows (V)
slowly. The ground is (V)
me that everything is (V)
ster Anchalee, who is (V)
est of the fishes are (V)
Acc) that her name is (V)
us which vegetable is (V)
All of the foods look (V)
test limit. 38 It is (V)
die (V) (Ach). I come (V)
sick, her cough gets (V)
ty for them. And I am (V)
cc) her everything is (V)
n me that her life is (V)
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
better qualification. People w

better to consult (V) (Act) my
big and some are (V) (X) (S) r
bulging out (V) (Acc) or to no
called Mary. Shes (V) (X) (S)
cancer? I curse (V) (X) (Act)
cheap too compared (V) (Acc) t
chopping look (V) (X) (S) so e
compulsory that every one taki
curious and asked (V) (Acc) th
curious and went up (V) (Acc)
delicious and I grabbed (V) (A
different from the rest. My da
difficulties even paying (V) (
dirty, smelly the fishes is (V
dishwasher. And I feel (V) (X)
dried plants like ginseng. My
dripping (V) from his shirt, b
each other in Sec 2 when she g
easy to make as they are (V) (
even whats (V) (X) (S) going t
everything about soccer. His c
extremely wet, a person can sl
fine. My mother was admitted (
five years older than me stood
flat, round, fishes that I had
FM.Soon, it spread (V) (X) (Ac
fresh and worth (V) (S) buying
fresh but there are (V) (X) (S
Friday morning, its (V) (S)
from a single parent home, wit
from bad to worse and within m
glad for not following (V) (Ac
going to be (V) (S) alright.On
going to end soon, but somehow
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
as if all of them are

V) (X) (S) even whats
oily. The place smell
(Act) for my PSLE is
V) (Act). When we are
) (X) (S) much. I was
(X) (S) bad, but I am
) discount. I can see
(V) (X) (Acc) him is
d of trouble and need
dust away. It picture
s having. (V) (S) Im
ne company. They have
(V) (X) (Act). I love
(V) (X) (S) us, its
(Acc) him if he loves
) (X) (Acc) him whats
h) any one of them is
re cause the place is
arkets. I also wonder
) my choice as I know
best friend. I regret
Acc) tears, as I know
) (Acc) my friends do
ing wrong, and why am
into the class I want
y (V) (Act) harder is
t myself that this is
while other which is
because he cannot be
hap whose interest is
r Polytechnics. It is
), the little girl is
ifle club as it seems
ket where we all know
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
going to fall off (V) (Acc). A

going to happen (V) (Ach) next
good, and gave (V) (Acc) you t
greatest decision I made (V) (
halfway throughout, we step (V
happy and contented that my br
happy that people have mistake
he is (V) (X) (S) a very skill
he the local TV teenage star c
help immediately. I quickly go
her and her husband smiling (V
here for some peace and quiet
high expectations of me and I
him as a friend only. 33 Walk
his handphoe he using (V) (Act
his mother. It is (V) (S) mom
his name he say (V) (X) (Acc)
horrible. But sad to say (V) (
hot and oily. The wet market w
how a wet market is (V) (X) (S
I chooses (V) (X) (Acc) the ri
I did not make (V) (Acc) the f
I got (V) (S) to protect (V) (
I look (V) (S) like Richard Ko
I so afraid of them, leading (
if I dont work (V) (X) (Act)
if I quit (V) (Ach) school and
impossible. May be I could joi
in a larger group pick up (V)
in our school. Although I miss
in the Japanese culture. He ha
indeed a tough decision to mak
innocent, yet being killed (V)
interesting I was interested (
is (V) (X) (S) a place which h
1121
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1124
1125
1126
1127
1128
1129
1130
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1135
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1139
1140
1141
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1148
1149
1150
1151
1152
1153
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1155
ay and all I remember

ment that we all know
hat I have never seen
a taste of what is
(V) (X) (Act) that is
e as we does not want
y life the way I want
y box. I was surprise
urprised as they know
at home. No one knows
sher and better price
TV teenage star call
) a teenage star call
salary. My mother is
S) not Fann Wong I am
to the mall, which is
smelly the fishes is
of the idol, it look
ke man but I guess is
owed (V) (Act) you is
ple in wet market are
the trunk which looks
ng. The wet market is
ent because she looks
gangster and they are
walk (V) (X) (act) is
(X) (Acc). Dont feel
S) that it dont look
The girl really look
er FM. It really look
lly a singer who look
mething bad, it smell
at each other. We are
heavily and it seems
) (Acc) how they look
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
is (V) (X) (S) that what telev

is (V) (X) (S) so-called the d
it before, although I came (V)
it like when I was (V) (S) in
it that I had reach (V) (X) (A
it to affect (V) (Acc) our moo
it to be (V) (S), without rest
it was (V) (S) him. I went (V)
it was (V) (S) a matter of tim
it. A few weeks past (V) (Acc)
item for you. When you come (V
Joe, he say (V) (X) (Acc) no.
Joe. With his skillful acting
just a housewife. But, I dont
just a Ordinary girl named (V)
just a stone throw from my hou
just disgusting, but everythin
just like me. I was so surpris
just their way of living. Anyw
just to obtain (V) (Ach) your
kind and the people there are
like a face of a human. I got
like a place of gathering to m
like a primary school kid. But
like different people. Some of
like gangster and they are (V)
like going (V) (Acc) but it is
like me, but I looked (V) (S)
like me, even the hairstyle, t
like me. Now, I know (V) (X) (
like me.I bought (V) (Ach) the
like something is (V) (X) (S)
like total strangers now, but
like we would have (V) (S) to
like. My blood related father
1156
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1164
1165
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1170
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1177
1178
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1183
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1186
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1190
) how a wet market is

other and mother were
) to myself that I am
uits stall. There are
ry friendly.There are
h stall and there are
(Acc) they truly want
Everyone still knows
ut my plight and pity
ere the atmosphere is
e, in my eyes, she is
) moist and there are
he store which I hate
egetable store, It is
e, but I did not care
c) them why they want
front of us and want
grandmother has been
, I never ever regret
life. I do not regret
V) (X) (Acc) they are
(S) with me as it is
my weakened brain.Is
f death. I understand
with me and also want
r. I still remembered
e stall. The place is
(S) from as there is
(Act) but there seems
ingapore, so there is
ice-cream and I have
fountain as there is
he world out there is
a friend even if i'm
(V) (Act) me as I am
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
like. My own impression of wet

living happily now. They have
lucky I made (V) (Acc) the rig
many fresh food there and many
many stalls there. And the pri
many types of fish there, not
me as a friend even if i'm (V)
me as who I am (V) (X) (S), th
me so he only charge (V) (X) (
moist and there are (V) (X) (S
more than just a grandmother.
morning dew on the grass and l
most was (V) (S) the fish stor
much more noisier than the pre
much. I was (V) (X) (S) happy
my autograph. They replied (V)
my autograph. Im (V) (X) (S)
my closest companion. She is (
my decision to move out (V) (A
my decision till this very day
my fans, but I answered (V) (A
my future, I should decide (V)
my mother going (V) (Act) to d
my parents cared (V) (S) for m
my signature. We both talk abo
my younger brothers sweet smi
neat and tidy too. The lights
no name written (V) (Acc) on i
no one in this park. Probably
no one to drive her to and fro
no reason to carry on (V) (Acc
no soil for the seed. I get (V
not a paradise. But I am deter
not a star. After hearing (V)
not a TV star. At last, they d
1191
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1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
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1212
1213
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1220
1221
1222
1223
1224
1225
(S) any fans and I am

ing (V) (S) that I am
(V) (X) (Act) it is
eve (V) (S) that I am
he top class? I dare
(Act) them that I am
to the market as its
s. However, my Dad is
mpteen of times he is
V) (X) (S) that he is
) (X) (Acc) no. he is
helves. And there are
V) (Act) and there is
get for the camp need
(S) and the floor is
) (S) sad but theres
ose guys, and theres
g with him. As I have
the price and insist
nd boths of us stinks
y to make as they are
n of eating. We dont
e future also depends
re. My future depends
(V) (S) my plans are
This teenage star is
ee in the park. It is
ostrichs meat. He is
the market ever have
and expression looks
ishwasher. And I feel
(X) (S) that life is
o bunch of friends is
s as my other shoe is
also fantastic. It is
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
not a TV star or whatever. I t

not any actor or TV star. Then
not as important as the adult
not Cheryl, until a group of p
not even think (V) (Act). Not
not Fann Wong I am (V) (X) (S)
not far from my home. We enter
not in Singapore, so there is
not Joe but still many people
not Joe, because he cannot be
not joe, but he look (V) (X) (
not much flys flying (V) (Act)
not much time left for revisio
not too big.Within a few minut
not wet but oily. The place sm
nothing I can do (V) (X) (Act)
nothing to be (V) (S) afraid o
nothing to do (V) (Act), I fol
of changing to a fresher item
of fish. After cleaning (V) (A
of little importance to me and
often eat at there cause the p
on the school and what subject
on which school I go (V) (Acc)
once again ruined (V) (Acc). I
one of an actor of Light Year
our meeting place. On one brig
our neighbour, we often get (V
people staying (V) (Act) at To
pitiful. My mom told (V) (Acc)
pity for them. And I am (V) (X
precious and I actually was af
quite a crucial moments as it
quite old and raggy. Two of my
rare of someone his age to hav
1226
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1234
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1260
tor, Mr Chong, who is

(V) (S) hair which is
(S) big and some are
ll, today shopping is
(Act) of the fish is
s (V) (X) (Acc) feels
lar Activity as it is
ed (V) (Acc) that Im
t Years. His name is
father which mango is
(S) like something is
cc) the chicken. Its
times.The tree looks
(X) (Ach) up he dont
V) (Act) well. I like
Although the group is
(S) someone who look
not joe, but he look
he park before. It is
(X) (S) chopping look
tar Nacy.It have been
(X) (Acc) so they are
examinations. I have
in the market, it is
ons on the paper look
l know (V) (X) (S) is
(Act) but I only know
(X) (S) that there is
est companion. She is
ather small. Some has
years already. He was
S) a stead but we are
ralia, and mother was
(Act) about it, I am
ink (V) (S) that I am
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
rather fat. I really enjoyed (

rather long for a boy. I also
rather small. Some has (V) (X)
really a funny and happy one.
really smelly and there was (V
relax and like living (V) (Act
required for students to have
Richard Ko of an actor of Lig
Richard Ko. I dont really con
ripe and sweet and my father b
rotting. Then I realized (V) (
scary at that moment. After pa
scary, it had (V) (S) thick la
see the tree anymore. He bough
singing, (V) (Act) so do my be
small and have (V)(X) (S) abou
so alike to me. Then we went (
so alike.Everyone asking (V) (
so beautiful, leafs that had t
so easy.The stall vendors ther
so good posing (V) (Act) as a
so happy, laughing (V) (Act) t
so many subjects to study (V)
so memorable.I remember, (V) (
so unfamiliar to me, as I look
so-called the dry market. The
some of the fishes like sea ba
someone who look (V) (X) (S) s
something like my sister, teac
spots on their body and others
still as bad-tempered and unre
still friends. Even though he
still there to give (V) (Acc)
still very happy that I have r
stupid or nave, as the world
1261
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1266
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1288
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1295
uch lower.Since it is
(V) (Ach) that he is
school and I need not
(S) no legs, I am so
e dressed differently
erson. Now I believed
(V) (Acc) in I hoped
you. I was surprise
r with us. But I know
. Never have I expect
around him. I believe
. My mother was shock
y mistake, which show
e (V) (Acc). It seems
it the more I believe
(Acc), as I believed
Finally I understand
ther body only!I know
und me more as I felt
y. I still remembered
ives, as she believes
and I am very scared
th parties and I know
like me. Now, I know
noticed (V) (Ach) is
Acc). I dont believe
member (V) (X) (S) is
paper.It is believed
) (X) (S) that it was
ked (V) (Acc) if I am
) (Acc) in my life is
chicken stall as its
. When I finally have
nsisted (V) (S) I am
amiliar face, that is
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
such an important decision, I

supposed to go to a super mark
take (V) (Acc) any transport t
terrified to that.She came (V)
than before, and we went (V) (
that when theres (V) (S) a w
that all people that have (V)
that Anchalee could be (V) (S)
that both of them were (V) (S)
that he brought (V) (Acc) alon
that he is (V) (X) (S) not Joe
that I could score (V) (Acc) s
that I was willing (V) (S) to
that it had been cut (V) (Ach)
that it was (V) (S) true.I tol
that it was (V) (X) (S) the be
that life is (V) (X) (S) preci
that my mother work (V) (X) (A
that nothing good last (V) (S)
that particular day at the bea
that she must bring (V) (Acc)
that the lady may come (V) (Ac
that the path will be (V) (S)
that the people were not jokin
that the wet market can haggle
that there is (V) (X) (S) some
that what television programme
that when a person writes (V)
the best decision ever. It bro
the channel 8 TV star Nacy Tan
the choice of friends. Once we
the first from the entrance. T
the gut to say (V) (Acc) that
the local star. I was (V) (S)
the local TV teenage star. He
1296
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1301
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1303
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k ferociously, I feel
nly went (V) (Acc) is
to see which route is
) (Acc) in my life is
) (Ach) that there is
him off. I understand
I do not really like
(V) (Acc) that I have
hat most important is
(V) (S). I even have
y usually do not have
), I still remembered
market. He never see
turtles meat. I pity
rron as I do not want
nything that I wants,
(V) (Ach) us. Or are
der (V) (X) (Act) are
(V) (Act) whether are
to the range as it is
lessons end, and its
eded (V) (Acc), it is
r in school as I want
lf but I am determine
) him doing, he seems
an old man that seems
ently teenagers wants
t), and our day seems
c) in my life. I want
f an hour but I seems
ct) but nothing seems
(V) (X) (S) and need
. My whole body seems
or the test. He seems
mile that never fails
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
the pain, then I stepped (V) (

the park near my house. Usuall
the right way. The reason whic
the school to be choosen (V) (
the secondary school kept foll
the situation now, he left (V)
the smell of meat. All of the
the talent to act (V) (Act) in
the thoughs that counts. We ar
the thought about ending (V) (
the time to bring (V) (Acc) me
the time, 7.52am. This I was n
the tree again, every time he
the turtles as I am (V) (X) (S
them to get worried. (V) (S)We
there was (V) (S) also a big b
they after my mother body only
they scared (V) (S) of fatherh
those morons still following (
time consuming. After getting
time to go (V) (Acc) home. On
time to go (V) (Act) and I loo
to act (V) (Act) a strong font
to at least get (V) (Acc) a O
to be (V) (S) able to do (V) (
to be (V) (S) a care taker.I t
to be (V) (S), including me.On
to be (V) (S) happier. But luc
to be (V) (S) different from m
to be getting nowhere. I am ex
to be going into (V) (Acc) my
to be hospitalized (V) (Acc) f
to be melting (V) (Acc) and my
to be very confident in scorin
to cheer me up (V) (Acc) whene
1331
1332
1333
1334
1335
1336
1337
1338
1339
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
d teachers. So I want (V)

fish. My mother want (V)
e. But I am determine (V)
secondary school I am (V)
S) wrong! My dream is (V)
ck breakfast. We want (V)
) which stream I want (V)
Acc) angry and I want (V)
ct) whether she wants (V)
S). Most of them want (V)
(V) (Acc) home.I love (V)
V) (S) whether I want (V)
out it. I do not want (V)
(V) (Acc) no. I want (V)
ext question is going (V)
type of show we want (V)
y parents, also seems (V)
(V) (Ach) as he need (V)
h fish, then you have (V)
om my friends. I want (V)
(V) (S) right! I have (V)
. They all dont want (V)
ng. My heart starting (V)
n the way home I need (V)
nly wet market I been (V)
ever, the decision is (V)
(V) (Acc) that all is (V)
(X) (Acc) what he is (V)
ther, in fact I have (V)
S) a place which have (V)
like a human.It have (V)
ond class, which have (V)
t) alone.It have been (V)
(S) influenza and is (V)
c). This does attract (V)
Annex D
List of state verbs
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
to choose (V) (Acc) a school w

to cook (V) (Act) steamed fish
to do so, not bothering (V) (A
to enter is (V) (X) (S) a big
to get (V) (Acc) into the top
to get there as early as possi
to go (V) (Acc) to, I would ne
to go (V) (Acc) home since I c
to go (V) (Acc) along. She agr
to go (V) (Acc) to polytechnic
to go (V) (Act) to the wet mar
to live (V) (Act) with him or
to make (V) (Acc) the decision
to plant (V) (Acc) my seed the
to pop up, my dad pat (V) (X)
to put up (V) (Acc) for tomorr
to reject (V) (Acc) this fact.
to sack (V) (Ach) someone to s
to see (V) (Acc) whether the f
to see which route is (V) (X)
to study hard (V) (S) for the
to study. I remember (V) (Acc)
to tremble, which follow (V) (
to walk (V) (Act) pass the par
to. 17 My parents are always
too important.It was (V) (S) t
too late and fired (V) (Acc) t
trying to say (V) (Act) and I
two but both left us when I wa
two department. The other depa
two hands which stretch (V) (X
two pure sciences and one addi
two years since I moved out (V
unable to leave the house. Sin
us, its (V) (X) (S) his handp
1366
1367
1368
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
1384
1385
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
1398
1399
1400
almost everyone knows

very fresh, there are
the gloves. It looks
ad. (V) (Ach) It look
runk, its leaves are
(S). The market open
and auntys there are
The people there are
the wet market. He is
Act) the vegetable is
my flat.The place is
luckily, our house is
n fresh air and it is
(V) (acc) that it is
go to school. I feel
buck. Luckily I have
). I still remembered
t market where I know
hose who subjects are
V) (Ach) the floor is
et. The wet market is
(S) his whole body is
h) as a star. This is
) (S) and do not know
ture, I does not know
ions of me and I know
ct) but I do not know
ening. The clouds are
that the decision lie
r, she had already be
but I was too obsess
tant arguments I have
n decision still lies
ling. Making music is
the stomach! It look
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
(S)
us. One day, the school organi

vegetables, fruits, fishes, sp
very bloody. After that, we we
very disgusting as the eyes we
very dry, as if all of them ar
very early in the morning, I s
very friendly.There are (V) (X
very friendly. There is (V) (X
very friendly and humourous, h
very kind, she spoke (V) (Acc)
very near from my school and I
very near the market. On our w
very relaxing.Halfway through
very risky as the consequences
very scared and nervous when I
very supportive friend who len
wake up calls by my parents ea
was (V) (S) like war in there,
weaker. Once when one of us go
wet and it is (V) (X) (S) also
wet and smelly and slippery. W
wet. Water is (X) (S) dripping
what recently teenagers wants
what to do (V) (Act), suddenly
what was happening, (V) (S) un
whatever I do (V) (X) (Act) I
where to start, (V) (Ach) so I
white and fluffy and the cool
with me as it is (V) (X) (S) m
with my best friend. I regret
with my games to go (V) (Acc)
with my mother. We quarrel (V)
within me, nobody can stop (V)
wonderful. I was encouraged (V
worse than a fish being cut (V
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
) a class that I like

Acc) the class I want
a competition is held
ot only I am troubled
I have dressed nicely
hat the market stinks
X) (S) me as who I am
in the wet market is
what if its haunted
uch who the person is
where they are going
fe. But, I dont care
into the class I want
grandmother is dying
lar activity there is
(S) what is happening
e, while others dont
e big tree is located
Annex D
List of state verbs
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(S),
(S),
(S),
(S),
(S),
(S),
(S),
(S),
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
(S).
and a class that I would be (

and my parents would support
and the winner would be groom
but the whole lot of Secondar
I looked (V) (Acc) into the m
she said (V) (Acc) that the m
the happy of lucky and cheerf
the wet market is (V) (X) (S)
As I thought (V) (Act) of tha
Hearing (V) (Act) many people
Most of them want (V) (X) (S)
My mother quit (V) (X) (Ach)
My mother was (V) (S) right!
My parents, also seems (V) (X
The people there are (V) (X)
They were saying (V) (Acc) th
This became (V) (Acc) the top
When we reached (V) (Ach) the
Annex E: List of Activity Verbs

in Corpus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
o laughing. (V) (X Agreement)

l they does (V) (X Agreement)
was hanging (V) (X Agreement)
ere walking (V) (X Agreement)
been communicate (V) (X Prog)
V) (S) to follow (V) (X Prog)
had brought (V) (X spelling)
ere starring (V) (X Spelling)
up. Jaggling (V) (X Spelling)
wl and eated (V) (X Spelling)
nd weighting (V) (X Spelling)
, we had ate (V) (X Spelling)
they speaked (V) (X Spelling)
hardly seat (V) (X spelling)
y was sitted (V) (X Spelling)
have choosen (V) (X Spelling)
to deliever (V) (X Spelling)
He had came (V) (X Spelling)
uff and when (V) (X Spelling)
s, he draged (V) (X spelling)
again bought (V) (X Spelling)
have choosen (V) (X Spelling)
tar flimming (V) (X spelling)
s rides (V) (X structuctural)
uld played (V) (X Structural)
t laughed. (V) (X structural)
ould hired (V) (X Structural)
h) to wept (V) (X Structural)
not helped (V) (X Structural)
to packed (V) (X Structural)
ld thought (V) (X Structural)
not caned (V) (X Structural)
h) to went (V) (X Structural)
ot flipped (V) (X structural)
rom sawing (V) (X structural)
(Act) At that time, I was wishing (V

(Act) inside is (V) (S) to study and
(Act) on a hook, feathers was plucke
(Act) to the library to study (V) (A
(Act) anymore.She was (V) (S) my one
(Act) me where I been (V) (X) (S) w
(Act) a new dress, shoe, bag and sun
(Act) at the exit of the girls toil
(Act) between her two part-time nigh
5 The wet market n
(Act) greedily.
(Act) it.Then, I looked (V) (Ach) in
(Act) our breakfast and since it was
(Act) our languaged.One of the freak
(Act) probably. After a while, my el
(Act) quietly at their own place whi
(Act) the air rifle club as it seems
(Act) these vegetables and to be sol
(Act) to ask (V) (Acc) a divource fr
(Act) to the toilet to wash up (V) (
(Act) us down the ten metres high ho
(Act) us to a place which had (V) (S
(Act) XXX Secondary School as I thou
(Act). I was shocked (V) (Ach) and w
(Act) his bicycle and bring (V) (X)
(Act) at the playground near their h
(Act) He told (V) (Acc) me that ever
(Act) him again. But, he said (V) (A
(Act) like a baby.Since young, my gr
(Act) me in making (V) (Acc) the dec
(Act) my food into a foamed box, so
(Act) of Eugene and I would blame (V
(Act) or scold (V) (Act) you anymore
(Act) over and have (V) (S) a look.
(Act) through, afraid (V) (S) that I
(Act) us, we leaned (V) (Acc) on the
Annex E
List of Activity Verbs
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
(S) before I carried out

whole evening? They said
ll (V) (S) change.He sang
are currently organizing
t (V) (Act) that choosing
students.I had to choose
the boy as he was wearing
ng (V) (Act) home, I kept
) (X) (Ach) and struggled
ible. May be I could join
as in one year, we can do
lanned (V) (Acc) to watch
) (Acc) together to watch
y strength that will push
hat they were just having
I want (V) (X) (S) to act
decided (V) (Ach) to play
oup of teenagers shouting
ugene was always boosting
) that if I stop thinking
my eyes and did not think
family, instead thinking
Ach) time. Then I thought
) to do so, not bothering
day, I was still thinking
n our way home, we talked
ther night when I thought
he idol they were talking
told (V) (Acc) us to sit
ing out (V) (Acc) to shop
Began (V) (Ach) to walk
ast as possible. He drove
Ach) an old lady, digging
(Acc) of house, and stay
everyday. I did not tell
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
any actions in the future. So

Sorry to disturb (V) (Act) yo
a birthday song for his mother
a camp for a children home.Til
a class to go (V) (Act) to nex
a Co-Curricular Activity as it
a different uniform from us. I
a distance from my father to a
a few steps behind me. The wom
a game show in Taiwan which th
a lot of things.So, I made (V)
a movie, so I thought (V) (S)
a movie. We took (V) (Acc) the
a person to his or her greates
a quarrel, so I did not bother
a strong font. Everyone still
a trick on him. While we were
a very familiar name, Ashley K
about his money and liked (V)
about it, the feeling (V) (S)
about it. I do not want (V) (X
about my family would always b
about my furture, I thought (V
about others. To support mysel
about that mysterious tree in
about the market. There were (
about the situation, I blamed
about. The people dont believ
according to our classes. Next
after school. When the school
again.The sun was setting (V)
all of us to the chalet, while
all the organ out from the sto
alone.It have been (V) (X) (S)
Amaris and Arron as I do not w
Annex E
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
y problems, we will share

fifty over freaks guarded
will get (V) (Acc). Think
(S) too tired to carry on
cc) toward us and we flew
(V) (X) (S) trying to say
My hands were busy moving
is (V) (X) (S) time to go
and worth (V) (S) buying
time together. We studied
(V) (Acc). I kept reading
keep (V) (X) (Act) joking
(V) (Act) there and watch
any more. After thinking
ntinued (V) (S) to follow
) (S) down there laughing
(Acc) it out by revising
was (V) (S) nothing to do
her, we did not even talk
(Ach) many flies buzzing
would have (V) (S) to sit
ar my estate did not hang
the toilet, I was walking
till many people crowding
her keeps (V) (S) nagging
(S) a lot of flys flying
Act) his answers.I looked
ct). When you are walking
ot of white clouds flying
(S) not much flys flying
V) (X) (S) so good posing
to go (V) (Acc) shopping
fist. After which we ran
her. While I was walking
lt (V) (S) so good faking
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
among each other and help (V)

and a freak which was dressed
and ask (V) (Acc) for your fam
and headed (V) (Acc) home. The
and hit (V) (Ach) our backs. M
and I decided (V) (Ach) to pla
and I just could not stop (V)
and I look (V) (X) (Act) at ev
and my father bought (V) (Acc)
and play (V) (X) (Act) hard to
and reading (V) (Act) but noth
and say (V) (X) (Acc) we made
and she asked (V) (Acc) me to
and struggling (V) (Act) for f
and talk (V) (X) (Act) to us.
and the surrounding people was
and there is (V) (X) (S) not m
and watch (V) (Act) at home.Wh
anymore or look (V) (Act) at e
around and I do not really lik
around and talk (V) (Act) with
around at the playground when
around doing (V) (Act) some wi
around him. I believe (V) (X)
around my ears telling (V) (Ac
around the meat and fish stall
around trying to make (V) (Acc
around, you will have (V) (S)
around. He saw (V) (Ach) his h
around. There was (V) (S) even
as a TV star as I am treated (
as exams have just finished, (
as fast as possible. We were s
as my view was (V) (S) still o
as Nacy but I really envious T
Annex E
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
ed (V) (Ach) to have swim

(V) (Act) anymore or look
sly. Everyone was looking
ce young, I always stayed
told (V) (Acc) me to stay
to do (V) (Act) and watch
(V) (X) (S) after looking
15 One day while shopping
cc) a movie I was eating
he bathroom door grinning
(S) vengenceful, staring
stopped (V) (Ach) nagging
c) anything, just staring
) sure no one was looking
roup of guys kept staring
cc). 24 When ever I look
s twin brother. Laughing
er blow. I couldnt sleep
Act) hand works and study
decision which I thought
) myself a time to think.
(Ach) a girl keep staring
s and our friends playing
(V) (Acc) to me, I stared
ll fate. Whenever we meet
im nothing I just looking
V) (X) (S) people staying
ce I used (V) (S) to play
(S) his handphoe he using
d (V) (Acc) no and walked
(S) shy and kept arguing
o come (V) (Acc) flooding
r and her husband smiling
years older than me stood
decided (V) (Ach) to hide
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
at Bishan swimming complex, as

at each other. We are (V) (X)
at him curiously at the boy as
at home with my maid. My paren
at home.My mom went (V) (Acc)
at home.When I reached (V) (Ac
at it. Would I go (V) (Acc) c
at Junction 8 with my friends,
at KFC with some friends chatt
at me as if she had won (V) (A
at me motionless.At this point
at me, I went (V) (Acc) back t
at me. I explained (V) (Acc) t
at me. Then I started (V) (Ach
at me. Well, I did not bother
at my phone, I would think (V)
at myself that this is (V) (X)
at night. I was thinking (V) (
at same time. I will be (V) (S
at that time that could affect
At that time, I had (V) (S) a
at the big tree. As I looked u
at the playground. 20 It was
at the questions. My mind was
at the tree in the park we wou
at the trees, and walked (V) (
at Toa Payoh. They from Toa Pa
at. I will never forget (V) (A
attracted (V) (Ach) us. It was
away.The girl then approach (V
back and said (V) (Acc) that w
back. Suddenly, the floodgates
beautifully and jubilantly.I t
before the bathroom door grinn
behind a pillar in the void de
Annex E
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144
145
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147
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149
150
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153
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159
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thout a word, not leaving

) in home clothing hiding
(Ach) soon after, leaving
ohn, who would be sitting
ad came (V) (Acc) and sat
person whom I was sitting
c) any of them. I treated
ouse. The sun was shining
so many subjects to study
fishes they were selling
) (Act) pass he will look
ing (V) (Act) and reading
help (V) (Acc) her carry
benches for people to sit
he hall which was guarded
ouraged (V) (Act) to join
enagers behind us holding
pying (V) (Act). I copied
) to pour. It was raining
Her mouth was chattering
d (V) (Ach) her breathing
tarted (V) (Ach) to blame
ld (V) (S) always contact
among each other and help
(Acc) them from fighting
eing able (V) (S) to help
at day, will forever stay
(Act) of mother. I cried
econdary three now having
t of fish sellers selling
as I loved (V) (S) to eat
(Ach) that two girls kept
an aunty who was arguing
ch day and night I prayed
(V) (Act) and struggling
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
behind anything except me and

behind her mother while they w
behind me, my brother and yet
beside me for the test. He see
beside me. He tell (V) (X) (Ac
beside, Calvin,. He was (V) (S
both bunch of friends the same
brightly as we got off (V) (Ac
but I do not know (V) (X) (S)
but I only know (V) (X) (S) so
but never did (V) (S) he see (
but nothing seems (V) (X) (S)
but she insisted (V) (S) not t
but there seems (V) (X) (S) no
by fifty over freaks and the k
by my friend Wei Hao who was (
camera, papers and pen.I am (V
carefully making (V) (Act) sur
cats and dogs. The camp comman
continuously.Ah! My brain got
difficultly and white foams ca
each another for mistaking (V)
each other every often.Making
each other up. We were (V) (S)
each other. My father went (V)
ease (V) (Ach) her pain.Not lo
engraved (V) (Ach) in my heart
every other night when I thoug
examinations around the corner
fish at the back of the market
fish so I chose (V) (Acc) blac
following (V) (Act) us quite a
for a cheaper price. The stenc
for a miracle, hoping (V) (Act
for five days, I made (V) (Acc
Annex E
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177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
S) to come here. I walked

ow shopping while waiting
the ground floor looking
) round and round looking
to go (V) (Acc) and study
) (Ach) my friend waiting
med (V) (S) to be looking
back to my room to study
shing speed as if running
I went (V) (Acc) to study
his decision that I study
) to the canteen, waiting
have (V) (S) to stay back
r show, they were looking
ear Examination to strive
ct) for a miracle, hoping
t (V) (Act) while waiting
tarted (V) (Acc) haggling
the wet market can haggle
emotions well and waited
tted (V) (S) not studying
ould have (V) (S) to wait
difficulties even paying
kept (V) (S) me thinking
(V) (S) to learn to shop
(S) this person who came
her smaller branches grew
f instead of just reading
ly. You must also refrain
t the situation, I blamed
eerie, when I was walking
ill be (V) (S) able to do
ith some friends chatting
friends, but I still live
s (V) (S) that if I study
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
for half an hour but I seems (

for her.Suddenly, a guy behind
for him. I walk (V) (X) (Act)
for him. If not, I would not h
for it. I thought (V) (Act) to
for me, and I went up (V) (Acc
for me. I came out (V) (Ach) t
for my examinations. I have (V
for my life. I came across (V)
for my math test, it was (V) (
for my PSLE is (V) (X) (S) gre
for our time to be served (V)
for remedial lessons everyday
for teenagers who is (V) (X) (
for the better results! I migh
for the impossible, but as eac
for the other people to finish
for the price. One thing I not
for the price but the supermar
for the question to be asked (
for the test the night before.
for their turn to practice (V)
for them as it cost (V) (S) ov
for weeks and weeks and I fina
for your own groceries in time
forward to talk (V) (Act) to m
from that bigger branche. The
from the book. The stress here
from wearing (V) (Act) very ex
god for destroying (V) (Act) m
halfway through, I saw (V) (Ac
hand works and study (V) (Act)
happily. Suddenly, a few peopl
happy with my friends now as t
hard and get (V) (Acc) into ex
Annex E
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212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
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233
234
235
236
237
238
239
240
241
242
243
244
245
Acc) me that I must study

hat not only must we work
telling (V) (Acc) to work
se (V) (X) (Acc) to study
ugh a short cut.As he ran
the chalet, while driving
ding (V) (Act) pretending
the market and also help
ld (V) (Acc) me to follow
(Acc) her waist covering
e TV. She was advertising
decided (V) (Ach) to hold
V) (X) (Act) me to follow
ere were still bargaining
a little trouble to walk
oman used (V) (S) to live
(S) a lots of fun playing
) (Acc) that I would call
at that moment. I ignored
(S) curious and I pleaded
ld (V) (Acc) them to call
me (V) (Ach), we followed
do (V) (Act), I followed
test was (V) (S) to copy
y to go (V) (Acc) and eat
spot (V) (Ach) me copying
(V) (Ach) someone to show
ken.While we were walking
h) that I should be going
beast and I could imagine
l the sudden, I shivered.
ily. As we were shopping,
ket. While I was walking,
iend who has been waiting
tude. In order to survive
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
hard, so as to get (V) (Acc) i

hard, we must also have (V) (S
harder in my studies. She said
harder is (V) (X) (S) if I qui
he saw (V) (Ach) a tree he had
he warned (V) (Acc) us that if
he was (V) (S) my secret Admir
her carry the stuff she buys (
her closely or I will get lost
her face, it was (V) (S) very
her new album. It was (V) (S)
her shirt so that I would not
her to go (V) (Acc) to the wet
here and there.Ever since that
here. It was (V) (S) a waste f
here. She was (V) (S) a harmle
hide and seek. At this moment,
him again when I have consider
him and continued (V) (Act) to
him to bring (V) (Act) me alon
him to clear (V) (Acc) our dou
him to the office. He took out
him.After we have eaten, (V) (
his answers.I looked (V) (Act)
his breakfast. But one day, he
his paper. After a few minutes
his power so nobody will be (V
home, I kept (V) (Act) a dista
home. I started walking (V) (A
how that woman and him will (V
I felt scared (V) (S) and worr
I have (V) (X) (S) a strange f
I smell (V) (X) (Act) somethin
impatiently. I told (V) (Acc)
in a smart class, we have (V
Annex E
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247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
nybody. 23 I was walking

at the tee. The tree grew
ether. They were shouting
this point of time, I ran
) (S) many people walking
(Ach) his company to act
V) (Act), you can breathe
(S) relax and like living
(S) what they were saying
know (V) (S) that I study
hoto album that was lying
V) (X Spelling) I shouted
(X) (S) the talent to act
hoice was (V) (S) to stay
at type of job I would do
teenage star which acted
lso polite. After walking
decided (V) (Ach) to jog
hich stream I would study
ers coffin being carried
ollowing day.When we went
rse than a fish being cut
Acc) the grass and looked
ppy family must treasured
r be able (V) (S) to wash
w (V) (Ach) a frame, blew
decided (V) (Ach) to wear
Act) many people shouting
I decided (V) (Ach) to go
g (V) (Acc) us was to eat
nd liked (V) (S) to bully
oser look. This tree grew
V) (Acc) down and it acts
. The butcher was wearing
my seed there, so I cried
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
in a deserted park forlornly.

in a very unique way. It grow
in all kinds of languages tyin
in an astonishing speed as if
in and out of the stall and I
in drama shows. I hesitated (V
in fresh air and it is (V) (X)
in heaven. And then John felt
in Hokkien. I also remember (V
in JC will respect (V) (S) me.
in my drawer, untouched (V) (S
in myself. I couldnt stand (
in shows. And he asked (V) (Ac
in the camp and the other was
in the future also depends (V)
in the latest TV programme nam
in the market for some time, I
in the park.After wearing (V)
in, what type of job I would d
in. I ran (V) (Act) towards th
into a bookstore, we saw (V) (
into pieces. I pleaded (V) (Ac
into the hole, we saw (V) (Ach
it and must try (V) (Act) mean
it off. Its (V) (S) a place w
it to make (V) (Acc) the dust
it today and go (V) (X) (Act)
Joe. Recalling (V) (Acc) the f
just by myself.At last, my sis
kids so that they could be (V)
kids. When I remembered (V) (A
like a human.It have (V) (X) (
liked a slide and these was (V
long boots, an apron and hand
loudly to get (V) (Acc) my dad
Annex E
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282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
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314
315
stall. There, you can see

n is (V) (X) (S). Hearing
them politely Excuse me,
r (V) (S) much, I thought
come (V) (Acc) and haunt
d started (V) (S) chasing
ed (V) (Act) him to bring
(V) (S) able to accompany
(V) (Ach) it, she scolded
(Ach) in his back facing
c) them to stop following
d people were all chasing
(S) Why are you following
(S) my father will bring
nts used (V) (S) to bring
. Her friends all treated
l called (V) (Acc) to ask
e (V) (X) (Act) to follow
astonishment, he followed
curity guards for helping
se morons still following
hat someone was following
ary school kept following
ach another for mistaking
beside me that supported
(V) (Act) it and must try
on (V) (X) (Act) getting
years, so I didnt think
sted (V) (S) and catching
ever, I would never allow
xion as you know I rolled
(Act) god for destroying
t) into pieces. I pleaded
(V) (S) my parents touch
ide (V) (X) (Ach) to live
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
many kinds of flowers and also

many people shouting (V) (Act)
May I know, (V) (S) Why are yo
maybe my swimwear was (V) (S)
me again, so I went (V) (Acc)
me again. When I reached (V) (
me along with him. Finally, he
me although it was (V) (S) Sun
me and even told (V) (Acc) my
me and the I went up (V) (Ach)
me as I am (V) (X) (S) not a T
me for my autograph. My friend
me the whole evening? They sa
me to the market every Sunday
me to the market at night for
me very good and friendly. As
me what class I was (V) (S) in
me, we would report (V) (Acc)
me. Beads of perspiration drip
me. I guessed (V) (S) my plans
me. I was (V) (S) furious as I
me. My mom called (V) (Ach) an
me. Then the girl approached (
me.Finally, I could finish (V
me.First, I though (V) (X Spel
means and way to salvage (V) (
messages from her saying (V) (
much about it. From the first
my breath when I saw (V) (Ach)
my brother to live (V) (Act) w
my eyes up to the sky. I notic
my family. There wasnt (V) (S
my father to go (V) (Acc) home
my heart. Suddenly, I blacked
my life the way I want (V) (X)
Annex E
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318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
) (Acc) all along. I live

ike the way I should live
e (V) (S) dinner. I asked
(Ach) early to accompany
ng and will often look up
w (V) (X) (Act) by saying
(X) (S) better to consult
(V) (X) (Acc) and hugged
). As for me, I continued
(Ach).When I was packing
mum and dad were hugging
I got (V) (S) to protect
ool previously to support
Eugene and I would blame
t was (V) (S) true.I told
some other kids who lived
guing, (V) (Act) shouting
act normal and pretended
ad (V) (S) nothing to do,
(V) (S) furious as I did
(V) (Ach) him when he did
out my furture, I thought
told (V) (Acc) me to care
years. The more I thought
s at first I was thinking
) (S) no one to take care
ion of my life, to let go
(V) (X) (S). As I thought
, the smell that came out
t my phone, I would think
few weeks, I was thinking
night job and taking care
d (V) (S). I was thinking
me for us to let us think
ell with a person sitting
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
my life to the fullest each da

my life. I do not regret (V) (
my maid to do it.Soon, my sist
my mother to the market and al
my mother. Therefore, went I s
my name and two of my other fr
my parents first. My parents t
my parents. Finally, I could f
my studies.After I graduaded (
my stuff, heading (V) (Act) to
my younger brother and I so ti
my younger brother and find ou
myself but I am determine (V)
myself for all that had happen
myself that this was (V) (S) n
near my estate did not hang (V
non-stop. It was (V) (S) reall
nothing happened (V) (Ach). As
nothing to kill (V) (Ach) time
nothing wrong, and why am (V)
nothing wrong. David answered
of a lot of things. The first
of her tree then she vanishes,
of it the more I believe (V) (
of joining the bigger bunch as
of mother. I cried (V) (Act) e
of my loved one.
of that I run (V) (X) (Act) as
of the fish is (V) (X) (S) rea
of the funny thing that happen
of the separation between my p
of the three of us. No matter
of what if its haunted (V) (X
of what type of show we want (
on it. A man in white, with lo
Annex E
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
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381
382
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385
ed (V) (S) to concentrate

(V) (Acc) my mother lying
a familiar face. Sitting
S) no fallen leaves lying
will not be able to grow
ere together while spying
(V) (Ach) a book and sat
saw (V) (Ach) him putting
cess time, I couldnt eat
school work and took care
and have (V) (S) to help
as the eyes were popping
hile everybody was taking
ain, every time he walked
en that small girl walked
need (V) (X) (S) to walk
ng table. We were waiting
. I loved (V) (S) showing
sages he had been sending
on the floor and thought
me. However, I was crying
but letters was continued
in there, people arguing,
nseperatable. It was said
like (V) (X) (S) singing,
greatest decision I made
(Ach) about what she said
e out (V) (Acc). By doing
e me, even my family said
(V) (X spelling) to play
again at there by playing
cc) to Orchard Road to do
ng (V) (Act) around doing
want (V) (X) (S) to cook
o afraid of them, leading
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
on my studies this few years,

on the bed motionless, he imme
on the floor in pain so didnt
on the floor. All the sudden,
on the fountain as there is (V
on the stranger.In a flash of
on the table to read (V) (Act)
one letter into my box. I was
or drink (V) (Act). I still fe
or my mother. My mother had ch
out in some household chores.
out. Some were (V) (S) white a
part in a quiz activity involv
pass he will look (V) (Act) bu
pass me, my attention was tota
pass the park to reach (V) (Ac
patiently for our parents to c
pictures of my family to my fr
pretending (V) (Act) he was (V
really hard. It took (V) (Acc)
sadly and heart broken at home
sending (V) (Act) to me. 1 day
shouting (V) (Act) non-stop. I
so by the tree itself before i
so do my best friend Amanda, s
so far in my life. Now I have
so I went (V) (Acc) to the mir
so, I even strengthen (V) (X)
so. Amanda and I were (V) (S)
soccer with you friends instea
soccer with Ching Shengs (who
some shopping the following da
some window shopping while wai
steamed fish and chicken curry
such a sneakly life.Then I tol
Annex E
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404
405
406
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V) (Act) carefully making

(Acc) me to places to buy
otten ones.After spending
Acc) me a hand up. Saying
the top class? I thought
orm, my parents suggested
(Acc) me again insisting
o do (V) (Act). I thought
) (S) to tell her. I kept
members. I never thought
) (S) a bad idea to visit
iends she was showing off
V) (Act) wild by thinking
members only but I think
(V) (S) the first to use
) myself and after eating
a nearby cab and followed
aising.She actually stood
t down (V) (Acc) by using
very large knife, cutting
S) bright and thus making
(Acc) a stroll and enjoy
e seller will always keep
at night. I was thinking
nths. I had (V) (S) to do
started (V) (Acc) to eat
keep hope alive to help
saw (V) (Ach) him taking
art (V) (X) (Ach) to chop
t in (V) (Acc), following
. You must first consider
y family.Flipping through
, go (V) (Acc) home, read
alking (V) (Act), walking
ill be (V) (S) able to do
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
sure I didnt (V) (S) copy the

sweets and also to my favourit
ten minutes at the stall, we m
thank you Joe, he give (V) (X)
that choosing (V) (Act) a clas
that I can take (V) (S) the se
that I was (V) (S) Nacy. As i
that if I stop thinking (V) (A
that in my heart for a few mon
that my family that was once e
that place as you have (V) (S)
that she had (V) (S) a TV star
that was (V) (S) a human and h
that what most important is (V
the bathroom. However, the mom
the breakfast, I stepped out (
the car, I copied (V) (Acc) th
the empty places right beside
the escalator to catch up (V)
the fish into pieces, and weig
the flowers look (V) (S) fresh
the fresh air, and look at tho
the fresher and better price (
the happy days where the whole
the house chores, take care (V
the ice-cream. While I am eati
the less fortunates. Although
the lift to the ground floor a
the meat into pieces. I was ve
the mysterious path. It led (V
the outcome if you make (V) (A
the pages of the album, all th
the paper carefully, talk (V)
the path that I used (V) (S) t
the practical myself instead o
Annex E
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425
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427
428
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430
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e (V) (X) (Act) to search

t I had (V) (S) to attend
ware that we were wearing
e from my father to avoid
ing, while I was watching
arnt (V) (Acc) to cherish
nd (V) (X) (Ach) to face
nd while we were climbing
tall and the aunt selling
ish (V) (S) I could visit
(X) (Act) out to promote
S) glad for not following
unch of friends who spend
s quite awhile. I ignored
ature Oh my, then I told
V) (S) time so I followed
agreed. (V) (S) We cycled
told (V) (Ach) me to stay
relatives hanging around
ame group of guys sitting
All of the people working
) (S) nacy tan. They said
rket every Sunday and buy
ng) (Acc) home to discuss
d (V) (Ach) not to choose
(Ach) my courage and face
e (V) (Ach), we will help
Ach) this test. As I read
(V) (Acc)! After looking
t market, you can bargain
Out of purpose, I walked
(Ach). As we were walking
fat and huge man, holding
iends all still continued
gs like what should I eat
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
the present. Suddenly, they po

the remedial after school ever
the school uniform which bring
the smell.When it was (V) (S)
the television, I saw (V) (Ach
the things around me more as I
the tree, I can see (V) (X) (A
the tree, my younger brother w
the vegetable is (V) (X) (S) v
the wet market every weekend.
their particular grocery, some
their steps.I am (V) (S) reliv
their time wisely on play time
them and continue (V) (X) (Act
them that I am (V) (X) (S) not
them. We went (V) (Acc) to Jun
there and I took (V) (Acc) out
there and watch (V) (Act) and
there every Sunday. I enjoyed
there starring (V) (X Spelling
there wore (V) (S) boots. Ther
they wanted (V) (S) to be frie
things we need. (V) (S) 29 On
this with my family. When they
this.After choosing (V) (Acc)
those guys, and theres (V) (X
those who subjects are (V) (X)
through my math textbook, the
through the option form, my pa
till we reach (V) (Acc) a sati
to a corner to check (V) (Act)
to a shop, I noticed (V) (Ach)
to a very large knife, cutting
to be (V) (S) like dont want
to bigger things like the way
Annex E
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460
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467
468
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474
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477
478
479
480
481
482
483
484
485
486
487
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489
490
) (X) (S) my mother going

er wanted (V) (S) to talk
pital to hospital, hoping
Act) extra harder. Hoping
in, the teacher was going
make(V) (Acc). I thought
phone call. I had planned
on 8 and we were planning
t anything except praying
h other and then, we went
g (V) (Act) when I talked
that someone was talking
nderful. I was encouraged
e to us.While threatening
ntinued (V) (Act) sending
(V) (Act) forward to talk
not dare (V) (S) to talk
V) (Acc) a chance to talk
d, the next day, she came
oo much. Sometimes I said
) (Act) for it. I thought
X) (S) so happy, laughing
lots of people, I thought
g (V) (Act) a class to go
(Acc) our moods. We went
came (V) (Ach) and tried
ng word) (S). I continued
e pool as night was going
ear the prison and I went
(V) (Ach) Eugene talking
d planned (V) (Act) to go
(Ach) the house.We walked
) me that I will be going
of sport shoes, I walked
friends instead of going
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
die (V) (Ach)? What if I do

Eugenes father and us firs
find (V) (Ach) a cure for m
get (V) (Acc) good results
give out (V) (Acc) the test
go (V) (Acc) or not to. Fla
go (V) (Act) to the mall wi
go out (V) (Acc) together t
god to save (V) (Acc) my mo
have our lunch together.Com
him and he could just laugh
him. I look (V) (X) (Act) a
join (V) (Act) by my friend
kill (V) (Ach) Eugene, he a
me. 1 day I decided (V) (Ac
me. I was (V) (S) very shoc
me. She also mention (V) (X
mother as she did not respo
my class. Teacher introduce
myself that I am (V) (X) (S
myself that there would sti
myself. Suddenly I bang (V)
myself. My mother told (V)
next year would be (V) (S)
other shops. When Amanda we
persuade (V) (Acc) me. The
put in (V) (Acc) extra effo
rise (V) (Ach).When I was p
snatch (V) (Ach) the keys i
some stranger who I did not
the mall with Bandy, my bes
the market as its (V) (X)
the market with her. I was
the park. There wasnt (V)
the super market dont (V)
Annex E
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be (V) (S) fast so he ran

r shops. When Amanda went
spelling) (S) that going
.I love (V) (X) (S) to go
t started (V) (Ach) going
iting (V) (X) (Act) to go
(S) pitiful and I helped
with motives for talking
) (Act) him and continued
of the park and continued
other friends and we went
would like (V) (S) to go
him. While we were eating
art (V) (X) (Ach) to cook
(Acc) a building and ran
my things and was heading
rried (V) (Act) in. I ran
pped (V) (Ach) and walked
) (Act) my stuff, heading
I went (V) (Acc). Walking
ying, (V) (Acc) we walked
rain. The five freaks ran
ccasionally, I would play
ng beautiful lady sitting
helped (V) (Act) to tidy
a private school, taking
t was (V) (S) him. I went
h) in school. I reflected
on, he had been following
kept (V) (Act) following
in (V) (Act) from wearing
nce. My heart was pumping
(Act) your steps and walk
ay and night I would stay
d habits and they scolded
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
to the super market through a

to the toilet, I was walking (
to the wet market was (V) (S)
to the wet market because it i
to the wet market with my moth
to the wet market and after a
to tidy (V) (Act) up her room
to us. Then I asked (V) (Acc)
to walk (V) (Act). To my aston
to walk (V) (Acc) to school.Ti
to watch movie together. In th
to.There is (V) (X) (S) a stal
together I message (V) (X) (Ac
together. 31 One sunny Saturd
towards it for shelter and to
towards my parents room.As I
towards the coffin and cried o
towards the tree. It gives out
towards the toilet I notice (V
towards the stall, saw (V) (Ac
towards the exit and saw (V) (
towards us and with their weap
truancy and run away (V) (Acc)
under a tree, her hair reaches
up her room a little.The care
up the minimum 5 subjects to q
up to him. He was so shocked.
upon my own actions and finall
us everywhere and since then,
us quite awhile. I ignored (V)
very expensive clothings when
very fast and my face turn (V)
very slowly. The ground is (V)
vigil at her bedside telling (
vulgur language everywhere the
Annex E
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531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
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555
556
557
558
559
560
c) even though what I did

(V) (X) (S) able to sing
e (V) (X) (Ach) to follow
o afraid. I was wondering
enormous tree. I wondered
laughed. I was stammering
Act) to a corner to check
(V) (Acc) her up, asking
When the school bell rang
ent back (V) (Acc) to sit
tree. My imagination ran
(V) (Act) around and talk
now, in fact I have lived
want (V) (X) (S) to live
cision on whether to live
(V) (S) that you can cope
er.One day while shopping
(X spelling) (Ach) to mix
brother. I could not live
decided (V) (Ach) to stay
(Act) my brother to live
sked (V) (Acc) me to stay
r ago. While I was eating
and go (V) (Acc) to work
cher. As I could not live
They wont to carrying on
uncleared. We had played
he people were not joking
t (V) (X) (Acc) going out
hat my mother was holding
tructural) (Act) or scold
(V) (Acc) a job, the pay
t) you, fann, we followed
) (Act) Sorry to disturb
ill have (V) (S) to watch
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
was (V) (S) wrong, but I had (

well. I like (V) (X) (S) singi
what the person had said (V) (
what time I would reach (V) (A
what was (V) (S) so special ab
when I talked (V) (Act) to him
whether are (V) (X) (S) those
whether she wants (V) (X) (S)
which told (V) (Acc) us that t
while waiting (V) (Act) for th
wild by thinking (V) (Act) tha
with each other. Soon, it was
with him for almost three year
with him or my mother. My dad
with him or my mother and he s
with it. Sorry Mark. My expect
with mary and her friends at o
with mary and company. Day by
with my dad either, as it woul
with my dad for the time being
with my dad. My dad had become
with my dad, and he said (V) (
with my friends, handphone sud
with my friends. I would never
with that feeling of guilt, I
with their lifestyle. Soon it
with tree so long and now we h
with us. There was (V) (S) rea
without my parents with my sib
would be (V) (S) very heavy. I
you anymore. Neither will (V)
you get (V) (Acc) will be (V)
you is (V) (X) (S) just to obt
you, fann, we followed (V) (Ac
your steps and walk (V) (Act)
Annex E
561
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563
564
565
566
567
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569
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571
572
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578
579
580
581
582
583
584
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595
(Acc) you homework to do

) (Acc) near, I will jump
ed (V) (Ach), she laughed
cc). Before I can imagine
(V) (X) (S) nothing to do
r games. As I was playing
a few minutes of copying
) (X) (Act). After eating
ht. Just as I anticipated
ow (V) (X) (S) what to do
ddenly, my handphone rang
c) to Junction 8 to watch
while they are quarelling
) home. I started walking
jog (V) (Act). As you jog
t it while we were eating
tion for the seed to grow
unique way the tree grew
started (V) (Ach) to jog
p. The teacher gave chase
Act) on the table to read
y guilty about what I did
nd she would hardly bathe
was (V) (S) time to sleep
tarted (V) (Ach) to teach
started (V) (Ach) copying
e (V) (S) know what to do
o school! mother shouted
t eat (V) (Act) or drink
t know (V) (S) what to do
tarted (V) (Ach) revising
d and bed for me to sleep
ould like (V) (S) to join
nd whom you should follow
or their turn to practice
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Act)! I promise! (V) (S) My heart

(Act)!It was (V) (S) five storey hi
(Act), and our day seems (V) (X) (S)
(Act), I became (V) (Acc) a mad woma
(Act), I followed (V) (Act) him.Afte
(Act), I suddenly remembered (V) (Ac
(Act), it was (V) (S) time to hand i
(Act), it was still pouring (V) (S)
(Act), my parents are divorcing (V)
(Act), suddenly she turn around (V)
(Act), the caller was (V) (S) my mom
(Act), the earliest we can watch (V)
(Act), the little girl is (V) (X) (S
(Act), walking (V) (Act) the path th
(Act), you can breathe (V) (Act) in
25 When I was (V) (S) 5 yea
(Act).
(Act). We rented (V) (Acc) a family
(Act). As the weather was getting (V
(Act). As you jog (V) (Act), you can
(Act). But she was (V) (S) too slow,
(Act). But the guy still continued (
(Act). During recess time, I couldn
(Act). Each day, she would locked (V
(Act). Everybody went back (V) (Acc)
(Act). Her mouth was chattering (V)
(Act). I copied (V) (Act) carefully
(Act). I do (V) (X) (S) a number of
(Act). I immediately prepare (V) (X)
(Act). I still felt (V) (S) very gui
(Act). I thought (V) (Act) that if I
(Act). I told (V) (Acc) myself that
(Act). I took (V) (Acc) a nap and it
(Act). I would also have (V) (S) to
(Act). It had never occured (V) (Ach
(Act). It was (V) (S) tiresome.Soon
Annex E
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598
599
600
601
602
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605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
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626
627
628
629
630
) to the library to study

decided (V) (Ach) to jump
(V) (S) the one shouting
V) (S) classroom to sleep
V) (X) (S) not even think
as (V) (S) no harm trying
tions or constant nagging
to the toilet to wash up
t those koi fish swimming
re school for me to study
know (V) (S) what to say
(V) (Ach) it from moving
ntinued (V) (Act) to walk
on the wall while walking
carry on (V) (Acc) crying
t day when I was going up
through it, I can see (V)
abdomen and I can see (V)
little shovel and dig (V)
d (V) (Acc) and think (V)
3 months when I think (V)
. Everyone is talking (V)
ood, some stalls sell (V)
nd the park. We cycle (V)
nce butcher. He wield (V)
quiet so I can relax (V)
(S) cancer? I curse (V)
cc) brown is dropping (V)
ts are always working (V)
cc) so I often wonder (V)
e groceries they sell (V)
ountain.I take a look (V)
) (Act) of that I run (V)
(V) (Act) and I look (V)
ds me and when I look (V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Act). Just as we were (V) (S) on th

(Act). Just then, I heard (V) (Ach)
(Act). My mum was (V) (S) in tears,
(Act). Next morning, when I woke up
(Act). Not only I am troubled (V) (X
(Act). Since then I became (V) (X) (
(Act). Some people may think (V) (S)
(Act). Soon, after I had dried (V) (
(Act). Suddenly, I saw (V) (Ach) a b
(Act). The next day, as I was walkin
(Act). Then he told (V) (Acc) me tha
(Act). There were (V) (S) tons of ho
(Act). To my astonishment, he follow
(Act). When we are (V) (X) (S) halfw
(Act).I went (V) (Acc) to my mother
(Act); I saw (V) (Ach) a scene about
(Act) the bark of the tree.I am ver
(Act) through it, I can see (V) (X)
(Act) a hole, then I place (V) (X) (
(Act) about it and agreed (V) (Ach)
(Act) about it, I am (V) (X) (S) sti
(Act) about Joe.Our school fun fair
(Act) all kinds of meat, some stalls
(Act) along the route and I saw (V)
(Act) and chops (V) (X) (Act) on the
(Act) and enjoy (V) (S) the beautifu
(Act) and hurl (V) (X) (Act) vulgari
(Act) and the wind is blowing (V) (X
(Act) and they usually do not have (
(Act) are (V) (X) (S) they scared (V
(Act) are (V) (X) (S) all very fresh
(Act) around and saw (V) (Ach) a emp
(Act) as fast as I could (V) (S) to
(Act) at every stall one last time a
(Act) at her leg I realise (V) (X) (
Annex E
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
(Act) to him. I look

do (V) (Acc). I look
to my room and sleep
anything. 50 I stare
ghing deeply, I stare
iends and I will meet
ed (V) (Ach) and walk
whom my father drinks
footsteps when I turn
hat the seller sells,
tremble, which follow
) to school.Time goes
ore curious as I look
y unique way. It grow
c) for and also gives
et boy who is sitting
ed (V) (Ach) and walk
Acc) on it. It happen
bits. And so I study
ets. Some stalls sell
paper and pen asking
h the price, shouting
amme which is looking
rhead bridge and wait
have not been eating
f them are bargaining
he has been studying
eat, some stalls sell
hat day on, I keep on
ed (V) (Act) and play
) (S) if I dont work
direction. I can see
o hands which stretch
) (Ach), the king fly
beans but when he fly
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
at him curiously. He has (V) (

at my partner John and saw (V)
at once. After that incident I
at the cane that my grandmothe
at the option form blankly! Wh
at the tree in the park. It is
away as I had been expose (V)
beer with, always treat (V) (X
behind I saw (V) (Ach) my neig
but my mother just told (V) (A
by saying (V) (Act) my name an
by, as usual, school lessons e
closer at the tree. My imagina
differently from other tree in
discount. I can see (V) (X) (S
down there nevously. Everyone
even faster. Luckily, I saw (V
everyday. I did not tell (V) (
extra harder. Hoping (V) (Act)
fishes and seafood, some stall
for my signature. I couldnt b
for offer. The store which I h
for talented teenage in Singap
for the bus to go to school. I
for the past few days. After c
for the price and insist (V) (
for this test since last Frida
fruits and vegetables of all k
getting (V) (Act) messages fro
hard together nearly everyday,
hard.In the November holidays
her face was filled (V) (S) wi
high above as branches and fiv
his blanket and a gust of wind
his blanket and pull back (V)
Annex E
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
) of the park. I run (V)

y, and I do not think (V)
(X) (S) whatever I do (V)
e at what i have done (V)
rst sight as she walk (V)
(V) (X) (Act) or walk (V)
earliest we can watch (V)
n. I could have treat (V)
to school as I think (V)
S) at the way he chop (V)
he fish sellers says. (V)
rprised and they keep (V)
fish shop which sells (V)
ends are all laughing (V)
s like how god shower (V)
tall there which sell (V)
he has been massaging (V)
rtive friend who lend (V)
me so he only charge (V)
er has been pestering (V)
er with, always treat (V)
e has been messaging (V)
d and mum often bring (V)
but she never borrow (V)
.After we have eaten, (V)
am. While I am eating (V)
(S) they are pulling (V)
ch) and I cannot move (V)
ite harsh if I follow (V)
unger brother, handle (V)
elf for that, I curse (V)
iving thing. It grows (V)
use chores, take care (V)
to pop up, my dad pat (V)
) (X) (Act) and chops (V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Act)
(Act)
(Act)
(Act)
(Act)
(act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
home, and told (V) (Acc) my mo

I will (V) (S) till the very d
I would not meet (V) (Ach) the
in the past. I am (V) (S) glad
into the school. Then she alwa
is (V) (X) (S) like gangster a
is (V) (X) (S) at eight, so we
it as though nothing had happe
it is (V) (X) (S) not as impor
it so professionally. The butc
It was (V) (S) quite fun, but
joking (V) (Act) and say (V) (
lot of different species of fi
loudly. I told (V) (Acc) the t
love to all living thing. I kn
many kinds of meat, from chick
me and he than later admit (V)
me money or else I would not h
me one hundred and eighty doll
me to follow (V) (Act) her to
me to KFC to eat anything that
me to make (V) (Acc) fun of me
me to wet market to buy (V) (A
money from relatives, as she b
my father would like (V) (S) t
my ice-cream, my dad came (V)
my leg and my friends are all
my leg I felt (V) (S) like as
my mum. However, the decision
my school work and took care (
myself for not being able (V)
naturally. I could not get (V)
of my younger brother, handle
on my head and told (V) (Acc)
on the meat so accurately and
Annex E
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
he show was broadcast

andmother is clinging
g. The way they dress
this as we continues
) and we always spend
Everyone is shouting
my mother. We quarrel
other while they walk
TV teenage star walk
(Act) for him. I walk
uniform which brings
(Act) it today and go
(Acc) my mother cried
ng, (V) (Act) I smell
star as I am treated
y mother is commiting
d he than later admit
my mind, Im thinking
(Ach). I am thinking
ant decision, I think
) the tree, I can see
t time, I was wishing
(Acc) and there comes
ttock. Then he swings
matter how I explain
er animal body. I use
X) (Acc) and get near
(S) guilty as i bluff
to my friends and ask
me why am I standing
e. We both talk about
was (V) (S), she send
liar to me, as I look
m that if he continue
c). Ive been waiting
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
(Act)
on the television, then sudden

on to her life because of me.
or walk (V) (X) (act) is (V) (
our shopping. Although today s
our time together. We studied
out to promote (V) (Act) their
over almost any thing, from th
pass me and head (V) (X) (Act)
past me. After the show, I wen
round and round and round and
shame to the school. The next
shopping with my friends. As I
so hard. My dad slammed (V) (A
something bad, it smell (V) (X
specially from others.I begain
suicide. I accepted (V) (S) th
that he has been messaging (V
that I maybe (V) (S) Richard K
that is (V) (X) (S) it that I
that it is (V) (X) (S) better
that there was (V) (S) a hole
the camp commandant and a huge
the cane onto my buttock feroc
the guy just would not believe
the oven to wack (V) (Acc) ope
the tree, the mumburing was (V
them that i was (V) (S) nacy.
them where they are going (V)
there alone and I told (V) (Ac
this as we continues (V) (X) (
three of us to school, so that
through the questions, there w
to follow (V) (Act) me, we wou
to go (V) (Act) to the wet mar
Annex E
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
cked, but I just talk

S) the where I choose
V) (Acc), I am trying
ct) them and continue
single one of us rush
irty. She never speak
ow (V) (Act) and talk
c) a lot as they play
I automatically walk
) (S), then she hover
nd (V) (Ach) and walk
Act) pass me and head
support myself I work
Acc) who is following
somebody is following
hy are they following
) that my mother work
V) (X) (Act) and hurl
e first thing I smell
serted. I am thinking
) on the day I go out
in my dreams.I lived
ople in there arguing
nt (V) (S) have cane
ge everywhere they go
he chicken being cook
d the wind is blowing
efore we start eating
(S) nothing I can do
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Act) to him casually. Then we went

(Act) to move out (V) (Acc) of house
(Act) to recall (V) (Acc) about what
(Act) to search (V) (Act) the presen
(Act) to the food stall like hungry
(Act) to us anymore, and she would h
(Act) to us. We were starting (V) (A
(Act) too much. Sometimes I said (V)
(Act) towards him and be the first t
(Act) towards me and when I look (V)
(Act) towards my table and started (
(Act) towards the general office.Whe
(Act) two jobs per day. I am (V) (X)
(Act) us and we both turn back (V) (
(Act) us for the whole three hours t
(Act) us. They say (V) (X) (Acc) the
(Act) very hard to bring (V) (Acc) t
(Act) vulgarities at the doctor, I k
(Act) was (V) (S) the smell of fresh
(Act) why wouldnt anyone came (V) (
(Act) with friend and I would have (
(Act) with my dad now, in fact I hav
(Act) with the price, shouting (V) (
(Act) you my mother broke (V) (Ach)
(Act), but there were (V) (S) very l
(Act), it look (V) (X) (S) delicious
(Act), so cooling. A nice scenery th
(Act). After eating (V) (Act), it wa
(Act). I love (V) (X) (S) him as a f
Annex E
Annex F: List of Accomplishment

Verbs in Corpus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
lways visit (V) (X Agreement)

m seldom go (V) (X Agreement)
plucked out (V) (X Agreement)
en John felt (V) (X Spelling)
I graduaded (V) (X Spelling)
me. I bought (V) (X Spelling)
ly.So I when (V) (X Spelling)
at we shaked (V) (X Spelling)
nd we chosed (V) (X Spelling)
ext, we when (V) (X spelling)
wind blowned (V) (X Spelling)
d and planed (V) (X Spelling)
l catched up (V) (X Spelling)
came back (V) (X Structural)
uld locked (V) (X structural)
uld stayed (V) (X Structural)
I do made (V) (X Structural)
d not told (V) (X Structural)
ld dropped (V) (X Structural)
found out (V) (X Structural)
not fought (V) (X Structural)
nyone came (V) (X Structural)
t went off (V) (X Structural)
ied spices, you will get (V)
e a punch and I bent down (V)
abit like Jesus.He called (V)
e edge.Go away! I cried (V)
a volunteer group called (V)
a shock face, he replied (V)
in a polite manner saying (V)
o be (V) (S) here.I spent (V)
(Acc) pretty well. I got (V)
old (V) (Acc) me to bring (V)
my dad. My dad had become (V)
ld be (V) (S) able to get (V)
(Acc) the supermarket for the grocer

(Acc) to that wet market as she alwa
(Acc), stomach was open (V) (Acc) an
(Acc) asleep.He came (V) (Acc) into
(Acc) from NYP. I came out (V) (Acc)
(Acc) him to meet (V) (Ach) my frien
(Acc) home to discuss (V) (Act) this
(Acc) off came back (V) (Acc) again
(Acc) to enjoy (V) (S) at the big tr
(Acc) to the vegetable stall. My mot
(Acc) toward us and we flew (V) (Act
(Acc) what to buy (V)(Ach). As we we
(Acc) with me and I was so embarssed
(Acc) from work, he came (V) (Ach) t
(Acc) herself in the master bedroom
(Acc) in my mind.Humans beings tend
(Acc) mistakes oftenly. 19 From the
(Acc) my parents what had happened (
(Acc) tears again if I see (V) (Acc)
(Acc) who is following (V) (X) (Act)
(Acc) with them. So we went (V) (Acc
(Acc), as this park was (V) (S) magn
(Acc). But never did I expected (V)
(Acc) cheaper price for the item you
(Acc) and banged (V) (Acc) his wais
(Acc) John, come (V) (Acc) to me.
(Acc) If you come (V) (Acc) near, I
(Acc) keep hope alive to help (V)
(Acc) my name is (V) (S) not Joe.
(Acc) no and he had mistaken. (V)
(Acc) 1 hours getting fresh air and
(Acc) 16 points for 4 subjects and 1
(Acc) a basket so that she could put
(Acc) a beast and I could imagine (V
(Acc) a better job.Entering a expres
Annex F
List of Accomplishment Verbs
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
) at me as if she had won

or my life. I came across
r Sunday, I was not given
(Acc) most noise. He took
d (V) (Acc) that I choose
(V) (S) unable to choose
lot of things.So, I made
new (V) (S) I had to make
cc) that they were having
(X Spelling) (Act) to ask
row (V) (Act). We rented
(V) (Ach) together to buy
f you were (V) (S) to buy
bout it, the butcher took
cted (V) (Acc) and formed
(V) (S) difficult to get
o leave (V) (Acc) to find
than you. Even if you get
out (V) (Acc), we went up
(Ach) on the but he gave
least they can just take
wanted (V) (S) me to find
o the office. He took out
(Acc) my parents to take
s now my studies improved
) (Acc). We indeed bought
agine (V) (Act), I became
decided (V) (Ach) to make
decided (V) (Ach) to make
ad for shopping, watching
o sleep (V) (Act). I took
ately. I quickly got into
ling (V) (S) to turn over
) (X) (S) to at least get
Act) and my father bought
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
big challenge against me.Ins

building and ran (V) (Act) t
chance to talk (V) (Act) to
chopper and the meat and sta
class that I like (V) (X) (S
class, as I was really stres
decision which I thought (V)
decision. I could have treat
divorce.I was stunned (V) (A
divource from my mother, and
family bicycle and went (V)
gift for a pal. We went (V)
good and fresh fish, then yo
hard time to chase (V) (Acc)
human wall around the tree b
job as there are (V) (S) man
job in the city. Feeling (V)
job, the pay (V) (Act) you g
ladder and we saw (V) (Ach)
laughed. I was stammering (V
little trouble to walk (V) (
location for the seed to gro
long bamboo stick. I automat
look about the situation but
lot and I am (V) (X) (S) mo
lot of food on that morning
mad woman in the next few mo
mark so I would know (V) (S)
marking by drawing (V) (Acc)
movie I was eating (V) (Act
nap and it was (V) (S) morni
nearby cab and followed (V)
new leaf, it was (V) (S) the
O level certificate. So I re
packet of spinach. Then, I n
Annex F
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
c) to the bookshop to buy

o the living room to make
(Acc) my mother to answer
cc) with her after having
and soon you will become
n (V) (Act) till we reach
ecide (V) (Ach) to choose
ant (V) (X) (S) to choose
their own plans.I heaved
say (V) (X) (Acc) we made
y parents. I did not shed
eautiful seat. He ordered
Acc) a marking by drawing
(V) (X) (Acc) it. We put
(Acc) to the park to take
to another garden to take
morning, as usual I took
V) (Acc) me how to become
n (V) (Acc) up and become
me, I had (V) (S) to make
blems of my own. I set up
clothings when you visit
y weird dream. He dreamed
urse, they soon found out
S) a nice ride which took
g (V) (X) (Act) to recall
ble for everyone to relax
c) and the police went in
ling) (Acc) off came back
) my decision to move out
e in (V) (Ach). She asked
(Acc) the time he tricked
) (Acc) all of us to keep
am (V) (S) able to learn
) delicious and I grabbed
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
a pen. When I was (V) (S) on m

a phone call. I had planned (V
a phone call. To my horror, I
a quick breakfast. We want (V)
a regular customer.As a regula
a satisfying price to spend (V
a school which has (V) (S) a s
a school with many achievement
a sigh of relieve and thanked
a singer friend. When I steppe
a single tear in school as I w
a some of his guards to bring
a stick man and wrote down (V)
a stone there to mark (V) (Ach
a stroll and enjoy (V) (Act) t
a stroll before I go (V) (Acc)
a stroll inside the park, to e
a stronger person. Now I belie
a tree in the park, which cont
a very important decision. And
a volunteer group called (V) (
a wet market, the place there
about himself in a very beauti
about my real particulars and
about three minutes.After the
about what happened (V) (Ach)
after the exams. Sadly, we got
after the shot. We calmed (V)
again and started (V) (S) chas
all along. I live (V) (Act) my
all of us to keep (V) (Acc) al
all of us, I had (V) (S) an id
all our books and to prepare (
all sorts of new things which
all the best part to my bowl a
Annex F
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
V) (X) (Acc) he collected

to be (V) (S) able to do
ided (V) (Ach) to confess
They from Toa Payoh come
) (X) (S) that he brought
asked (V) (Acc) me to go
e wants (V) (X) (S) to go
) (S) there before.I took
the chair and he slotted
h the tree of us will get
day, the school organized
) (S) happy as I had made
suggestions before making
aturday, my friend called
) (S) curious and went up
ark, Eugenes father came
their doubts were cleared
) (S) the day that I went
mily that was once envied
up (V) (Ach) early to go
Acc) apart many protected
S) that the lady may come
(S) curious and went over
V) (Acc) home, I sat down
elder brother calmed down
V) (Acc) him to calm down
went up (V) (Ach) to ask
) (Acc), stomach was open
od memories to be buried,
their prison. We went up
I wanted (V) (S) to know
(V) (S) finally torn down
cided (V) (Ach) to follow
c) n. Two animals came in
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
all the green beans in his bla

all the questions. I felt (V)
all the truth to Mr Lim. Hence
all the way to this market jus
along a petty young lady and a
along with him. As I have (V)
along. She agreed. (V) (S) Soo
an empty paper from my bag, st
an English book at my buttock.
an equal share of money.After
an excursion trip to the Singa
an important decision which wo
an important decision. However
and apologised (V) (Acc) to us
and ask (V) (X) (Acc) me to go
and asked (V) (Acc) them why a
and asked (V) (Acc) us whether
and asked (V) (Acc) me if I wo
and collected (V) (Acc) the re
and earned (V) (Acc) the respe
and eat (V) (Act) his breakfas
and formed (V) (Acc) a human w
and haunt (V) (Act) me again,
and have (V) (S) a look. It wa
and have (V) (X) (S) a good ta
and he overheard (V) (Ach) the
and he would hired (V) (X Stru
and I ask (V) (X) (Acc) the na
and I saw (V) (Ach) an old lad
and if I lose (V) (Ach) them,
and in order to prevent (V) (A
and learn (V) (Acc) more thing
and manufactured (V) (Acc) int
and must break (V) (Ach) the f
and my brother had (V) (S) no
Annex F
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
(V) (X) (S) to be melting

0 in the morning I bathed
S) and quickly apologized
my ice-cream, my dad came
e for the item you bought
) (S) with my games to go
son times and late coming
s fell (V) (Ach) and grew
(Ach) himself.David cried
(Ach) the couple grew up
me. Soon, we settled down
e Richard Ko. They paused
getables my mom came back
ternoon, my friend called
at all, then she stood up
and us first. We went in
ends who were very united
my father. He rushed back
t patient anymore, he got
(Acc) my idea again.I got
ot want (V) (S) to suffer
Ach) Eugene, while firing
the decision of choosing
. Once when one of us got
y, since you didnt throw
need not (V) (X) (S) take
ked that they did not say
rk was (V) (S) to be torn
h decision for me to make
which type of fish to buy
V) (S) and so eager to go
all about it. They smiled
ch) the door to fence off
S) before.Soon, I arrived
) a empty land. I pointed
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
and my heart crashed (V) (Ach)

and prepared (V) (Acc) myself.
and ran away (V) (Acc). When A
and sat (V) (Act) beside me. H
and soon you will become (V) (
and study (V) (Act) for it. I
and submitting (V) (Acc) of ho
and the park was (V) (S) to be
and the police went in (V) (Ac
and the young man had (V)(S) t
and there comes (V) (X) (Act)
and think (V) (X) (Act) about
and told (V) (Acc) me that she
and told (V) (Acc) me I have (
and turn around (V) (X) (Ach)
and was shocked (V) (X Agreeme
and we always spend (V) (X) (A
and when he found (V) (Acc) my
angry and frustrated (V) (S) w
angry and I want (V) (X) (S) t
another blow. I couldnt sleep
another shot and killed (V) (A
any of them. I treated (V) (Ac
any problems, we will share (V
any tantrums, I had prepare (V
any transport to school.One da
anything, just staring (V) (Ac
apart many protected (V) (Acc)
as both of the groups treated
as I loved (V) (S) to eat (V)
as I wanted (V) (S) to know (V
as they knew (V) (S) this was
Ashley fans. Of course, they s
at stalls selling Chinese herb
at that direction and tell (V)
Annex F
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
V) (Acc) it out. I stayed

his green horns and threw
also very curious to look
e other was (V) (S) to go
(Acc) the thing and went
the exams. Sadly, we got
(V) (X) (Ach) I recalled
g (V) (Act) at me, I went
tant decision that I made
we went (V) (Acc) to buy
et which I have mentioned
and since then, we became
(V) (Act) fish so I chose
ul, leafs that had turned
el (V) (X) (S) like going
to the mall, I was mobbed
. This I was not woken up
cc) then summer, followed
) (Ach), and being buried
who was actually murdered
in school, I was greeted
a group of people passed
f the cane as I was caned
the tree. It was covered
sunlight will be blocked
to school and be handled
the question to be asked
oor and I hurry went down
old man had just finished
ou have (V) (S) to choose
in when I have considered
cabbage. She also bought
ompany. Day by day we got
. To my surprised he said
(Act) at it. Would I go
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
at the block for the whole day

at the king. The king thought
at the tree and she even asked
back home to attend (V) (Acc)
back home, he gave (V) (Acc) h
back into our old ways again a
back that when I was (V) (S) i
back to my room to study (V) (
because I wanted (V) (S) to be
beef. The butcher was (V) (S)
before, It was crowded (V) (S)
best friends.After getting (V)
black promfret, my father boug
brown is dropping (V) (X) (Act
but it is (V) (X) (S) compulso
by a group of teenagers shouti
by any alarm clocks, but the s
by autumn then winter. Its lea
by her father. When I heard (V
by her psychotic husband 2 yea
by many friendly teachers. I w
by me, in between them was (V)
by my parents whenever I got (
by tall grass and some fungis.
by the fountain.I take a look
by the principal for heavy pun
by them. Who do (V) (S) you al
by using (V) (Act) the escalat
calling and there was (V) (S)
carefully for the fresh ones a
carefully.So I when (V) (X Spe
carrots and brinjals. The aunt
closer. I then start (V) (X) (
congrats you are (V) (S) in th
crazy if I go (V) (Acc) into t
Annex F
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
(S) no reason to carry on

anguages tying to attract
after the shot. We calmed
V) (Ach) Eugene, he asked
my life. 46 People make
runk which naturally bent
nto the room to calm them
ecided (V) (Ach) to carve
) (Acc) sour. When we met
se, much more people came
d (V) (Acc) her. I got up
ght, that stranger shoved
(Ach) my apology and said
re beautiful.After buying
s dinner and after buying
with my dad, and he said
inued (V) (Act) to put in
o this market just to buy
(Acc). Dad would then set
dary school than to spend
started (V) (Ach) to come
S) a lot of people buying
X) (S) to be hospitalized
mum 5 subjects to qualify
a family bicycle and went
my class. We settled down
ng Mo Kio had been opened
also made (V) (Acc) me go
a party, the party lasted
(V) (X) (Acc) her asking
so alike.Everyone asking
ch) to Eugene we will pay
a fan of Nacy. She asked
than before, and we went
S) time for me to set off
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
crying (V) (Act).I went (V) (A

customers with their offer. I
David down, and said (V) (Acc)
David, Eugenes father, why di
decision everyday, whether it
down and it acts (V) (Act) lik
down but lacked (V) (S) of the
each of their names onto the t
each other, we did not even ta
earlier than me. Soon, we sett
early at 7.00 in the morning I
Eugene into a car and drove of
even though what I did (V) (Ac
everything we needed (V) (Acc)
everything we needed, we proce
everything will (V) (S) go rig
extra effort. But my friends a
fishes and vegetables. 35 I a
five to six alarm clock ringin
five years in secondary school
flooding (V) (Act) back. Sudde
food, vegetable, fish and all
for a period of time. During t
for a polytechnique. You may f
for a tour around the park. We
for a while. Mr Lim, the vicefor about 30 years or so, all
for detention classes. I apolo
for five hours and sky is gett
for her name, but she said (V)
for his signature. He explaine
for it.When we reached (V) (Ac
for my contact number and emai
for our shopping happily. As w
for school. This time, the ann
Annex F
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
me if I would like to go
I was actually caned (V)
(Acc), no need to choose
just have (V) (S) to pay
he whole school was going
Eugenes father would pay
d not want (V) (S) to ask
he movie.The movie lasted
ant (V) (X) (S) to put up
. Think (V) (Act) and ask
s (V) (S) better to spend
and white foams came out
onwards, our family went
perspiration dripped down
Act) truancy and run away
After my father returned
(V) (X) (Act) me to make
. Hoping (V) (Act) to get
.We went (V) (Acc) to buy
train (V) (Acc) me to buy
ork and my father started
was told (V) (Acc) I got
for his mother, and gave
ch) of the toilet, I told
girls parent had killed
I wanted (V) (S) to help
il at her bedside telling
youth in us. She showered
day onwards. Teacher gave
her of them, but they got
brinjals. The auntie gave
sp, she never lets me see
sked (V) (Acc) me to show
Acc) me that I could help
riend Amanda, so I called
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
for the audition. Then I agree

for the first time in my entir
for the fresher because the se
for the item you want (V) (S)
for the morning assembly. I wa
for the ransom.The next day, w
for the reasons as I knew (V)
for three hours and it was (V)
for tomorrows talent time dur
for your familys suggestions
four years in secondary school
from her mouth. I sensed (V) (
from hospital to hospital, hop
from my face to my rosy cheek.
from school. And my parents an
from the hospital, a family me
fun of me.In the end, we all h
good results for my PSLE exams
green leafy vegetables. We bou
groceries in the wet market as
haggling (V) (Act) for the pri
heatstroke. Finally I understa
her a birthday cake. He bought
her about what had happened (V
her accidentally while they ar
her carry (V) (Act) but she in
her everything is (V) (X) (S)
her love to us like how god sh
her permission to join (V) (Ac
her pregnant and left (V) (Ach
her some lime and parsley as m
her sorrow and anguish. I hate
her the tree some day.After th
her to pick (V) (Acc) the plum
her up, asking (V) (act) wheth
Annex F
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
s birthday and John made

sisters and I. She wasted
the Saturday, I followed
t before, although I came
chool, will (V) (S) I get
(Act) impatiently. I told
now. My friend approached
) (S) a care taker.I told
camp commandant and told
V) (S) Jesus. Jesus asked
t) there alone and I told
(S) mad at him, and told
ed (V) (Acc) him and told
ed (V) (S) that and asked
(V) (S) lazy.David asked
ing (V) (Acc) yes. I told
(Act) to us. Then I asked
s going (V) (Acc) to call
) (Acc) his head and knee
taker but I couldnt find
ll have (V) (S) to follow
acks. My brother took out
an old man was taking out
(Acc) back home, he gave
V) (S) you. Later he told
m that he will never make
own (V) (Acc) and banged
e school life.When I went
nd also very happy.We got
) what time I would reach
dy chill. I just returned
never want (V) (S) to go
asked (V) (Acc) me to go
d started (V) (Ach) to go
(V) (Act) my father to go
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
her worried so much. Jesus ask

her youth in us. She showered
her. I got up (V) (Acc) early
here for so many times.The tre
high pay job or getting (V) (A
him about the situation which
him and told (V) (Acc) him tha
him everything about the tree
him everything that had happen
him if he loves (V) (X) (S) hi
him nothing I just looking (V)
him off. I understand (V) (X)
him that if he continue (V) (X
him the reason. He stopped (V)
him to calm down (V) (Acc) and
him to give (V) (Acc) me his n
him what he actually wanted (V
him when I saw (V) (Ach) him p
him. After, we went up (V) (Ac
him.Anyway, I decided (V) (Ach
him.That was (V) (S) the worst
his green horns and threw (V)
his handphone to call (V) (Acc
his mom a tight hug and said (
his mom that he will never mak
his mom worried (V) (X) (S) ab
his waist and then grap (V) (X
home after the incident, I did
home and boths of us stinks (V
home everyday.When the test wa
home from my basketball practi
home late at night unless I am
home myself. But I was (V) (S)
home quickly. Out of purpose,
home quickly and he quickly bo
Annex F
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
I want (V) (X) (S) to go

ested (V) (Acc) that I go
Acc) to school, come back
s in the hall.When I went
(Acc) the date.When I got
secondary two.Class, go
me again. When I reached
s (V) (X) (S) time to go
y on (V) (Act) and headed
aid up (V) (Ach) and went
g we needed, we proceeded
at the trees, and walked
s the weather was getting
and friend. I remembered
sters. These movies show
y young, to even remember
Admirer.When I found out,
up (V) (Ach) and was told
horrible. But sad to say
mom a tight hug and said
and agony. You could say
(V) (S) present. If I go
ed (V) (Ach) me and asked
ate evening. I dressed up
med The Girl. I replied
Acc) the meat were stored
Memories will keep coming
decision I have ever made
tant decision I have made
mportant decision to make
important decision I made
ecisions that I have made
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
home since I cant decide (V)

home to be (V) (S) with my gra
home, have (V) (S) lunch and h
home, I sat down (V) (Acc) and
home, I told (V) (Acc) my mum
home, read (V) (Act) the paper
home, the minute I switched (V
home. On the next morning, as
home. The camp commandant offe
home. The tree was (V) (S) fin
home.After one morning at the
home.I love (V) (X) (S) to go
home.When I reach (V) (X) (Acc
hotter, I decided (V) (Ach) to
how great she was (V) (S) to m
how teenagers overcome (V) (Ac
how they look (V) (X) (S) like
I decided (V) (Ach) to play (V
I got (V) (Acc) heatstroke. Fi
I have (V) (X) (S) difficultie
I love (V) (S) you. Later he t
I was feeling (V) (S) really u
I will miss (V) (Acc) my favou
if I am (V) (X) (S) the channe
in a formal way as it was (V)
in a polite manner saying (V)
in glass shelves. And there ar
in I hoped (V) (X) (S) that al
in my life was (V) (S) the cor
in my life is (V) (X) (S) the
in my life is (V) (X) (S) the
in my life, should be (V) (S)
in my life. I want (V) (X) (S)
in my life. 46 People make (V
in my life. Some of these deci
Annex F
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
was going (V) (S) to make

) (Ach) her.I got dressed
ful buttocks we jumped up
the annual camp was held
ont get (V) (Acc) to see
bunk.After settling down
rything that had happened
ot alone and I never tell
(S) tiresome.Soon I lost
ying (V) (Acc) that I got
V) (S) very quiet we went
the pain, then I stepped
ing) (Acc) asleep.He came
dy (V) (Act) hard and get
iends handphone and went
saging secting and looked
ig house and when we went
my parents whenever I got
12 The sunlight streamed
(Acc). But my friends got
c) lower pay job if I get
when she got transferred
(Act) hard, so as to get
ely (V) (X) (S), I looked
m. Some of my friends got
in the world would I get
o (V) (Acc) crazy if I go
eam is (V) (X) (S) to get
V) (Acc) and manufactured
place where I ofenly went
ed box, so I could finish
aper from my bag, stapled
is decision, I will carry
ecided (V) (Ach) to check
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
in my life. I decided (V) (Ach

in my life. 43 The most impor
in my Sundays best clothes an
in pain and agony. You could s
in school. So that the budget
in Singapore but he saw (V) (A
in the classroom, we were told
in the family. He suggested (V
incident to anybody. 23 I was
interest in the air rifle. I t
into 3 Peace. I was (V) (S) re
into a big house and when we w
into a corner. Then after my f
into a very weird dream. He dr
into express stream in Seconda
into his messaging secting and
into his outgoing message and
into it, suddenly it was locke
into mischief and mind you, it
into my bed room. Morning has
into normal technical streams.
into normal stream. Then I tho
into our school, we were (V) (
into the class I want (V) (X)
into the mirror. I was really
into the same class as me, whi
into the top class? I thought
into the top class? I dare (V
into the top class, which have
into writing paper.It is belie
is (V) (X) (S) the park near m
it at home. I paid (V) (Ach) f
it onto a tree. Began (V) (Ac
it out by revising (V) (Act) a
it out. I stayed (V) (Acc) at
Annex F
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
ecided (V) (Ach) to plant

(Act) me, we would report
Acc) David down, and said
ce-cream to me. I grabbed
means and way to salvage
decided (V) (Ach) to join
V) (S) too shy to mention
ut it and I walked around
cision to make.If I enter
(V) (Acc). After I leave
is (V) (S) better. said
e came (V) (Acc) to visit
cket knife and wrote down
be (V) (S) able to enter
big tree which attracted
(S) it. A few weeks past
the room and I went round
the coffin and cried out
) high pay job or getting
for revision so I skipped
V) (Ach) him and enquired
t I get (V) (Acc) to know
(S) the teacher that left
e decision did not affect
e last freaks and he gave
a opening park. They gave
words my grandmother gave
Act) really hard. It took
ry School not only helped
she will personally skin
ter idea than me, she got
. Suddenly, Amanda called
in. (V) (Acc)They pulled
ix oclock. She also made
old (V) (Acc) him to give
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
it right beside the fountain.

it to the police. He panicked
it was (V) (S) all fate. Whene
it with two hands and started
it. Family ties is (V) (S) the
it.During practice sessions st
it.From that day on, I keep on
it.Out of the blue, a woman dr
JC, I will have (V) (S) a brig
JC, I would have (V) (S) highe
Jesus.Then John suddenly wakes
Joachim and he proposed (V) (A
Joachim Baril s Jasmine Cort
Junior College (JC) or Polytec
kids included my siblings and
like the speed of light. Just
looking for the local TV teena
loudly. This was (V) (S) the v
lower pay job if I get (V) (Ac
lunch especially for this exam
many things about him and the
mary. She is (V) (S) such as g
me a great impression. He is (
me a lot. There are (V) (X) (S
me a punch and I bent down (V)
me a seed and wanted (V) (S) m
me a weak smile and soon depar
me a whole hour for me to make
me achieve excellence but also
me alive.When my mother stoppe
me an ice-cream and I have (V)
me and told (V) (Acc) me that
me away to their office, which
me go (V) (Acc) for detention
me his namecard and said (V) (
Annex F
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
offered (V) (Acc) to send

brother safety and taught
called (V) (Acc) and told
(S) from us.Then he asked
t) in shows. And he asked
eared (V) (Acc) and asked
he prawns, my mother told
ally like (V) (S) to meet
h) a grade that could get
V) (S) go right and asked
very fresh smell tempted
ollowing day, Mary called
(X) (S) the time to bring
2 years ago. He also told
tunately, her mother told
(V) (Ach). My mother told
structural) (Act) He told
(Act) on my head and told
y (V) (Act). Then he told
juicy apples and she told
) (S) out. My mother told
to it when my mother told
wn seller. My mother told
) (S) still there to give
from my mum. My mum told
led (V) (Acc) me and told
e back (V) (Acc) and told
the wet market. She told
(S) pitiful. My mom told
(V) (Acc). Mary then told
th bunch of friends asked
ut when my father brought
e mysterious path. It led
s old. My parents brought
) out, my friends invited
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
me
home.Within minutes, I reac

how to become (V) (Acc) a s
I have (V) (X) (S) about 70
if I was (V) (S) one of the
if I would like (V) (S) to
if I would like to go (V) (
if the head seems (V) (S) d
in person but unfortunately
into the express stream in
not to worry. That dream ke
on buying (V) (Acc). We ind
out and introduce (V) (X) (
out not even to the wet mar
that a lot of people had ex
that Bandy had (V) (S) infl
that buying (V) (Acc) veget
that everything was (V) (S)
that everything is (V) (X)
that he was (V) (S) from an
that I could help (V) (Acc)
that I must study (V) (Act)
that I will be going (V) (A
that if you were (V) (S) to
that listening ear. I was g
that my grandfather had die
that she saw (V) (Ach) some
that she heard (V) (Ach) ru
that there will be (V) (S)
that the girls parent had
that the long ago knew (V)
the question on who I decid
there, I was amazed (V) (S)
to a huge enormous tree. I
to a opening park. They gav
to a party, the party laste
Annex F
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
her used (V) (S) to bring

week. Then my mother told
r wanted (V) (S) to train
etres a part and she told
to myself. My mother told
the wet market and asked
st. But one day, he asked
t now.The care taker took
h (V) (Act) and she asked
stuff. My father brought
alled (V) (Ach) and asked
e tree and she even asked
c) school, as my mom told
o me that night, he asked
r wanted (V) (S) to bring
people.My father brought
ecided (V) (Ach) to bring
e first time they brought
he next question he asked
(V) (Ach) to me and asked
t for that woman. He left
) my mom. My mom consoled
ied (V) (Act) to persuade
eems (V) (S) dropping out
(V) (S) careless and made
, we tend (V) (S) to make
a face of a human. I got
s or housewives would buy
know (V) (Acc) and learn
S) the one who was making
t) pass the park to reach
(Acc) my life. I took up
be caned (V) (Ach). I put
decision ever. It brought
d (V) (Act) loudly to get
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
me to a wet market. I was (V)

me to bring (V) (Acc) a basket
me to buy (V) (Acc) groceries
me to care (V) (Act) of her tr
me to follow (V) (Act) her clo
me to go (V) (Acc) home myself
me to go (V) (Acc) along with
me to her unit and it was (V)
me to listen to what the fish
me to poutry stall and bought
me to settle (V) (Acc) my own
me to show (V) (Acc) her the t
me to stay (V) (Act) at home.M
me to stay (V) (Act) with my d
me to the neighbourhood wet ma
me to the vegetable stall and
me to the wet market. She told
me to the wet market in Chinat
me was (V) (S) whether I want
me why am I standing (V) (X) (
me with a decision on whether
me, and calm me down (V) (X) (
me. The suns rays were (V) (S
means its (V) (S) not fresh. M
mistakes in their life and I a
mistakes. There are (V) (S) a
more curious as I look (V) (X)
more groceries for the week. T
more things.The day finally ca
most noise. He took (V) (Acc)
my block, most of the lights w
my books and notes that I foun
my both hands on the chair and
my brother safety and taught (
my dad to say (V) (Acc) yes. M
Annex F
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
) (Ach) fountain. I asked

irritated expression made
rld of the tree. She gave
) (Acc). (V) I controlled
follow (V) (Acc)? I shut
aturally. I could not get
(V) (Ach) to cascade down
e edible fishes. I helped
) (S) that that would put
) also very kind, he told
went (V) (Acc) to contact
in the park.After wearing
go (V) (Acc) I will miss
ing place on earth.I took
V) (Act) me and even told
(V) (S) supposed to meet
) (Acc) the phone, I told
e person-in-charge called
an away. (V) (Acc)I asked
ion as it would determine
cision which would affect
n and I quickly stretched
(X) (S) to be going into
)
22 I had just shifted
fountain. My dad refused
at time that could affect
I went (V) (Acc) to tell
(X) (Act) home, and told
) (Acc) and when he found
I went (V) (Acc) to call
pack of sardines. I asked
(V) (Act) to god to save
ot (V) (Acc) home, I told
pery. Whenever I followed
ed (V) (Acc) me to settle
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
my
dad whether I could plant (

dinner very terrible.I thou
elder brother a packed of g
emotions well and waited (V
eyes and did not think (V)
eyes off the tree as I was
face, with a heavy heart I
father choose (V) (Acc) whi
father in a spot and I also
father which mango is (V) (
father. He rushed back (V)
favourite pair of sport sho
favourite drama, but in the
first step into Chinatowns
form teacher about it. She
friend at the junction of t
friend about it. Unfortunat
friend and I that we are no
friends do (V) (X) (S) I lo
future. My future depends (
future. 47 I flipped open
hand out and grabbed (V) (A
head. I regretted (V) (S) n
house to Yishun, it is (V)
idea again.I got (V) (Acc)
life. I took up (V) (Acc) m
math teacher the truth. Aft
mom. My mom consoled (V) (A
mother lying (V) (Act) on t
mother to answer (V) (Acc)
mother why she bought (V) (
mother. Luckily, it was (V)
mum about the tree and she
mum to the meat store, ther
own dinner outside. So, I w
Annex F
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
decided (V) (Ach) to get

) (Ach). After collecting
ant decision was choosing
want (V) (X) (S) to plant
ball practice. I put down
st me.Instead of throwing
I knew (V) (S) I had lost
nd questions went through
but I just couldnt give
. Soon, after I had dried
evising (V) (Act). I told
orning assembly. I warmed
ed (V) (Acc) and prepared
c) some windows to go out
) the other three. I went
ed (V) (Acc) If you come
) (Acc) to me. John went
errified to that.She came
r tree in the park. I got
Acc) the time dressing up
c) them by today! I said
TV star Nacy Tan. I said
the fountain and he said
e with shame. We promised
to Mr Lim and walked out
(V) (Acc) and submitting
(V) (X) (Act) to move out
her job just to take care
t every one taking charge
end only. 33 Walking out
o years since I moved out
(S) scared. I walked out
could (V) (S) to run out
(V) (X) (Acc) and I said
) (X) (S) no name written
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
my parents to take (V) (Acc) a

my results, I realized (V) (Ac
my secondary school.Choosing (
my seed there, so I cried (V)
my things and was heading (V)
my usual tantrum, I went (V) (
my way going out and suddenly,
my weakened brain.Is (V) (X) (
myself a time to think. (V) (A
myself I came out (V) (Ach) th
myself that since I made (V) (
myself through the crowd and w
myself. At about 8.00, we left
n. Two animals came in (V) (Ac
near the last freaks and he ga
near, I will jump (V) (Act)!I
near, it was (V) (S) Jesus. Je
nearer and nearer when she was
nearer to have (V) (S) a close
neatly for my uncles wedding
nervously. Or else my parents
no and walked (V) (Act) away.T
no. I want (V) (X) (S) to plan
not to do (V) (Acc) this silly
of his office with shame. We p
of homeworks and many more! So
of house, and stay (V) (Act) a
of my sisters and I. She waste
of stall must be (V) (S) prese
of the house. On my way walkin
of the house. I was (V) (S) on
of the park and continued (V)
of the park. I run (V) (X) (A
OK.Just a few weeks ago, I had
on it. It happen (V) (X) (Act)
Annex F
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
tons of homework piled up

a freak which was dressed
beautiful flowers to put
(V) (Ach) things smashing
me very good. I sat down
id, (V) (Acc) she pressed
big tree. As I looked up
ural) (Act) us, we leaned
ng. That guy who I called
satisfying price to spend
decided (V) (Ach) to buy
all fresh and she bought
o poutry stall and bought
.Than one day, I borrowed
y elder brother strangled
dary school and not waste
X) (Act) the oven to wack
I thought (V) (Act) to go
e (V) (X) (S) bulging out
c) her permission to join
to be like, he has become
ll (V) (Act) him to clear
(V) (X) (S) it to affect
).By the time we finished
a quiz activity involving
) of fish. After cleaning
ng, (V) (S) until he took
V) (Act) there and I took
en my form teacher called
one day which had changed
nd wanted (V) (S) to take
). However, after I leave
(V) (X) (Acc) that I did
(V) (X) (S) able to grow
into a car and drove off
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
on my desk. I had never been (

on nice suit sitting high on a
on that tree.When I reached (V
on the floor and there was (V)
on the floor and thought (V) (
on the red button and we went
on the tree. I saw (V) (Ach) t
on the wall while walking (V)
on was my long lost friend who
on. The groceries they sell (V
one big long fish. My mother w
one kilo of prawns and one red
one kilogram of pork and my fa
one of my friends handphone a
one of the freaks near the pri
one year as in one year, we ca
open the window and we get out
or not to. Flash of light past
or to notice (V) (Ach) the sca
our class for the flag raising
our class hot topic. Everyone
our doubts. Then they called (
our moods. We went (V) (Act) t
our story, he quickly called (
our whole level of students.Th
ourselves, we start (V) (X) (A
out a photograph of Cheryl, no
out my little shovel and dig (
out my name. To my surprised h
parts of my life into unwanted
photo with me and also want (V
polytechnic, it will be (V) (S
pretty well. I got (V) (Acc) 1
properly as the sunlight will
quickly. I panicked (V) (Ach)
Annex F
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
o my nose. My mother took

as me and thus, we became
e stench of the fish went
hat that time, I went out
ne. The crowd was getting
(V) (S) pale, I didnt go
nd have (V) (S) to repeat
c) how teenagers overcome
) to cane us for bringing
After what she had said,
messages from her saying
sk (V) (X) (Acc) me to go
my mother and me fineshed
ing (V) (Acc) was getting
fter. No reason was told,
my mother why she bought
that incident, she became
X) (S) that I could score
) only sixteen when I did
t for shelter and to seek
e stall. My mother bought
ke ginseng. My mom bought
etermined (V) (S) to make
t stall. My mother picked
o the super market to buy
we went (V) (Acc) to buy
Acc) to the market to buy
microphone and announced
caned (V) (Acc), we said
started (V) (Ach) to turn
ondary three and were all
ct) around trying to make
ded (V) (Ach) not to shed
) him again. But, he said
or my mother and he said
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
quite long to choose (V) (Acc)

really close. We often got (V)
right onto my nose. My mother
round and round looking (V) (A
rowdy until the security guard
school, as my mom told (V) (Ac
Secondary three or transferred
setbacks and troubles in schoo
shame and humility to the scho
she pressed (V) (Acc) on the r
she would really like (V) (S)
shopping (V) (Act) as exams ha
shopping, we went (V) (Acc) to
slimmer and slimmer. Soon it d
so I often wonder (V) (X) (Act
so much. She said (V) (Acc) th
so quiet and dirty. She never
so well in the examination as
so. I had (V) (S) enough of th
some comfort. I was exhausted
some green leafy vegetables li
some herbs for her complexion
some new friends. I started (V
some red juicy apples and she
some shagatti source home for
some vegetables.We went (V) (A
some vegetables for dinner. Af
something. My heart starting (
sorry to Mr Lim and walked out
sour. When we met (V) (Acc) ea
split into different classes a
sure no one was looking (V) (A
tears, as I know (V) (X) (S) I
that all is (V) (X) (S) too la
that either my brother or me w
Annex F
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
(S). My parents suggested

d (V) (Acc) to him saying
) my fans, but I answered
the family. He suggested
er from the school saying
eacher about it. She said
chools. Thus, I could say
TV station, and he found
(X) (S). They were saying
me his namecard and said
y autograph. They replied
r in my studies. She said
) anonymous letter saying
lytechnique. You may find
(S) to study. I remember
urroundings and found out
) (Acc) so much. She said
Hokkien. I also remember
or her name, but she said
). In the massage it said
nks (V) (X) (S), she said
of those freaks. He said
nd suddenly, I discovered
a moment and then replied
V) (X) (S) the gut to say
g (V) (Act) back and said
r the test. After hearing
t we should not have done
ss, he immediately called
Acc) a hard time to chase
(X) (S) all gone. Leaving
. (V) (Ach) And I got off
) (Act) the car, I copied
going (V) (Acc) to thank
c) the police to surround
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
that I choose (V) (Acc) a clas

that I didnt want (V) (S) to
that I dont have (V) (X) (S)
that I go (V) (Acc) home to be
that I got (V) (Acc) into 3 Pe
that I had (V) (S) to attend (
that I have always maintain (V
that I have (V) (X) (S) the ta
that I was (V) (S) some local
that I would call (V) (Act) hi
that Im (V) (X) (S) Richard K
that if I failed (V) (X) (Acc)
that if I wanted (V) (S) to be
that it is (V) (X) (S) very ri
that it was (V) (S) when I mad
that it was (V) (S) at Eugene
that my cousin will be coming
that my parents used (V) (S) t
that she was (V) (S) too shy t
that that person liked (V) (S)
that the market stink (V) (X)
that the objective of those fr
that there was (V) (S) a small
that they were having (V) (Acc
that to her, she had already b
that we were (V) (S) not coupl
that, I felt (V) (S) more guil
that. We were (V) (S) unaware
the ambulance. My heart was pu
the bees away. When I went (V)
the branches on the tree, and
the cab after paying (V) (Acc)
the cars number urgently. Soo
the care taker but I couldnt
the chalet as fast as possible
Annex F
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
Monday, the teacher told

V) (Ach) me from choosing
th a loud bang. I ran out
ether such as distracting
stick man and wrote down
want (V) (X) (S) to make
X Structural) (S) to make
tural) (Act) me in making
hen I had (V) (S) to make
whole hour for me to make
room.As I was approaching
Acc) the cab after paying
blew (V) (Act) it to make
) (S) no way, so he threw
(V) (Act) Joe. Recalling
V) (X) (S) I did not make
living. Anyway, I visited
(Ach) you, you can press
time.Nevertheless, I put
ew days. After collecting
n curry. After all buying
nish (V) (Ach) collecting
) and in order to prevent
e seller has already save
be (V) (S) a star, i told
fungis. When we bent down
om the cupboard. She said
ket so that she could put
(Ach) him and went round
we were (V) (S) to reach
did (V) (Acc) was leaving
to my mother and she gave
have (V) (S) to consider
that when a person writes
t want (V) (S) to blow up
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
class and we were dismisse

class I want (V) (X) (S),
class up the stairs to the
class, inattentive during
date.When I got (V) (Acc)
decision. What decision I
decision of choosing (V) (
decision.Next, I turn (V)
decision between the two b
decision. As at first I wa
door, I heard (V) (Ach) th
driver.I noticed (V) (Ach)
dust away. It picture (V)
eggs on the two animals th
familiar face, that is (V)
first move faster than him
fish stalls and there were
fish to see (V) (Acc) whet
flowers there and walked a
food, we went back (V) (Ac
food, we went (V) (Acc) to
food. Soon, everybody was
freaks from sawing (V) (X
fresh item for you. As for
girl that I was (V) (S) Na
grass and looked (V) (Act)
green beans was (V) (X Agr
groceries inside.We went d
ground floor looking (V) (
ground floor, it started (
home with his luggage. I w
ice-cream to me. I grabbed
location and facilities of
lovers name on that paper,
matter or well be doomed
Annex F
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
t was (V) (S) when I made

my house. So, I have made
on that day, I have made
ct) for five days, I made
V) (Act) a movie. We took
ch) to let my mother sign
ree 2004! After receiving
ssembly and we were given
of the house and crossed
two animals then he used
the paper. As I handed in
s (V) (S) time to hand in
e school, Mr Lim returned
) my hand out and grabbed
decided (V) (Ach) to sell
with the idea of stealing
ce had already surrounded
elp (V) (Acc) her to pick
story, he quickly called
vied (V) (Acc) and earned
fore my form teacher gave
t (V) (Acc) and collected
Acc) quite long to choose
(V) (X) (S) lucky I made
fter the show, I went out
w minutes time, I reached
ld need (V) (S) to choose
nd nervous when I reached
air rifle. I then joined
gh of relieve and thanked
dad whether I could plant
rk clouds were overtaking
(Ach). I quickly ran down
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
the
most important decision I

most important decision in
most important decision of
most important decision in
MRT to Pasir Ris and down
option form. Three Peace t
option form, I flipped (V)
option form for the subjec
overhead bridge and wait (
pan and wack (V) (X) (Acc)
paper, I felt (V) (S) very
paper. As I handed in (V)
park. I wanted (V) (S) to
phone to the old man and w
phone tightly in my fist.
phone which the tree of us
phone, I told (V) (Acc) my
place and asked (V) (Acc)
plums. Then we paid up (V)
police to surround (V) (Ac
respect of many other peop
result back to me. My palm
results. And before my for
right and fresh fish. Fina
right choice of decision a
room and I went round (V)
school, to my surprise, mu
school, Many factors need
school. The whole school w
schools band I had then f
security guards for helpin
seed on the fountain and h
sky. I was terribly afraid
smaller group. The other b
stairs so that I would be
Annex F
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
(Acc) the place and asked

sses. Next, he introduced
Just before she gave out
ing (V) (Act) to give out
prepare (V) (Acc) to take
e tree anymore. He bought
(Act) very hard to bring
s (V) (S) late as I spent
) kids. When I remembered
(V) (X) (S). This became
c) him. After, we went up
that tree.When I reached
X) (S) too late and fired
ppened (V) (Ach), or tell
out (V) (Ach) to explain
(X) (Act) loudly. I told
(Acc) back home to attend
moments as it may affect
rs at the weeding brought
mes onto the tree marking
or girlfriends and marked
his pocket and unblocked
were (V) (S) there buying
V) (S) powerful to expand
(V) (S) an idea and told
I have (V) (S) to finish
tudy. Even I have advised
ferent bottles to prevent
ighting fishes and I kept
Ach) the pillar and asked
he meeting place and told
k with my parents. I told
) and doubtful. So I told
my friend and introduced
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
the stranger to surrender (V)

the student leaders that will
the test paper, she announced
the test result. Then she anno
the test. Just before she gave
the thing and went (V) (Acc) b
the three of us up. Jaggling (
the time dressing up (V) (Acc)
the time he tricked (V) (Acc)
the topic for secondary Two st
the train and dont (V) (X) (S
the tree, it was actually gone
the trigger, and killed (V) (A
the truth to my teacher. As I
the truth to the teenagers, wh
the two girls that they had mi
the wake of my grandfather.I w
the way I am living (V) (S) no
their boyfriends or girlfriend
their love.As time passed, (V)
their names on that tree. Not
their prison. We went up (V) (
their stuff. My father brought
their world outside the tree.A
them all about it. They smiled
them by today! I said (V) (Ac
them for one session and found
them for so long. They wont t
them from fighting (V) (Act) e
them in two different bottles
them politely Excuse me, (V)
them that Eugene was kidnapped
them that I was (V) (S) unable
them to call (V) (Act) him to
them to each other and then, w
Annex F
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
h) my sunglasses and told

nt up (V) (Acc) and asked
(X) (S) curious and asked
as (V) (S) in, and I told
ed (V) (Ach), spring came
ried so much. Jesus asked
Eugene so that we can go
so memorable.I remember,
the seed will be planted
ith people.When I reached
c) for it.When we reached
school.After considering
(X) (S) a star.They said
) the outcome if you make
myself that since I made
houldnt (V) (S) had done
ems (V) (X) (S) to reject
regretted (V) (S) making
mised (V) (Acc) not to do
(S) let go. Upon hearing
Acc) tears again if I see
they have (V) (S) to wear
not a star. After hearing
green beans and took out
he option form, I flipped
alike to me. Then we went
actions and finally came
) (Acc) shopping, we went
anymore, instead, I went
old man and we were asked
in! My friends all called
t (V) (S) anyone to turn
y now. They have migrated
rom his shirt, but he got
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
them to stop following (V) (Ac

them why are they following (V
them why they want (V) (X) (S)
them. Some of my friends got (
then summer, followed (V) (Acc
then why you when (V) (X spell
there together while spying (V
there will always be (V) (X) (
there, he agreed. (V) (S) We c
there, the first thing I smell
there, the police had already
these factors, I decided (V) (
they truly want (V) (X) (S) me
this decision and how it benef
this decision, I will carry (V
this do (V) (S) you know (V) (
this fact. From that day onwar
this important decision. 44 I
this silly things again. 39 I
this words my grandmother gave
those pictures. There is (V) (
those slippers that are (V) (S
those words, I was very touche
three rust pole from the cupbo
through and it was (V) (S) a t
to a CD shop. There were (V) (
to a conclusion that I would t
to a nearby hawker centre to e
to a school which contains (V)
to another garden to take (V)
to apologized (V) (Acc) to him
to ask (V) (Act) me what class
to at all, I felt (V) (S) alon
to Australia, and mother was (
to be (V) (S) fast so he ran (
Annex F
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
so exhausted that I went

) some vegetables.We went
) (Acc) the food, we went
paying, (V) (Acc) we went
) (Ach) Arron I was going
m. Two days later, I went
nce in yourself. I learnt
amissed (V) (S) and went
there. A truck would come
ought (V) (S) I was going
s. Next, we were assigned
blankly! What was I going
ith two hands and started
knew (V) (S) I was going
g man had (V)(S) to leave
e classroom, we were told
decision. However, I got
my cousin will be coming
r, both of them went down
(S) at eight, so we went
ct) for me, and I went up
t uniform from us. I went
(S) I quickly apologized
d (V) (Acc) to apologized
d (V) (Act) them. We went
m (V) (S) glad that I get
dary two last year, I got
est friends.After getting
(V) (S) a tree. I stopped
out for an hour. Mom went
teachers would also talk
what the person had said
uation which had happened
o your parents and return
ange dream. Someone spoke
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
bed much earlier then befor

buy (V) (Acc) green leafy v
buy (V) (Acc) some vegetabl
buy (V) (Acc) beef. The but
call (V) (Acc) him when I s
call (V) (Acc) my mother to
cherish (V) (Act) the thing
contact (V) (Acc) my father
deliever (V) (X Spelling) (
die (V) (Ach). But I woke u
different classrooms. These
do (V) (Acc)? I was (V) (S)
eat (V) (Act) the ice-cream
fail the test again.When I
find (V) (Acc) a job in the
go (V) (Acc) to the hall fo
have (V) (S) a taste of w
have (V) (S) a visit. I was
have (V) (S) dinner with us
have our dinner first. Afte
her. She was shocked (V) (S
him and ask (V) (X) (Acc) h
him saying (V) (Acc) that I
him. Luckily the old man di
Junction 8 to watch (V) (Ac
know (V) (Acc) mary. She is
know (V) (S) three good fri
know (V) (S) Arron for 3 we
look at the tee. The tree g
look for John at the super
me about the seriousness of
me in my dreams.I lived (V)
me just now. My friend appr
me on next Monday, the tea
me that night, he asked (V)
Annex F
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
s. Please! Will you come

y.When the test was given
led (V) (Acc) John, come
hrough the crowd and went
(S) very kind, she spoke
cided (V) (Ach) to own up
(V) (S) courage to own up
) crying (V) (Act).I went
(Act) me again, so I went
my rice in peace I said
(S) on which school I go
a gift for a pal. We went
to Orchard Road. We went
e decided (V) (Ach) to go
em want (V) (X) (S) to go
drama shows. I hesitated
V) (S) to be brought back
in the park. I even went
ng, I hated (V) (S) to go
e and my best friend went
ext day, as I was walking
time table was (V) (S) go
house. On my way walking
Acc) a stroll before I go
ntinued (V) (Act) to walk
ion.In the end, I managed
enery that John wont get
e camp commandant offered
reed (V) (S) in going out
c) the food, we went back
) (Acc) to school, I went
X) (S) cheap too compared
our books and to prepare
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
me! I promise (V) (S) I wil

me, I stared (V) (Act) at t
me. John went (V) (Acc) ne
my class. We settled down (
my father politely she told
my mistake. I went (V) (Acc
my mistake, which show (V)
my mother and she gave (V)
my room and sleep (V) (X) (
myself, after a day of cat
or which stream I would stu
Orchard Road and planed (V)
Orchard Road for shopping,
Orchard Road to do (V) (Act
our meeting place early as
polytechnic as there is (V)
polytechnic. My parents was
saying (V) (Acc) yes. I tol
school and be handled (V) (
school and consult (V) (X)
school as I think (V) (X)
school together happily. He
school, I went (V) (Acc) to
school, come back (V) (Acc)
school. Every steps I took
school. 30 Last week, my m
school.Time goes (V) (X) (A
score (V) (Ach) a grade tha
see (V) (Acc) in Singapore
send (V) (Acc) me home.With
shop (V) (Act) after school
sit (V) (Act) while waiting
study (V) (Act) for my math
supermarkets. Some stalls s
take (V) (Acc) the test. Ju
Annex F
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
cc) to my mistake. I went

up (V) (Ach). I was going
Act). Everybody went back
) my break in sch, I went
my grandfather.I went up
l the children dashed out
) (S) very noisy. We went
rty five and we went back
test paper, she announced
tional maths. As compared
dy.Lastly, my father went
oody. After that, we went
ach other. My father went
e as though it was rooted
were told (V) (Acc) to go
e. My mother was admitted
cc) with them. So we went
im casually. Then we went
my usual tantrum, I went
(Act) at home.My mom went
t Ang Mo Kio, when I went
em for you. When you come
c), I hurriedly went back
the vice-principal walked
said (V) (Act) so I went
(V) (S) very late. I went
inner outside. So, I went
uying the fishes, we went
at the stall, we moved on
(Ach) the wire connected
hese things, I did not go
thers permission we went
every morning I would go
stomer there.Then we went
s (V) (S) a chore getting
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
tell (V) (Acc) my math teac

thank (V) (Acc) the care ta
the assigned (V) (S) classr
the bookshop to buy (V) (Ac
the camp commandant and tol
the canteen. I was (V) (S)
the chicken stall as its (
the cinema and catch (V) (X
the class that those who fa
the first class, it would b
the fish stall and there ar
the fish stall. There were
the fruits stall and the se
the ground and I cannot mov
the hall for our first acti
the hospital. After my fath
the kitchen and find (V) (X
the library, there were (V)
the living room to make (V)
the market to buy (V) (Acc)
the market with my mother t
the market you just have (V
the meeting place and told
the microphone and announce
the mirror and take (V) (X)
the MRT station and take (V
the nearest foodcourt to ha
the neighbouring stall. It
the next stall and it was (
the oven, then I switched o
the park anymore, instead,
the park where the big tree
the park to take (V) (Acc)
the poultry stall, where my
the range as it is (V) (X)
Annex F
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
consuming. After getting

ce the old man was called
fighting fish. I went in
) to playful that he went
ement) (S) supposed to go
(V) (Ach) it when he went
so on.After that, we went
he bees away. When I went
ten, I used (V) (S) to go
or neither unhappy to go
ollow (V) (Act) her to go
eries inside.We went down
ut quietly retreated back
(Act) at me. I explained
(V) (Acc) and apologised
many years, jasmine came
party my friends planned
oms that we were assigned
t (V) (Ach) school and go
t) around my ears telling
Acc) from NYP. I came out
the paper carefully, talk
I want (V) (X) (S) to go
a nice place for me to go
nning (V) (Act) to go out
that my family and I did
my mother. My dad changed
ends. The tree of us went
my idea. Hence we walked
romfret, my father bought
weet and my father bought
s signature. He explained
ark, and was being buried
gradually became matured
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
to the range, students would h

to the school, Mr Lim returned
to the shop and bought (V) (Ac
to the soccer field and had (V
to the super market to buy (V)
to the super market. He never
to the vegetables stall. There
to the vegetable store, It is
to the wet market and asked (V
to the wet market near my hous
to the wet market with, but I
to the wet market. On that wee
to the wet market and wow! I
to their own plans.I heaved (V
to them that I was (V) (S) not
to us for the discomfort the h
to visit (V) (Acc) Joachim and
to watch (V) (Act) a movie, so
to will be (V) (S) our sleepin
to work (V) (Act) with my frie
to work (V) (Act) harder in my
to work. And one day, while I
to your parents and return (V)
to, I would need (V) (S) to ch
to. It was (V) (S) so sweet
together to watch (V) (Act) a
together. In many ways, every
too, he was (V) (S) not patien
toward him. At that time, I re
towards the old man. By that t
two black promfret for tonight
two mangoes and two bunch of b
umpteen of times he is (V) (X)
under an old tree. When I hear
until now. Till this day, I wo
Annex F
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
e.Now the seed have grown

.Finally, I could finish
agreed (V) (Ach). It took
e camp commandant hurried
he situation now, he left
. The freak which brought
ow (V) (S) that he locked
iving (V) (Act) he warned
(V) (Acc). My father told
rang (V) (Act) which told
The camp commandant told
me of his guards to bring
) (S) that she must bring
those freeks of catching
came (V) (Acc) and asked
father politely she told
) me to wet market to buy
for dinner. After buying
(V) (Acc) me that buying
is house, his mom getting
e last stall that we went
The first thing I thought
my grandmother surviving
and the next thing he did
of caixin. After buying,
hat moment. After paying,
very confident in scoring
not high as I did not do
nger brother and find out
of people had experienced
(V) (Acc) would determine
t. I could still remember
g, but everything changed
V) (X) (S) to cheer me up
ch the audience will vote
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
up and become (V) (Acc) a tree

up my rice in peace I said (V
us about ten minutes to reach
us back to the hall. And he de
us for a young and petty young
us in again bought (V) (X Spel
us in the prison of theirs. We
us that if anything happened (
us that my mother is commiting
us that the school had finishe
us to sit (V) (Act) according
us to somewhere and we get (V)
us up no matter how hard life
us was to eat (V) (Act) kids s
us whether we saw (V) (Ach) Eu
us which vegetable is (V) (X)
vegetable, meat and all kinds
vegetables my mom came back (V
vegetables is (V) (S) not easy
very worried about John becaus
was (V) (S) the fruit stall. M
was (V) (S) that if I study (V
was getting (V) (Acc) slimmer
was leaving (V) (Acc) the home
we walked (V) (Act) towards th
we went (V) (Acc) to buy (V) (
well for the test as he has be
well in my studies. Studying i
what happened (V) (Ach). There
what I had (V) (S) just now.Th
what I would be (V) (S) in fut
what was (V) (S) my first reac
when my parents, for the first
whenever I looked (V) (S) at h
whether I look (V) (S) like Ri
Annex F
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
(V) (Acc) the fish to see

u have (V) (X) (S) to see
secondary school.Choosing
(Act) this.After choosing
V) (Acc) my father choose
unch of friends to choose
the pay (V) (Act) you get
ion. What decision I make
er as she did not respond
uys (V) (Acc). I went off
also slippery. I went in
market. Therefore, i went
towards us and one wacked
also a wooden swing tied
urday morning, I went out
(Ach) my mind. I came out
(X Agreement) (S) to deal
t be able (V) (S) to cope
t be able (V) (S) to cope
enage star. I once met up
(V) (S) after I graduate
nd which subject I choose
tated (V) (Acc) to saying
t (V) (Acc) my dad to say
ither will (V) (S) I give
n in your life would tell
V) (X) (S) good, and gave
g (V) (Acc), which causes
be (V) (S) able to score
a heavy heart I muttered
any mistake that we made
) your family to break up
the decision I have made
u a lot you should change
again.The sun was setting
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Acc) whether or not is (V) (S) soft

(Acc) whether the fish eyes seem to
(Acc) which secondary school I am (V
(Acc) which stream I want (V) (X) (S
(Acc) which type of fish to buy (V)
(Acc) who to follow. At first, I did
(Acc) will be (V) (S) much lower.Sin
(Acc) will hurt (V) (Ach) both parti
(Acc) with any answer that I asked (
(Acc) with her after having (V) (Acc
(Acc) with my mother as she wanted (
(Acc) with my Mum to wet market.The
(Acc) with our pole, one of the frea
(Acc) with ropes five centimeters in
(Acc) with some of my friends to Orc
(Acc) with the idea of stealing (V)
(Acc) with the king of the freaks. A
(Acc) with the stress. But my future
(Acc) with the stress and drop out (
(Acc) with this kind of embarrase si
(Acc) would be (V) (S) lower. The su
(Acc) would determine (V) (Acc) what
(Acc) yes. I told (V) (Acc) him to g
(Acc) yes. My mother got (V) (S) a b
(Acc) you homework to do (V) (Act)!
(Acc) you how your future would be (
(Acc) you the temptation of eating.
(Acc) your family to break up (V) (A
(Acc)! After looking (V) (Act) throu
(Acc), Its (V) (S) ok grandma, you
(Acc), and mum was (V) (S) always th
(Acc), and whom you should follow (V
(Acc), as I believed (V) (X) (S) tha
(Acc), change to someone who is (V)
(Acc), dark clouds were overtaking (
Annex F
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
ll unevent path.I went in (V)

chool. Every steps I took (V)
e tree! I was taken aback (V)
halet. After they went in (V)
Acc) everything we needed (V)
ut as each day progressed (V)
m you want (V) (S) and go (V)
(V) (S) still switched on (V)
after my friend was caned (V)
(Acc). After we went out (V)
) (Ach) parents divorcing (V)
foolish thing I had done (V)
ers there and walked away (V)
fore she was hospitalized (V)
Polytechnic can not learn (V)
S) of guilt would go away (V)
(X) (S) going to fall off (V)
(Ach) her from departing (V)
h any answer that I asked (V)
ing (V) (S) to break down (V)
y efforts were not wasted (V)
the stranger to surrender (V)
) my decision to move out (V)
a hard time waking me up (V)
future and what job I do (V)
e was also being upgraded (V)
our class name was called (V)
ed (V) (Ach) to come down (V)
V) (S) what just happened (V)
chapters for me to study (V)
I knew (V) (S) how to do (V)
t to. Flash of light past (V)
ant decision I had to make(V)
(V) (Ach) and walked off (V)
carry the stuff she buys (V)
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc),
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
(Acc).
following (V) (Act) the myste

I am trying (V) (X) (Act) to
I fall (V) (X) (Ach) and stru
I hurriedly went back (V) (Ac
it is (V) (X) (S) time to go
my grandmother only gets (V)
no need to choose (V) (Acc) f
the park was (V) (S) dark and
we said (V) (Acc) sorry to Mr
we went up (V) (Acc) a ladder
which causes (V) (Acc) your f
45 The most important decis
24 When ever I look (V) (Act
Cancer, last stage that was
After I leave (V) (Acc) JC, I
After recess, it was (V) (S)
At that moment, I felt (V) (S
At that time, my grandmother
Before I can imagine (V) (Act
But at this instance, I did n
But my friends got (V) (Acc)
But, the stranger wanted (V)
By doing (V) (Act) so, I even
Dad would then set (V) (Acc)
Entering the normal stream is
Even schools have (V) (S) to
Every single one of us rush (
I come down (V) (X) (Acc) and
I dont believe (V) (X) (S) t
I kept reading (V) (Act) and
I look (V) (X) (Act) at my pa
I saw (V) (Ach) piles of book
I thought (V) (Act) to go (V)
I was then relieved (V) (S).
I went off (V) (Acc) with her
Annex F
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
(X) (S) once again ruined (V)

t market will be upgraded (V)
ree, it was actually gone (V)
le things that I had done (V)
) (X) (Ach) and went away (V)
ock ringing to wake me up (V)
a family meeting was held (V)
h the stress and drop out (V)
a wet market has changed (V)
for our time to be served (V)
(V) (S) to be considered (V)
arby hawker centre to eat (V)
her item that they bought (V)
nd the children rushed in (V)
f wild animals rushed out (V)
d of results you will get (V)
cc) his handphone to call (V)
) about the words he said (V)
ation which I encountered (V)
ma, but in the end I went (V)
ed (V) (Acc) me on buying (V)
ed (V) (Acc) and ran away (V)
(S) Eugene would be saved (V)
s a few times and came up (V)
as our looks gave us away (V)
ve (V) (S) to call it off (V)
ings.The day finally came (V)
agreement) (S) to follow (V)
s I going (V) (Acc) to do (V)
(S) is (V) (S) to let go (V)
y all quit (V) (X wrong word)
e. After that we take (V) (X)
e camp commandant say (V) (X)
Joe drama but I seen (V) (X)
em their studies drop (V) (X)
(Acc). I will be (V) (S) home sweet

(Acc). Ive been waiting (V) (X) (Ac
(Acc). It seems (V) (X) (S) that it
(Acc). It was (V) (S) Wednesday, two
(Acc). Mary then told (V) (Acc) me t
(Acc). Mum would have already prepar
(Acc). My father told (V) (Acc) us t
(Acc). My parents will then be (V) (
(Acc). Now, to me, the wet market is
(Acc). Soon, our class name was call
(Acc). The achievements of the schoo
(Acc). The hawker centre was also be
(Acc). The market was (V) (S) wet an
(Acc). they were (V) (S) all wet. Th
(Acc). They were (V) (S) too strong
(Acc). Think (V) (Act) and ask (V) (
(Acc). This does attract (V) (X) (S)
(Acc). This was (V) (S) the most imp
(Acc). This would stayed (V) (X Stru
(Acc). Walking (V) (Act) towards the
(Acc). We indeed bought (V) (Acc) a
(Acc). When Amanda came out (V) (Ach
(Acc). When he saw (V) (Ach) our sur
(Acc). Without any comments, he drag
(Acc).By the time we finished (V) (A
(Acc).Than one day, I borrowed (V) (
(Acc); it was (V) (S) on the Sunday
(Acc)? I shut (V) (Acc) my eyes and
(Acc)? I was (V) (S) really helpless
(Acc) only then did (V) (S) I reali
(Acc) school regardless what their g
(Acc) a bus to Junction 8. I bought
(Acc) a few words of prayer before w
(Acc) a look alike Joe in real life.
(Acc) a lot as they play (V) (X) (Ac
Annex F
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
. Since then I became

MRT station and take
ntrums, I had prepare
ree. When we get down
V) (Acc). I come down
s have just finished,
I have been recieving
he stall holder dress
My mother had change
rs and sky is getting
ed (V) (Ach), we meet
nice aroma. It makes
more meat than we ask
n my shoulder and ask
ee years, I had start
blanket and pull back
) (S) his name he say
y name. I than replay
ss. Teacher introduce
ree, her hair reaches
e girl then introduce
t) together I message
g (V) (Ach) and I ask
) (S) not Joe. I ask
ell. The spell causes
(Acc) to him and ask
s waist and then grap
cc) home.When I reach
e, a small girl dress
though at all happen
e blue, a woman dress
oung lady, and change
and she will be groom
on, we no longer gets
oys home as they get
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
a part-time actor in some show

a train back to Yishun.On the
a warm bubble bath for you. I
and get near (V) (X) (Act) the
and hugged (V) (Act) my parent
and I said (V) (Acc) OK.Just a
anonymous letter saying (V) (A
as the men were (V) (S) half n
completely into another person
dark. After the party my frien
each other at the usual place.
feels (V) (X) (S) relax and li
for and also gives (V) (X) (Ac
for my signature, I does not k
going out (V) (Act) without my
he collected (V) (Acc) all the
he was (V) (S) Arron. He was (
her asking (V) (Acc) for her n
her to our class and say she w
her waist covering (V) (Act) h
herself to me. He name is (V)
him and his phone rang (V) (Ac
him if he has been massaging (
him is (V) (X) (S) he the loca
him to be (V) (S) a tree for a
him whats (V) (X) (S) his name
his head and knee (V) (Acc) hi
home my parents were (V) (S) a
in home clothing hiding (V) (A
in one day. Me and my best fri
in white dropped (V) (Ach) fro
into a beast for that woman. H
into a pop star. We did not ca
into any disciplinary problems
into fights and some of them t
Annex F
1121
1122
1123
1124
1125
1126
1127
1128
1129
1130
1131
1132
1133
1134
1135
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
of our friend.We step

n a board and we sink
) (Acc). We both find
little seed and bury
teenage star. He give
hank you Joe, he give
he girl then approach
hough they never tell
three hours that make
ess streams. It makes
ellence but also help
) (Ach) aback. He ask
he care taker provide
irst. My parents tell
t) beside me. He tell
seed. My mother tell
(V) (X) (S) and show
led (V) (Acc) and ask
me out and introduce
his bicycle and bring
nt as the adult tells
ourous, he always add
the cool breeze makes
at direction and tell
fortable. I have told
first time that I see
nd stink, when I tell
Acc) that if I failed
red (V) (S) not asked
to school and consult
I immediately prepare
) to here.I introduce
ficate. So I register
) (X) (S) Joe, he say
hool. Although I miss
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
into our class happily when we

into the ground. There were (V
it funny as people has mistake
it. We put (V) (Acc) a stone t
me a hand up. Saying (V) (Act)
me a shock face, he replied (V
me again insisting (V) (Act) t
me before, but I believe (V) (
me feel (V) (S) uncomfortable.
me feel (V) (S) so wonderful a
me find my real hobby. I never
me if I am (V) (X) (S) a local
me some food and bed for me to
me that the decision lie (V) (
me that the seed will not be a
me that the seed will not be (
me the photo of the idol, it l
me to go (V) (Acc) shopping (V
me to her friends she was show
me to places to buy (V) (Act)
me. And so occasionally, I wou
more meat than we ask (V) (X)
my body chill. I just returned
my dad that the seed will be p
my friend about this and she a
my mother cried (V) (X) (Act)
my mother that the market stin
my overall at the end of the y
my parents down to have (V) (S
my teacher but she was (V) (S)
myself and after eating (V) (A
myself and Amaris to him and h
myself into a private school,
no. he is (V) (X) (S) not joe,
one episode of the real Joe dr
Annex F
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
Acc) the pan and wack

to me. It all happen
. My parents only buy
have already prepare
ighbour, we often get
fast and my face turn
few people taking out
children, I never get
. Two weeks have gone
Half a year have gone
) it that I had reach
larger group pick up
my mother has brought
the kitchen and find
(V) (S), the fans say
or o level and find
me. She also mention
one of my friends say
cruelly the man chop
) (S) a door. We open
) them?I quickly ask
Chinese man move into
since I cant decide
he stalls are painted
the cinema and catch
k (V) (Acc) and I ask
so, I even strengthen
(V) (X) (S) I chooses
t since we all choose
a hole, then I place
m as long as we visit
the switch and throw
X) (Act) us. They say
S) FM.Soon, it spread
f them were even send
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
(Acc)
one of the freak head. I plug

one year ago. While I was eati
our food supply from the super
our lunch boxes for school, sh
our meat from him as long as w
pale. Questions and questions
paper and pen asking (V) (X) (
sick of my family, instead thi
since I finished (V) (Ach) the
so fast as though at all happe
so they are (V) (X) (S) so hap
some bad habits and they scold
some cut chickens and eggs. By
some windows to go out (V) (Ac
that her name is (V) (X) (S) F
that I did (V) (Acc) pretty we
that she was (V) (S) from my c
that whats done (V) (X) (S) (
the chicken. Its (V) (X) (S)
the door and we saw (V) (Ach)
the foodholder to packed (V) (
the house, but he too left (V)
the location for the seed. My
the meat were stored (V) (Acc)
the movie.The movie lasted (V)
the name of the star and then
the relationship between me an
the right choice.Although I lo
the same school. We all still
the small little seed and bury
the wet market. He is (V) (X)
the wire on the other animal b
they are (V) (X) (S) my fans,
through the whole KFC and peop
to boys home as they get (V)
Annex F
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1212
1213
1214
s, he get transferred
e. I have also gotten
somewhere and we get
nny thing that happen
decision.Next, I turn
three or transferred
reason which I choose
for lunch. We proceed
lt. Then she announce
V) (Ach) and was send
lways happy when I go
o avail.As days turns
ing (V) (Act) and say
at we are not chosen,
grandmother only gets
l for the seed. I get
uld not have re unite
me, and calm me down
nd because we confess
parents are divorcing
ition is drawing near
window and we get out
fun fair day has come
omfort the have cause
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Acc) to here.I introduce (V) (X) (A

(Acc) to know (V) (S) some of the te
(Acc) to know (V) (S) that he locked
(Acc) to me. It all happen (V) (X) (
(Acc) to my friends and ask (V) (X)
(Acc) to Normal Academic class, she
(Acc) to study (V) (Act) harder is (
(Acc) to the canteen, waiting (V) (A
(Acc) to the class that John and I s
(Acc) to the hospital. I thought (V)
(Acc) to the wet market. Although it
(Acc) to weeks, and weeks to month,
(Acc) we made (V) (Acc) a singer fri
(Acc) we were (V) (S) very sad. The
(Acc) weaker and weaker.Though my gr
(Acc) what he is (V) (X) (S) trying
(Acc) with my long lost friend and a
(Acc), I was (V) (S) still very scar
(Acc), we will be caned (V) (Ach) in
(Acc). (V) I controlled (V) (Acc) my
(Acc). After a few hours of training
(Acc). After we went out (V) (Acc),
(Acc). Dont feel (V) (X) (S) like g
(Acc). We both find (V) (X) (Acc) it
Annex F
Annex G: List of Achievement Verbs

in Corpus
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
someone mistook (V) (X Prog)

o be choosen (V) (X Spelling)
other graped (V) (X spelling)
ers.I begain (V) (X spelling)
, they poped (V) (X Spelling)
y mistaken (V) (X Structural)
id not saw (V) (X Structural)
I expected (V) (X Structural)
or all that had happened. (V)
V) (Act). Suddenly, I saw (V)
f people, so we each took (V)
up (V) (Ach), I received (V)
riends at orchard, we saw (V)
hoping (V) (Act) to find (V)
(X) (Act) around and saw (V)
(Acc) a ladder and we saw (V)
kly and he quickly bought (V)
rket for some time, I saw (V)
was (V) (S) dusty. I saw (V)
(V) (Ach) the park, I saw (V)
ered (V) (Ach) that I saw (V)
anaged (V) (Acc) to score (V)
show, I intentionally saw (V)
ht choice.Although I lost (V)
(Acc) the door and we saw (V)
(S) very excited. We saw (V)
that I had just received (V)
ected (V) (S) me to score (V)
round and perhaps to see (V)
s to Junction 8. I bought (V)
(Ach) next.We had reached (V)
going up (V) (Act); I saw (V)
family would always bring (V)
s he ran (V) (Act) he saw (V)
er. Therefore, went I saw (V)
(Ach) someone as a local TV teenage

(Ach) after the Primary School Leavi
(Ach) his hand and threw (V) (Ach) h
(Ach) to mix (V) (Act) with mary and
(Ach) up in front of us and want (V)
(Ach) for someone as you long-lost f
(Ach) him and went round (V) (Acc) t
(Ach), he insisted (V) (S) I am (V)
22 I had just shifted (V) (A
(Ach)
(Ach) a big tree, it was (V)(S) a ve
(Ach) a book and sat (V) (Act) on th
(Ach) a call from my mum. My mum tol
(Ach) a crowd, we was (V) (X Agreeme
(Ach) a cure for my dying grandmothe
(Ach) a empty land. I pointed (V) (A
(Ach) a fat woman. The fat woman was
(Ach) a fish and a chicken.While we
(Ach) a fish shop which sells (V) (X
(Ach) a frame, blew (V) (Act) it to
(Ach) a girl keep staring (V) (Act)
(Ach) a girl there, and that means,
(Ach) a grade that could get (V) (Ac
(Ach) a local TV teenage star walk (
(Ach) a lot of friends, but I still
(Ach) a lot of kids and our friends
(Ach) a lot young and beautiful girl
(Ach) a massage from somebody. I asp
(Ach) a much lower marks.This decisi
(Ach) a new stall. 21 During the Ju
(Ach) a pair of school shoes as my o
(Ach) a place which was (V) (S) very
(Ach) a scene about someone mistook
(Ach) a smile upon my face. I loved
(Ach) a tree he had never seen (V) (
(Ach) a united family out in the str
Annex G
List of Achievement Verbs
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
as fifty-cent coin!I saw

the young man always took
V) (S) there, then he saw
t) halfway through, I saw
that moment, I was taken
) at. I will never forget
y family. When they heard
I wanted (V) (S) to come
l (V) (S) The bell rang
her father. When I heard
. I wanted (V) (S) to end
a fierce quarrel broke up
ct) the television, I saw
open (V) (Acc) and I saw
watch. After which we saw
Act) my breath when I saw
ke an oven. The bell rang
S) a visit. I was shocked
) (Act) me. My mom called
ly wet, a person can slip
n winter. Its leaves fell
c) him and his phone rang
scary, suddenly I stopped
y. Soon, the car stopped.
aturday, my dad came back
me. I was totally stunned
ca. Those guys apologized
S) My heart was shattered
park. The headmaster came
) a divorce.I was stunned
ks and notes that I found
my rosy cheek. I panicked
ing) (Act). I was shocked
o the police. He panicked
at the moment. He stopped
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
a very fat and huge man, holdi

a walk in the park every time
a well with a person sitting (
a young beautiful lady sitting
aback. He ask (V) (X) (Acc) me
about this place. It will alwa
about this, they were very sur
again and have (V) (S) a look
again and the children rushed
all these things, I did not go
all these. I could not stand (
among us during a chalet. We w
an advertism on this Teenage s
an old lady, digging (V) (Act)
an old man was taking out (V)
an old man that seems (V) (X)
and all the children dashed ou
and also very happy.We got (V)
and asked (V) (Acc) me to sett
and fall (V) (Ach) easily. You
and grew (V) (Acc) and the par
and I ask (V) (X) (Acc) him if
and I cannot move (V) (X) (Act
And I got off (V) (Acc) the ca
and I thought (V) (S) everythi
and kept (V) (S) quiet for the
and started (V) (Ach) to blame
and suddenly I felt (V) (S) a
and tried (V) (Act) to persuad
and very confused (V) (S). My
and walk (V) (X) (Act) towards
and walk (V) (X) (Act) even fa
and walk (V) (X) (Act) away as
and walked off (V) (Acc). I wa
and walked (V) (Act) towards t
Annex G
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
. Suddenly, I blacked out

(V) (Ach). But I woke up
he plums. Then we paid up
time but I also found out
spinach. Then, I noticed
consequences for failing
nting (V) (S) to miss out
who he was (V) (S). I saw
So I was easily mistaken
ing wrong. David answered
(Acc) quickly. I panicked
later, they were married
void deck. When I peeped
t my grandmother had left
udies so that I can score
) (Ach) that I had scored
pregnant mother, who gave
pregnant mother, who gave
make (V) (Acc) will hurt
on was totaling attracted
ents.Thus, we were caught
he other people to finish
ct) at me. Then I started
(S) that it had been cut
d button and we went off
Sunday morning. I got up
, my father would wake up
else they will fall down
n slip (V) (Ach) and fall
dmothers heartbeat became
ed (V) (Ach) there, I saw
atening (V) (Act) to kill
) the trigger, and killed
) (Acc) us whether we saw
wet and dirty. And I saw
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
and was send (V) (X) (Acc) to

and was told (V) (Acc) I got (
and went (V) (Acc) home.After
another thing. That guy who I
another thing in the wet marke
any one of them is (V) (X) (S)
anything. 50 I stare (V) (X)
Arron I was going (V) (Acc) to
as Ashley, whose looks were (V
as he need (V) (X) (S) to sack
as I knew (V) (S) that Eugene
at that tree and many turned u
at them, they seemed (V) (S) t
behind, the vivid images of he
better in my secondary three e
beyond expectations, having (V
birth to a boy. Half a year la
birth to a baby boy. My mum wa
both parties and I know (V) (X
by her. While I was walking (V
by several of our schools tea
collecting (V) (Acc) the food.
copying (V) (Act). I copied (V
down for some time.Nevertheles
down through a slide. It was (
early to accompany (V) (Act) m
early to go (V) (Acc) and eat
easily. The market at Ang Mo K
easily. You must also refrain
erratic and her breath was (V)
Eugene talking (V) (Act) to so
Eugene, he asked (V) (Acc) Dav
Eugene, while firing (V) (Acc)
Eugene. At that point of time,
fishes was (V) (X Structural)
Annex G
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
V) (Ach) on the TV. I saw

V) (X) (Ach) then I heard
im the reason. He stopped
(Acc) it at home. I paid
(Acc) about what happened
along the route and I saw
X) (Acc) in white dropped
k smile and soon departed
six when I first started
e every Sunday. I enjoyed
t. My dad would never get
ll. To my horror, I found
ut something just stopped
S) to help (V) (Act) ease
cc) her pregnant and left
) so kind, I just thanked
doubts. Then they called
(Ach) his hand and threw
t my partner John and saw
(V) (Acc) him when I saw
TV teenage star and I saw
, why did (V) (S) he sack
) another shot and killed
ould like (V) (S) to join
(V) (Act) around. He saw
Within minutes, I reached
ful as its chicken. I saw
no and he had mistaken.
arting (V) (Ach) to doubt
d round and finally I saw
) (Acc), we will be caned
r stay (V) (Act) engraved
parents what had happened
embarrassed. It happened
umours of a girl had died
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
FM on the TV. She was advertis

footsteps when I turn (V) (X)
for a moment and then replied
for my rice and started (V) (A
for yesterday drama show. The
fountain. I asked (V) (Acc) my
from the tree! I was taken aba
from this cruel world.That day
going (V) (Act) to the wet mar
going there. 8 One day, when
grouchy over any mistake that
her breathing (V) (Act) diffic
her from departing (V) (Acc).
her pain.Not long after, my gr
her soon after. No reason was
her.I got dressed (V) (Acc) in
him and enquired (V) (Acc) man
him backwards and hit (V) (Ach
him doing, he seems (V) (X) (S
him putting (V) (Act) one lett
him taking (V) (Act) the lift
him when he did (V) (Act) noth
himself.David cried (V) (Acc)
his company to act (V) (Act) i
his house, his mom getting (V)
home. Just as I stepped out (V
how cruelly the man chop (V) (
I thought (V) (S) he would jus
if this man was (V) (S) a conin his back facing (V) (Act) m
in his office instead in the p
in my heart, because on that d
in school. I reflected (V) (Ac
in the holidays. That day, I w
in the park, and was being bur
Annex G
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
Another factor I noticed

) (Act) it.Then, I looked
eally close. We often got
Act) you my mother broke
results! I might not get
chalet. We were separated
rice. One thing I noticed
) in Singapore but he saw
y future, I should decide
and I just could not stop
on the ice, it was dead.
birthday cake. He bought
he truth. After she heard
our way to school, we saw
andmothers teaching rang
stall. There, you can see
I got in (V) (Ach), I saw
rly in the morning, I saw
t) towards the stall, saw
Then the girl approached
letting (V) (S) John spot
he teenagers had mistaken
ithin me, nobody can stop
cause my sixth sense told
) but my mother just told
n his twenties approached
my actions. She accepted
(S) sometime which caught
nner. Then, when I turned
ls band I had then found
Ach) the classroom, I saw
(Ach) myself to pluck out
it anymore. Ah!I pushed
elling) (Acc) him to meet
en faster. Luckily, I saw
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
in the wet market is (V) (X) (

into another stall, chickens w
into discipline troubles toget
into tears. Please! Will you
into the class I want (V) (X)
into two groups and I was (V)
is (V) (X) (S) that the wet ma
it at the moment. He stopped (
it for myself. I felt disappoi
it from moving (V) (Act). Ther
It look (V) (X) (S) very disgu
it when he went (V) (Acc) to t
it, she scolded (V) (Act) me a
lots of our friend.We step (V)
loud and clear in my head, to
many baskets of vegetables the
many flies buzzing (V) (Act) a
many stalls there, I saw (V) (
many unwilling faces. Suddenly
me and asked (V) (Acc) if I am
me copying (V) (Act) his paper
me for the teenage TV star. As
me from choosing (V) (Acc) the
me that someone was following
me to stay (V) (Act) there and
me. At that moment, I was take
my apology and said (V) (Acc)
my attention. It was (V) (S) a
my back I saw (V) (Ach) those
my calling. Making music is (V
my classmate john, who would b
my courage and face (V) (Act)
my desk away. The desk landed
my friend and introduced (V) (
my friend who has been waiting
Annex G
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
(V) (S) like a star.I saw

) (Ach) of the car, I saw
the thought about ending
(V) (S) from me? crossed
ly an evil thought struck
V) (X) (Act) behind I saw
V) (S) a salesman and saw
(Act). Just then, I heard
latest one. So, I grabbed
r or whatever. I took off
y Tuesday, Ill always on
weapons, one of them cut
sneakly life.Then I told
ve.When my mother stopped
) (X) (S) going to happen
ight future, so I decided
alone then, but I decided
t my grandfather had died
last, my sister came out
me. Just as I stepped out
breakfast, I stepped out
cc). When Amanda came out
last for long, I woke up
t, (V) (Ach) so I started
) about what has happened
as (V) (S) a woman hanged
her, her dates would fall
me. The woman was hanged
me, the minute I switched
teenage star who appeared
my sorrow were unleashed
afy vegetables. We bought
ely, an incident happened
ee with the paper stapled
w (V) (Ach) us and he hit
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
my friend waiting (V) (Act) fo

my grandfathers coffin being
my life at times. Then, one ni
my mind, and Do (V) (S) I kno
my mind. I came out (V) (Acc)
my neighbour he had just came
my old friends gathering. Some
my parents voice.Mark! Im (
my stuff and when (V) (X Spell
my sunglasses and told (V) (Ac
my television to watch light
my younger brother and my elde
myself to pluck out (V) (Ach)
nagging (V) (Act) at me, I wen
next.We had reached (V) (Ach)
not to choose (V) (Act) this.A
not to shed (V) (Acc) tears, a
of heart attack last night. Th
of the bathroom. She said, Ti
of the car, I saw (V) (Ach) my
of the house and crossed (V) (
of the toilet, I told (V) (Acc
on 20th June 2000, a Sunday mo
on Social Studies first. Befor
on that fateful day. 41 There
on the but he gave (V) (Acc) a
on the day I go out (V) (X) (A
on the head, with horribly blo
on the TV. I saw (V) (Ach) FM
on TV. And he said he wanted (
once again and I started (V) (
one a fresh packet of caixin.
one day which had changed (V)
onto it. I knew (V) (S) I had
onto the wall which was (V) (S
Annex G
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
we flew (V) (Act) and hit

ed (V) (Acc). When he saw
many people, he then took
er friend. When I stepped
cc) a stone there to mark
iday while some encounter
ght past (V) (Acc). I saw
V) (S) my time.If I enter
Sunday morning, I woke up
ust a Ordinary girl named
ards my table and started
) (Acc) me that she heard
is (V) (X) (S) if I quit
e vulgar and even started
) (X) (S) where to start,
ct) into the hole, we saw
tree and I had picked up
in some shows and earned
) (S) at the bottom heard
t of how I myself mistook
(V) (Acc) me that she saw
need (V) (X) (S) to sack
he house, but he too left
) very messy, you can get
(Acc) on the tree. I saw
me he suddenly remembered
e Star, the guy realizing
c) my results, I realized
V) (X) (Ach), I found out
(Ach) that, I remembered
g fresh air and I decided
so discounts. I found out
rotting. Then I realized
one session and found out
en did (V) (S) I realize,
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
our backs. My brother took out

our surprised looks, he wanted
out his pocket knife and wrote
out of the shop, the fans that
out the place.Now the seed hav
parents divorcing (V) (Acc), w
piles of books on my desk, mum
polytechnic, I will be (V) (S)
quite early because my father
Rebecca. Those guys apologized
revising (V) (Act). I told (V)
rumours of a girl had died (V)
school and go (V) (Acc) to wor
smoking. The way they dress (V
so I started (V) (Ach) on Soci
some freaks which was (V) (X A
some fresh beautiful flowers t
some income for my family and
some mumburing from the tree.
someone for a local TV teenage
someone that looked (V) (S) li
someone to show (V) (Act) his
soon after, leaving (V) (Act)
stains on the shirt and never
that all the leaves are (V) (X
that he is (V) (X) (S) suppose
that he mistook (V) (X) (Ach)
that I had scored (V) (Ach) be
that I have mistaken (V) (X) (
that I saw (V) (Ach) a girl th
that I should be going (V) (Ac
that in the wet market, you ca
that it was (V) (S) from the w
that it was (V) (S) the best C
that my grandmother is clingin
Annex G
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
y Three Peace, I realized

ubilantly.I then realised
up to the sky. I noticed
e, Ashley Kate.I realized
d now we had just noticed
t), I suddenly remembered
Act) to a shop, I noticed
ey.After that we realized
an old tree. When I heard
ter school. After I heard
ht (V) (S) he can reflect
ver, the moment I reached
(X) (S) like me.I bought
test again.When I entered
V) (Acc) and he overheard
heir love.As time passed,
into a bookstore, we saw
) so hard. My dad slammed
e ground floor and locked
V) (S) dinner time, I saw
f the stall and I noticed
(V) (Acc) and must break
sion, then suddenly I saw
arieties of fruits. I saw
ss that John and I scored
f. At about 8.00, we left
t) brightly as we got off
went (V) (Act) to snatch
Two of my friends bought
back in 2002, I received
from my home. We entered
outgoing message and saw
(V) (S) relive and I made
ch) him backwards and hit
(X) (S). When we reached
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
that not only must we work (V)

that she was (V) (S) pitiful a
that the prices were (V) (S) r
that the teenagers had mistake
that there was (V) (S) an impo
that two girls kept (V) (Act)
that we should not have done (
that, I remembered (V) (Ach) t
that. I felt (V) (S) so afraid
the beans but when he fly (V)
the bottom of the stairs, some
the CD of this sing FM. My fri
the classroom, I saw (V) (Ach)
the conversation of those frea
the couple grew up (V) (Acc) a
the coverpage of some newspape
the door behind my mum and the
the door to fence off (V) (Acc
the fish, the chicken being co
the floor is (V) (X) (S) wet a
the friendship of the other bu
the girl who looked (V) (S) li
the grapes and its very fresh
the highest for the test. Afte
the house. The sun was shining
the house.We walked (V) (Act)
the keys in his pocket and unb
the latest model of the watch.
the letter from the school say
the market. It was (V) (S) ver
the messages he had been sendi
the other three. I went (V) (A
the park and while we were cli
Annex G
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284
285
286
287
288
289
290
291
292
293
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303
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305
306
307
308
309
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311
312
313
314
315
e fresh air. As I entered

uture. 47 I flipped open
(Act) for me. I came out
X) (Acc) since I finished
et. To my surprise, I saw
ut (V) (Acc) or to notice
thirty points. I entered
regret (V) (S) if I quit
Acc) the driver.I noticed
t second thoughts, I left
oven, then I switched on
) (Acc) myself I came out
many stalls there, I saw
bout ten minutes to reach
X) (Act) I would not meet
em. Or perhaps I will win
e tree.After we had heard
, (V) (Acc) and if I lose
now (V) (S) where to find
riends. I would never win
t) at home.When I reached
) (Acc) the door, I heard
le around too. We grabbed
class that those who fail
the only way to not fail
impossible for me to pass
d (V) (Ach) my back I saw
(V) (Act) nothing to kill
n months, she was reduced
Act) me and the I went up
group of friends started
zed (V) (Ach) and started
ay that my mother decided
inally, my mother decided
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
the park, I saw (V) (Ach) a gi

the photo album that was lying
the pillar and asked (V) (Acc)
the pool as night was going (V
the PSLE. And it was (V) (S) t
the same group of guys sitting
the scales. Better still, if t
the school with ease.On the fi
the school. 37 It was (V) (S)
the surroundings and found out
the swimming complex in a hurr
the switch and throw (V) (X) (
the toilet. To my surprise, I
the vegetable stall, the poutr
the wet market. While I was wa
their expectations.No! No! I
them only by little bits. And
them were were (V) (S) not afr
them, I will know (V) (S) wher
them. 3 A teenage star, it is
them. Or perhaps I will win (V
there, I saw (V) (Ach) Eugene
things smashing (V) (Acc) on t
this chance and storm to the o
this test would have (V) (S) t
this test was (V) (S) to copy
this test. As I read (V) (Act)
those guys again, they seemed
time. Then I thought (V) (Act)
to a mere skin and bone, and i
to ask (V) (Acc) and I ask (V)
to become more vulgar and even
to blame (V) (Act) each anothe
to bring (V) (Acc) me to the w
to buy (V) (Acc) one big long
Annex G
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320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
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341
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343
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349
350
would like (V) (S) to get

ts. The principal decided
(V) (S) and they decided
ecause of me. Tears began
t) to me. 1 day I decided
I were (V) (S) to decide
these factors, I decided
vid images of her started
(V) (S) before. I decided
The next day, we decided
) to us. We were starting
My mum was never married
that if anything happened
A security guard went out
), my grandmother started
question on who I decided
(X) (Ach) next. I decided
t decision. And I decided
lmost everyday, I decided
very upset, so we decided
consideration, I decided
(V) (S) Sunday, I decided
) for my rice and started
cc) him.Anyway, I decided
rday afternoon, I decided
afraid of. So, I decided
S) so shocked and replied
lost (V) (Ach). I decided
e audition. Then I agreed
) Joachim and he proposed
ass and leaves, I decided
m up exercises, I started
point of time and decided
(V) (S) in it. I decided
ore friends but I decided
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
camp as fast as possible. S

cane us for bringing (V) (A
carve (V) (Acc) each of the
cascade down (V) (Acc) my f
check (V) (Acc) it out. I s
choose (V) (Acc) a school w
choose XXX Secondary School
come (V) (Acc) flooding (V)
come down (V) (Acc). I come
confess (V) (Acc) all the t
doubt (V) (Ach) if this man
either of them, but they go
Eugene we will pay (V) (Acc
explain (V) (Acc) the truth
feel (V) (S) very sick, her
follow (V) (Acc) and must b
get (V) (Acc) my parents to
go (V) (Acc) home. The camp
go (V) (Acc) to our meeting
go (V) (Acc) to Orchard Roa
go (V) (Acc) to polytechnic
go (V) (Act) just by myself
go (V) (Acc) home quickly.
go to that tree and I had p
have swim (V) (Act) at Bish
hide (V) (Act) behind a pil
him immediately saying (V)
hold (V) (Act) her shirt so
it since there was (V) (S)
Jasmine under that very tre
jog (V) (Act) in the park.A
jog (V) (Act). As you jog (
join (V) (Acc) it.During pr
join (V) (Acc) them for one
join (V) (Acc) the smaller
Annex G
351
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353
354
355
356
357
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359
360
361
362
363
364
365
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367
368
369
370
371
372
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374
375
376
377
378
379
380
381
382
383
384
385
it anymore and I decided

) (Acc) hotter, I decided
ar. At last, they decided
rs of training, I decided
nday night, and I decided
the hall. And he decided
) (S) a look so I decided
d (V) (X) (S) and decided
(Acc) from work, he came
ct). It had never occured
(V) (S) dead I exclaimed
eling of guilt, I decided
y (V) (Act) and I decided
out, (V) (Acc) I decided
ground floor, it started
afraid (V) (S) and began
camp to attend. I started
with them and we decided
(X) (S) and they decided
, handphone suddenly rang
cc) in my life. I decided
in (V) (Ach). She started
er the ride, we came back
best clothes and went off
ticed (V) (S) that I came
nd our friendship started
up to no good. I decided
c) it onto a tree. Began
sunglasses and I decided
(S) like me. So I decided
once again and I started
life. Now I have decided
self.My friends and I met
about this and she agreed
fifty over freaks rushed
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
to jump (V) (Act). Just then,

to leave (V) (Acc) the park. I
to leave (V) (Acc) and apologi
to leave (V) (Ach) the pool as
to let my mother sign (V) (Acc
to let this be (V) (S) a free
to make (V) (Acc) a marking by
to make (V) (Acc) a mark so I
to me and asked (V) (Acc) me w
to me what is (V) (S) really a
to myself, How in the world w
to own up (V) (Acc) to my mist
to plant (V) (Acc) it right be
to play (V) (Act) a trick on h
to pour. It was raining (V) (A
to run. I noticed (V) (S) that
to rush (V) (S) for time becau
to save our world. My elder br
to sell (V) (Acc) the phone wh
to show that I had just receiv
to stay (V) (Act) with my dad
to teach (V) (Act). Her mouth
to the hall which was guarded
to the mall, which is (V) (X)
to the tree with the paper sta
to turn (V) (Acc) sour. When w
to wait for Eugene so that we
to walk (V) (Act) again.The su
to wear (V) (Act) it today and
to went (V) (X Structural) (Ac
to wept (V) (X Structural) (Ac
to work harder in my studies s
together to buy (V) (Acc) a gi
too. We both have (V) (X) (S)
towards us and one wacked (V)
Annex G
386
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389
390
391
392
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394
395
396
397
398
399
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401
402
403
404
405
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c) to the shop and bought

d slimmer. Soon it dawned
e scary cane was unleased
ged.One of the freaks saw
(V) (S) a Korean, he left
using (V) (Act) attracted
atherhood, that they left
towards the exit and saw
Monday morning. I woke up
ls. The first stall I saw
myself. 7 I can remember
esk away. The desk landed
the escalator to catch up
d (V) (S) when I stumbled
me new friends. I started
(Act) about it and agreed
rteen months old. He left
V) (X) (S) just to obtain
nnocent, yet being killed
diagnosis the doctor gave
t morning, when I woke up
meat stall.When I got in
nday that I have woken up
ough nothing had happened
r about what had happened
magical but years passed
After all the freak died
e public.The day had come
t the school had finished
everyday, when exam came
t tree and many turned up
t, suddenly it was locked
e, one of the freaks died
(V) (S) easier to get in
V) (Act) nothing happened
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(Ach) two fighting fishes and I kept

(Ach) upon me that her life is (V) (
(Ach) upon our pitiful buttocks we j
(Ach) us and he hit (V) (Ach) onto t
(Ach) us when I was (V) (S) fourteen
(Ach) us. It was (V) (S) Nokias han
(Ach) us. Or are (V) (X) (S) they af
(Ach) varieties of fruits. I saw (V)
(Ach) very early as I have got (V) (
(Ach) was (V) (S) turtles meat. I pi
(Ach) when I was (V) (S) around six
(Ach) with a loud bang. I ran out (V
(Ach) with him. At the ground floor
(Ach) with the decision. I was (V) (
(Ach) with the person whom I was sit
(Ach) with the two girls. Inside my
(Ach) without a word, not leaving (V
(Ach) your signature Oh my, then I
(Ach), and being buried (V) (Acc) by
(Ach), I couldnt believe (V) (S) my
(Ach), I received (V) (Ach) a call f
(Ach), I saw (V) (Ach) many flies bu
(Ach), I still remembered (V) (X) (S
(Ach), or tell (V) (Acc) the truth t
(Ach), she laughed (V) (Act), and ou
(Ach), spring came (V) (Acc) then su
(Ach), the king fly (V) (X) (Act) hi
(Ach), we followed (V) (Act) him to
(Ach), we meet (V) (X) (Acc) each ot
(Ach), we will help (V) (Act) those
(Ach). A few teenagers at the weedin
(Ach). A lot of wild animals rushed
(Ach). After all the freak died (V)
(Ach). After collecting (V) (Acc) my
(Ach). As we knew (V) (S), Eugenes
Annex G
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
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446
447
448
449
450
451
452
453
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455
s blanket and he exploded (V) (Ach). Behind him, there was (V) (S)
as going (V) (Acc) to die (V) (Ach). But I woke up (V) (Ach) and w
r who I did not recognize (V) (Ach). From my point of view at that
the sad face brighten up (V) (Ach). I am thinking (V) (X) (Act) t
) till the very day I die (V) (Ach). I come (V) (X) (S) from a sin
losely or I will get lost (V) (Ach). I decided (V) (Ach) to hold (
Acc) and my heart crashed (V) (Ach). I did not want (V) (S) to ask
be the first to be caned (V) (Ach). I put (V) (Acc) my both hands
ll the memories came back (V) (Ach). I still remembered (V) (X) (S
S) morning when I woke up (V) (Ach). I was going (V) (Acc) to than
h him. Finally, he agreed (V) (Ach). It took (V) (Acc) us about te
ass and we were dismissed (V) (Ach). It was (V) (S) after the lowe
se couples were separated (V) (Ach). It was beleved (V) (X Spellin
vegetables and to be sold (V) (Ach). My mother told (V) (Acc) me t
that I would not get lost (V) (Ach). Our first stop was (V) (S) at
book, the teacher came in (V) (Ach). She asked (V) (Acc) all of us
e subject teacher came in (V) (Ach). She started (V) (Ach) to teac
t (V) (Acc) what happened (V) (Ach). There was (V) (S) silence in
that Eugene was kidnapped (V) (Ach). They did not seem (V) (S) sho
ls that they had mistaken (V) (Ach). They were embarrassed (V) (S)
s going (V) (Act) to rise (V) (Ach).When I was packing (V) (Act) m
er going (V) (Act) to die (V) (Ach)? What if I dont have (V) (S)
pelling) (Acc) what to buy (V)(Ach). As we were walking (V) (Act)
I plug off (V) (X wrong word) (Ach) the wire connected (V) (Acc) t
s time Im convience. (V) (X) (Ach) 11 One bright day when I was
(Acc) and turn around (V) (X) (Ach) to face (V) (Act) the tree, I
o the mirror and take (V) (X) (Ach) a good look of myself.My frien
s the toilet I notice (V) (X) (Ach) a group of guys kept staring (
ppily when we notices (V) (X) (Ach) a quiet boy who is sitting (V)
dont really convince (V) (X) (Ach) about what she said (V) (Act)
ew school term starts (V) (X) (Ach) again. Half a year have gone (
denly she turn around (V) (X) (Ach) and facing (V) (S) to my direc
on her, I nearly slip (V) (X) (Ach) and fall. (V) (X) (Ach) Luckil
ack (V) (Acc), I fall (V) (X) (Ach) and struggled (V) (Act) a few
ling) (S) I apologise (V) (X) (Ach) and went away (V) (Acc). Mary
Annex G
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
e I was being mistook (V)

winner would be groom (V)
no one ever mistaken (V)
(V) (S) to be unsolve (V)
riend who I have lose (V)
) (S). My mother quit (V)
that I have mistaken (V)
irst. Before I start, (V)
S) not couple. I fall (V)
on that when you fell (V)
iculars and even find (V)
n painkiller had loss (V)
) (X) (Ach) and fall. (V)
people have mistaken (V)
s people has mistaken (V)
h) that they mistaken (V)
nage star that remind (V)
t happened (V structural)
en though, I drop out (V)
y throughout, we step (V)
y behind me and touch (V)
e lie would be expose (V)
there we also meet up (V)
and we both turn back (V)
at her leg I realise (V)
V) (S) then I realize (V)
my friends, I notice (V)
l, now then I realize (V)
V) (S) then I realize (V)
(Ach) that he mistook (V)
ee then she vanishes, (V)
nd the meat and start (V)
) ourselves, we start (V)
closer. I then start (V)
and I finally decide (V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
(Ach)
as a local TV teenage star. At

as a star. This is (V) (X) (S)
as Cheryl anymore. 4 Everyday
as that was (V) (S) nature aft
contact with for a very long t
her job just to take care (V)
him as the star and he was (V)
I recalled (V) (Acc) back that
in love with her in my first s
in love with somebody, you hav
it humerous.A security guard w
its effect on her, but I just
Luckily there was (V) (S) a pi
me as a star. After all, today
me as a TV star and wanted (V)
me for Cheryl, but no matter h
me of the past of how I myself
next. I decided (V) (Ach) to g
of school previously to suppor
on a board and we sink (V) (X)
on my shoulder and ask (V) (X)
one day, sonner or later.One d
some of our other friends and
suddenly and there is (V) (X)
that she had (V) (S) no legs,
that there was (V) (X Agreemen
that there is (V) (X) (S) the
that they mistaken (V) (X) (Ac
that this was (V) (S) the most
the wrong person, he was embra
then I heard (V) (Ach) footste
to chop (V) (Act) the meat int
to cook (V) (Act) together. 3
to feel (V) (S) guilty as i bl
to follow (V) (Act) what the p
Annex G
491
492
493
494
495
496
497
498
499
500
501
502
classes. I apologise
te of these, I decide
self. Suddenly I bang
n John suddenly wakes
y that I have reunite
months ago, I meet up
eller is not noticing
n after he turn round
ng unexpected happens
the inevitable happen
. Morning has arrived
as I had been expose
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(V)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(X)
(Ach) to her and told I had regrette

(Ach) to live (V) (Act) my life the
(Ach) to someone with such a familia
(Ach) up he dont (V) (X) (S) see th
(Ach) with him. 12 The sunlight str
(Ach) with my friend at the MRT stat
(Ach) you, you can press (V) (Acc) t
(Ach), I found out (V) (Ach) that I
(Ach), my grandmother started (V) (A
(Ach), my grandmothers heartbeat bec
(Ach). I quickly ran down (V) (Acc)
(Ach).Nacy and her friends all catch
Annex G
Annex H: Samples from corpus used to analyse

texts according to discourse structures
(Foreground and Background)
Annex H
Sample 3
Foreground
Background
A teenage star, it is (V) (X) a local
television programme which is (V) (X)
looking for talented teenage in Singapore
and a competition is held, (V) (X) and the
winner would be groom (V) (X) as a star.
This is (V) (X) what recently teenagers
wants (V) (X) to be, (V) including me.
One evening, while I was watching (V) the

television, I saw (V) an advertism on this
Teenage star show, they were looking (V)
for teenagers who is (V) (X) able to sing
(V) well.
I like (V) (X) singing, (V) so do my best
friend Amanda, so
I called (V) her up, asking (V) whether she
wants (V) (X) to go (V) along. She agreed.
(V)
Soon it was (V) the audition day,

we both were (V) very excited.
We saw (V) a lot young and beautiful girls
there. Suddenly, Amanda called (V) me
and told (V) me that she saw (V) someone
that looked (V) like me. So I decided (V) to
went (V) (X Structural) over and have (V)
a look.
The girl really look (V) (X) like me, even
the hairstyle, the tone of our skin. I was
Annex H
shocked. (V)
A few weeks after the audition, the personin-charge called (V) my friend and I that
we are (X) not chosen, (V)
we were (V) very sad.
The next day, the show was broadcast (V)
on the television, then suddenly I saw (V)
the girl who looked (V) like me, her name
was (V) Cheryl, she really looked (V) very
much like me,
even my family said (V) so. Amanda and I
were (V) very upset, so
we decided (V) to go to Orchard Road to
do (V) some shopping the following day.
When we went (V) into a bookstore, we

saw (V) the coverpage of some newspapers
and magazine were (V) pictures of Cheryl,
as she was (V) the winner of Teenage Star,
and she will be groom (V) into a pop star.
We did (V) not care anymore as we does

(X) not want (V) it to affect (V) our moods.
We went (V) to other shops. When
Amanda went (V) to the toilet, I was
walking (V) around doing (V) some
window shopping while waiting (V) for
her.
Suddenly, a guy behind me and touch (V)

(X) on my shoulder and ask (V) (X) for my
Annex H
signature,
I does not know (V) (X) what was
happening, (V) until he took (V) out a
photograph of Cheryl, now then I realize
(V) (X) that they mistaken (V) (X) me for
Cheryl, but no matter how I explain (V)
(X) the guy just would not believe (V) that
I am (V) (X) not Cheryl, until a group of
people passed (V) by me, in between them
was (V) the real Cheryl, the Teenage Star,
the guy realizing (V) that he mistook (V)
(X) the wrong person, he was embrassed
(V) and quickly apologized (V) and ran
away. (V) When Amanda came out (V) of
the toilet, I told (V) her about what had
happened, (V) she laughed, (V) and our
day seems (V) (X) to be happier.
But luckily, after that occasion, no one ever

mistaken (V) (X) as Cheryl anymore.
V: 49
V: 30
E: 8
E: 14
Annex H
Sample 12
Foreground
Background
The sunlight streamed (V) into my bed
room. Morning has (X) arrived. (V)
I quickly ran (V) down the stairs so that I

would (V) be the first to use (V) the
bathroom. However, the moment I reached
(V) the bottom of the stairs, someone was
(V) already there. My sister Anchalee,
who is (V) (X) five years older than me
stood (V) before the bathroom door
grinning (V) at me as if she had won (V) a
big challenge against me.
Instead of throwing (V) my usual tantrum,
I went (V) to the living room to make (V) a
phone call.
I had planned (V) to go (V) to the mall
with Bandy, my best pal in school.
Unfortunately, her mother told (V) me that
Bandy had (V) influenza and is (V) (X)
unable to leave the house. Since no one
was (V) able to accompany (V) me
although it was (V) Sunday, I decided (V)
to go (V) just by myself.
At last, my sister came (V) out of the
bathroom.
She said, Tiffany, since you didnt (V)
throw any tantrums, I had prepare (V) (X) a
warm bubble bath for you. I was surprise
(V) that Anchalee could be so kind, I just
Annex H
thanked (V) her.
I got dressed (V)

in my Sundays best clothes and
went (V) off to the mall,
which is (V) (X) just a stone throw from
my house.
However, the moment that I was (V) about
to step into the mall, I was mobbed (V) my
a group of teenagers shouting (V) a very
familiar name, Ashley Kate.
I realized (V) that the teenagers had
mistaken (V) me for the teenage TV star.
As my dad was (V) an Irish and my mom, a
mix blood of Chinese, French and Thai, my
hair was (V) blond and had (V) fair skin
and big eyes. So I was easily mistaken (V)
(S) as Ashley, whose looks were (V) (S)
about the same as mine.
The crowd was getting (V) rowdy until the

security guards came in. (V)
They pulled (V) me away to their office,
which is (V) (X) also on the ground floor

and locked (V) the door to fence off Ashley
fans. Of course, they soon found (V) out
about my real particulars and even find (V)
(X) it humerous.
A security guard went (V) out to explain
the truth to the teenagers, who did not
Annex H
believed (V) (X) at first, but quietly
retreated (V) back to their own plans.
I heaved (V) a sigh of relieve and thanked
(V) the security guards for helping (V) me.
I guessed (V) my plans are (V) (X) once
again ruined. I will be (V) home sweet
home again.
V: 23
V: 35
E: 1
E: 8
Sample 13
Foreground
Background
On a cool breezy morning where the
atmosphere is (V) (X) moist and there are
(V) (X) morning dew on the grass and
leaves,
I decided (V) to jog (V) in the park.

After wearing (V) my favourite pair of
sport shoes,
I walked (V) to the park.
There wasnt (V) many people there. After
some warm up exercises,
I started (V) to jog. (V)
As you jog, you can breathe (V) (X) in
fresh air and it is (V) (X) very relaxing.
Halfway through the path of park, there

was (V) sometime which caught (V) my
attention. It was (V) a tree. I stopped (V) to
Annex H
look at the tee.
The tree grew (V) in a very unique way. It
grow (V) (X) differently from other tree in
the park.
I got (V) nearer to have (V) a closer look.
This tree grew (V) like a human.
It have (V) (X) two hands which stretch

(V) (X) high above as branches and five
other smaller branches grew (V) from that
bigger branche. The trunk of the tree was
(V) like a human figure. There was (V) a
part of the trunk which looks (V) (X) like a
face of a human.
I got (V) more curious as I look (V) (X)
closer at the tree.
My imagination ran (V) wild by thinking
that was (V) a human and he was (V) under
a spell. The spell causes (V) (X) him to be
a tree for a 100 years. The more I thought
(V) of it the more I believe (V) (X) that it
was (V) true.
I told (V) myself that this was (V) not true.

Tree is (V) a nature living thing. It grows
(V) naturally. I could not get (V) my eyes
off the tree as I was (V) very curious about
the tree and the unique way the tree grew.
(V)
As the weather was getting (V) hotter, I
decided (V) to leave (V) the park.
Annex H
I wanted (V) to come (V) again and have
(V) a look so
I decided (V) to make (V) a marking
by drawing (V) a stick man and wrote (V)
down the date.
When I got (V) home, I told (V) my mum
about the tree and she did not believe (V)
me at first but she was (V) also very
curious to look (V) at the tree and she even
asked (V) me to show (V) her the tree some
day.
After that day, I was still thinking (V)

about that mysterious tree in the park. I
even went (V) to school and consult (V)
(X) my teacher but she was (V) also not
very sure.
I guess (V) (S) the mystery of the tree will
have (V) (S) to be unsolve (V) (X) (Acc) as
that was (V) (S) nature after all.
V: 29
V: 38
E: 2
E: 11
Annex H
Sample 23
Foreground
Background
I was walking (V) in a deserted park

forlornly.
It was (V) after the last exam that I was
having. (V) (S) Im (V) (X) here for some
peace and quiet so I can (X) relax (V) and
enjoy (V) the beautiful serenity of the park.
There were (V) benches for people to sit

(V) but there seems (V) (X) no one in this
park. Probably it was (V) to deserted. I am
(X) thinking (V) why wouldnt anyone
came (V) (X) as this park was magnificent.
At least they can (X) just take (V) a little
trouble to walk (V) here. It was (V) a waste
for this beautiful park to be (V) here.
I spent (V) 1 hours getting fresh air and I
decided (V) that I should be going (V)
home.
I started walking, (V) walking (V) the path
that I used (V) to come here.
I walked (V) for half an hour
but I seems (V) (X) to be getting nowhere.
I am (X) extremely terrified (V) and
decided (V) to make (V) a mark so I would
know (V) I was (V) there before. I took (V)
an empty paper from my bag, stapled (V) it
onto a tree. Began (V) to walk (V) again.
Annex H
The sun was setting, (V) dark clouds were
overtaking (V) the sky. I was terribly afraid
(V) and began (V) to run.
I noticed (V) that I came (V) to the tree
with the paper stapled (V) onto it. I knew
(V) I had lost (V) my way going out and
suddenly, I discovered (V) that there was
(V) a small unevent path. I went (V) in,
following (V) the mysterious path. It led
(V) me to a huge enormous tree. I
wondered (V) what was (V) so special
about it and I walked (V) around it.
Out of the blue, a woman

dress (V) (X) (S) in white
dropped (V) from the tree!
I was taken (V) aback, I fall (V) (X) and
struggled (V) a few steps behind me. The
woman was hanged (V) (Ach) on the head,
with horribly bloody eyes. She was looking
(V) vengenceful, staring (V) at me
motionless.
At this point of time, I ran (V) in an

astonishing speed as if running (V) for my
life. I came (V) across a building and ran
(V) towards it for shelter and to seek (V)
some comfort.
I was exhausted (V) and catching (V) my
breath when
I saw (V) an old man that seems (V) (X) to
10
Annex H
be a care taker.
I told (V) him everything about the tree

that there was (V) a woman hanged (V) on
the but
he gave (V) a laughed.
I was stammering (V) when I talked (V) to
him and he could just laughed. (V) (X)
He told (V) me that everything was (V)
fine and the woman used (V) to live here.
She was (V) a harmless woman who was
(V) actually murdered (V) by her psychotic
husband 2 years ago.
He also told (V) me that a lot of people had
experienced (V) what I had (V) just now.
The care taker took (V) me to her unit
and it was (V) dusty.

I saw (V) a frame, blew (V) it to make (V)
the dust away.
It picture (V) (X) her and her husband
smiling (V) beautifully and jubilantly.
I then realised (V) that she was (V) pitiful
and I helped (V) to tidy (V) up her room a
little.
The care taker provide (V) (X) me some

food and bed for me to sleep. I took (V) a
nap and it was (V) morning when I woke
up. (V)
I was going (V) to thank (V) the care taker
11
Annex H
but I couldnt find (V) him.
Anyway, I decided (V) to go to that tree
and I had picked up (V) some fresh
beautiful flowers to put (V) on that tree.
When I reached (V) the tree, it was actually

gone. (V) It seems (V) (X) that it had been
cut (V) down for some time.
Nevertheless, I put (V) the flowers there

and walked (V) away.
V: 69
V: 42
E: 4
E: 11
Sample 24
Foreground
Background
When ever I look (V) at my phone, I would
think (V) of the funny thing that happen
(V) (X) to me. It all happen (V) (X) one
year ago.
While I was eating (V) with my friends,

handphone suddenly rang (V) to show that
I had just received (V) a massage from
somebody.
I aspected (V) (X spelling) it to be my
mother but it was (V) not her, it was (V)
from a person I did not know. (V)
12
Annex H
In the massage it said (V) that that person
liked (V) me but she did not dare (V) to
talk (V) to me. She also mention (V) (X)
that she was (V) from my class and she
knew (V) my name. I than replay (V) (X)
her asking (V) for her name, but she said
(V) that she was (V) too shy to mention (V)
it.
From that day on, I keep (V) (X) on getting
(V) messages from her saying (V) she
would really like (V) to meet (V) me in
person but unfortunately for her, her dates
would fall (V) on the day I go (V) (X) out
with friend and I would have (V) to call
(V) it off.
Than one day, I borrowed (V) one of my
friends handphone and went (V) into his
messaging secting and looked (V) into his
outgoing message and saw(V) the
messages he had been sending (V)
pretending (V) he was (V) my secret
Admirer.
When I found out, (V) I decided (V) to play
(V) a trick on him.
While we were eating (V) together I
message (V) (X) him and his phone rang
(V) and I ask (V) (X) him if he has (X) (S)
been massaging (V) me and he than later
admit (V) (X) that he has (X) (S) been
messaging (V) me to make (V) fun of me.
13
Annex H
In the end, we all had (V) a good laugh and
soon we forgot (V) about it while we were
eating. (V)
V: 28
V: 25
E: 2
E: 9
Sample 25
Foreground
Background
When I was (V) 5 years old.
My parents brought (V) me to a opening

park. They gave (V) me a seed and wanted
(V) me to find (V) a location for the seed to
grow. (V)
We rented (V) a family bicycle and went

(V) for a tour around the park.
We cycle (V) (X) along the route and I saw
(V) fountain. I asked (V) my dad whether I
could plant (V) the seed on the fountain
and he said (V) no. I want (V) (X) to plant
(V) my seed there, so I cried (V) loudly to
get (V) my dad to say (V) yes. My mother
got (V) a better idea than me, she got (V)
me an ice-cream
and I have (V) (X) (S) no reason to carry

on (V) (Act) crying.
I went (V) to my mother and she gave (V)

the ice-cream to me. I grabbed (V) it with
two hands and started (V) to eat (V) the
14
Annex H
ice-cream.
While I am (V) (X) eating my ice-cream,.
my dad came (V) and sat (V) beside me.
He tell (V) (X) me that the seed will (X)
not be (V) able to grow (V) on the fountain
as there is (V) (X) no soil for the seed.
I get (V) (X) what he is (V) (X) trying to
say (V) and
I decided (V) to plant (V) it right beside the
fountain. My dad refused (V) my idea
again
I got (V) angry and I want (V) (X) to go
home since I cant (X) decide (V) the
location for the seed. My mother tell (V)
(X) me that the seed will (X) not be (V)
able to grow (V) properly as the sunlight
will be blocked (V) by the fountain.
I take (V) (X) a look around and saw (V) a

empty land. I pointed (V) at that direction
and tell (V) (X) my dad that the seed will
be planted (V) there, he agreed. (V)
We cycled (V) there and I took (V) out my
little shovel and dig (V) (X) a hole, then I
place (V) (X) the small little seed and bury
(V) (X) (Act) it. We put (V) (Act) a stone
there to mark (V) (Ach) out the place.
Now the seed have grown (V) up and

become(V) a tree in the park,
which contribute (V) (X) shelter to
15
Annex H
everyone. I am (V) no longer a child, I am
(V) now 15 years old and have (V) to help
(V) out in some household chores.
V: 41
V: 26
E: 7
E: 12
Sample 26
Foreground
Background
One Saturday, my friend called (V) and ask

(V) (X) me to go (V) shopping
as exams have (X) just finished, (V) and
I said (V) OK.
Just a few weeks ago, I had brought (V) (X
spelling) a new dress, shoe, bag and
sunglasses and I decided (V) to wear (V) it
today and go (V) (X) shopping with my
friends. As I have (X) dressed (V) nicely, I
looked (V) into the mirror. I was really
shocked (V) that it dont look (V) (X) like
me, but I looked (V) like a star.
I saw (V) my friend waiting (V) for me,
and I went (V) up to her.
She was shocked (V) that I have (X)

dressed (V) differently than before,.
and we went (V) for our shopping happily
As we were shopping, (V) I have (V) (X) a
strange feeling that somebody is (X) (S)
16
Annex H
following (V) us for the whole three hours
that make (V) (X) me feel (V)
uncomfortable. I have (X) told (V) my
friend about this and she agreed (V) too.
We both have (V) (X) a plan to found (V)
(X Structural) out who is (X) following (V)
us and we both turn (V) (X) back suddenly
and there is (V) (X) a group of teenagers

behind us holding (V) (Act) camera, papers
and pen.
I am (V) (X) curious and went (V) up and
asked (V) them why are (V) (X) they
following us. They say (V) (X) they are (V)
(X) my fans, but I answered (V) that I
dont (X) have (V) any fans and I am (V)
(X) not a TV star or whatever.
I took (V) off my sunglasses and told (V)
them to stop following (V) me
as I am (V) (X) not a TV star. At last, they
decided (V) to leave (V) and apologised
(V) to us for the discomfort the have cause.
(V) (X)
We both find (V) (X) it funny as people has

(X) mistaken (V) me as a TV star and
wanted (V) to take (V) photo with me and
also want (V) (X) my signature. We both
talk (V) (X) about this as we continues (V)
(X) our shopping. Although today
shopping is (V) (X) bad, but I am (V) (X)
17
Annex H
happy that people have mistaken (V) (X)
me as a star. After all, today shopping is
(V) (X) really a funny and happy one.
V: 13
V: 48
E: 3
E: 29
Sample 29
Foreground
Background
On my way to school one day,

every morning I would go (V) to the park
to take (V) a stroll and enjoy (V) the fresh
air, and look at those koi fish swimming.
Suddenly,
I saw (V) (Ach) a big tree, it was (V) a very
old and big tree
that I have (X) never seen (V) it before,
although I came (V) here for so many
times.
The tree looks (V) (X) scary, it had thick

layers of trunk, its leaves are (V) (X) very
dry, as if all of them are (X) going (V) to
fall off. (V)
At that moment, I felt (V) scared.

I walked (V) out of the park and continued
(V) to walk (V) to school.
18
Annex H
Time goes (V) (X) by, as usual, school
lessons end, and its (V) (X) time to go (V)
home.
On the next morning,
as usual I took (V) a stroll inside the park,
to enjoy (V) the fresh air.
As I entered (V) the park, I saw (V) a girl
keep staring (V) at the big tree.
As I looked (V) up on the tree. I saw (V)
that all the leaves are (V) (X) all gone.
Leaving (V) the branches on the tree, and
the ground got (V) no fallen leaves lying
(V) on the floor.
All the sudden, I shivered. (V) I felt scared
(V) and worried. (V)
I was thinking (V) of what if its (X)
haunted. (V) As I thought (V) of that I run
(V) (X) as fast as I could (V) to run (V)
out of the park.
I run (V) (X) home, and told (V) my mom.
My mom consoled (V) me, and calm (V)
(X) me down, I was (V) still very scared,
my face was (V) pale, I didnt go (V)
school, as my mom told (V) me to stay (V)
at home.
My mom went (V) to the market to buy (V)
some vegetables for dinner.
After buying (V) vegetables my mom came
(V) back and told (V) me that she heard
(V) rumours of a girl had died (V) in the
park, and was being buried (V) under an
19
Annex H
old tree.
When I heard (V) that, I remembered (V)

that I saw (V) a girl there,
and that means, (V) the girl was (V) a
ghost! but her looks and expression looks
(V) (X) pitiful.
My mom told (V) me that the girls parent
had killed (V) her accidentally while they
are quarelling, (V)
the little girl is (V) (X) innocent, yet being
killed, (V) and being buried (V) by her
father.
When I heard (V) all these things, I did not
go (V) to the park anymore, instead, I went
(V) to another garden to take (V) a stroll
before I go (V) to school.
V: 39
V: 33
E: 2
E: 11
Sample 31
Foreground
Background
One sunny Saturday morning, I went (V)

out with some of my friends to Orchard
Road. We went (V) to Orchard Road for
shopping, watching (V) a movie I was
eating (V) at KFC with some friends
chatting (V) happily. Suddenly, a few
people taking (V) (X) out paper and pen
20
Annex H
asking (V) (X) for my signature.
I couldnt believe (V) what is (X)
happening. (V)
They were saying (V) that I was (V) some
local TV teenage star. My friends were (V)
so shocked that they did not say (V)
anything, just staring (V) at me. I explained
(V) to them that I was (V) not the idol they
were talking (V) about.
The people dont (X) believe (V) and show
(V) (X) me the photo of the idol, it look
(V) (X) just like me. I was (V) so surprised,
the fans say (V) (X) that her name is (V)
(X) FM.
Soon, it spread (V) (X) through the whole
KFC and people were (V) all chasing me
for my autograph. My friends and I
couldnt believe (V) what just happened.
(V)
I dont (X) believe (V) that there is (V)
someone who look (V) (X) so alike to me.
Then we went (V) to a CD shop. There
were (V) all poster about the singer FM.
It really look (V) (X) like me. Now, I know
(V) (X) that the people were not joking (V)
with us. There was (V) really a singer who
look (V) (X) like me.
I bought (V) the CD of this sing FM. My

friends were (V) all so surprised
and they keep (V) (X) joking (V) and say
21
Annex H
(V) (X) we made (V) a singer friend.
When I stepped (V) out of the shop, the
fans that we shaked (V) (X spelling) off
came (V) back again and started (V)
chasing (V) me again. When I reached (V)
home, the minute I switched (V) on the
TV. I saw (V) FM on the TV.
She was advertising (V) her new album. It
was (V) nice to look (V) like a idol. But it
was (V) tiring also.
V: 31
V: 24
E: 3
E: 13
Sample 32
Foreground
Background
A new school term starts (V) (X) again.
Half a year have (V) (X) gone so fast as
though at all happen (V) (X) in one day.
Me and my best friend went (V) to school

together happily. Her name was (V)
Amaris.
We know (V) (X) each other in Sec 2 when
she got transferred (V) into our school, we
were (V) best friend since then.
On our way to school, we saw (V) lots of
our friend.
We step (V) (X) into our class happily

when we notices (V) (X) a quiet boy who is
22
Annex H
(V) (X) sitting down there nevously.
Everyone was looking (V) at him curiously
at the boy as he was wearing (V) a different
uniform from us.
I went (V) to him and ask (V) (X) him
whats (V) (X) his name he say (V) (X) he
was (V) Arron. He was (V) from Raffles
Institution.
Because of his marks, he get (X)
transferred (V) to here.
I introduce (V) (X) myself and Amaris to
him and he was (V) glad that someone was
talking (V) to him.
I look (V) (X) at him curiously. He has (V)

(X) a very nice tanned skin, thick brown
hair, nice eyes with brown eyeballs. All I
can (V) (X) say that he is (V) (X) a very
handsome guy!! It was (V) almost love at
first sight. But I wanted (V) to concentrate
on my studies this few years, so I didnt
think (V) much about it. From the first day
we get (V) (X) to know (V) Arron, he had
been following (V) us everywhere and
since then,
we became (V) best friends.
After getting (V) to know (V) Arron for 3
weeks, I have (X) been recieving (V)
anonymous letter saying (V) that if I
wanted (V) to be (V) his stead or others.
I didnt know (V) who it was (V) from as
23
Annex H
there is (V) (X) no name written on it. It
happen (V) (X) everyday. I did not tell (V)
Amaris and Arron as I do (X) not want (V)
them to get worried. (V)
Weeks past, but letters was (V) (X)
continued (V) sending (V) to me. 1 day I
decided (V) to check (V) it out. I stayed
(V) at the block for the whole day wanting
(V) to know (V) who he was. (V)
I saw (V) Arron I was going (V) to call (V)
him when I saw (V) him putting (V) one
letter into my box.
I was (V) surprise it was (V) (S) him.
I went (V) up to him. He was so shocked.

(V) I quickly apologized (V) to him saying
that I didnt want (V) to have (V) a stead
but we are (V) (X) still friends. Even
though he was (V) sad but theres (V)
nothing I can (V) (X) do. I love (V) him as
a friend only.
V: 46
V: 28
E: 11
E: 13
24
Annex H
Sample 37
Foreground
Background
It was (V) a cloudy and cooling evening.
The clouds are (V) (X) white and fluffy and
the cool breeze makes (V) (X) my body
chill.
I just returned (V) home from my

basketball practice. I put (V) down my
things and was heading (V) towards my
parents room.
As I was approaching (V) the door, I heard

(V) things smashing (V) on the floor and
there was (V) a hush conversation between
my parents.
I wanted (V) to go into the room to calm

(V) them down but lacked (V) of the
courage.
Soon, it was (V) dinner time. As I dared

(V) not asked (V) (X) my parents down to
have (V) dinner. I asked (V) my maid to do
it.
Soon, my sisters and I were (V) already at

the dining table. We were waiting (V)
patiently for our parents to come down.
Not long later, both of them went (V) down
to have (V) dinner with us.
But I know (V) (X) that both of them were
(V) not pleased (V) with each other. Their
angry and irritated expression made (V) my
25
Annex H
dinner very terrible.
I thought (V) that they were just having (V)

a quarrel, so I did not bother (V) about
them.
Two days later, I went (V) to call (V) my
mother to answer (V) a phone call. To my
horror, I found (V) her breathing (V)
difficultly and white foams came (V) out
from her mouth. I sensed (V) something
amissed (V) and went (V) to contact (V)
my father. He rushed (V) back and when he
found (V) my mother lying on the bed
motionless, he immediately called (V) the
ambulance.
My heart was pumping (V) very fast and

my face turn (V) (X) pale. Questions and
questions went (V) through my weakened
brain.
Is (V) (X) my mother going (V) to die? (V)

What if I dont have (V) a mother? Just
when the next question is (X) going (V) to
pop up, my dad pat (V) (X) on my head
and told (V) me that everything is (V) (X)
fine.
My mother was (V) admitted to the
hospital. After my father returned (V) from
the hospital, a family meeting was held.
(V) My father told (V) us that my mother is
26
Annex H
commiting (V) (X) suicide. I accepted (V)
(S) that and asked (V) him the reason. He
stopped (V) for a moment and then replied
(V) that they were having (V) a divorce.
I was stunned (V) and very confused. (V)
My whole body seems (V) (X) to be
melting (V) and my heart crashed. (V) I did
not want (V) to ask (V) for the reasons as I
knew (V) that that would put (V) my father
in a spot and I also did not want (V) to
know (V) as I did not want (V) to suffer
(V) another blow.
I couldnt sleep (V) at night.
I was thinking (V) the happy days where
the whole family is (X) united (V) and the
fun and laughter from all the family
members. I never thought (V) that my
family that was once envied (V) and earned
(V) the respect of many other people was
going (V) to break down. (V)
But at this instance, I did not want (V) to
bother about anything except praying (V)
to god to save (V) my mother. Luckily, it
was (V) just an overdose of sleeping pills.
But, my mother liver and lung is (X)
damaged (V) and need (V) (X) to be
hospitalized (V) for a period of time.
During that few weeks, I was thinking (V)
of the separation between my parents. I did
not shed (V) a single tear in school
as I want (V) (X) to act (V) a strong font.
27
Annex H
Everyone still knows (V) (X) me as who I
am, (V) (X) the happy of lucky and
cheerful me. However, I was crying (V)
sadly and heart broken at home. No one
knows (V) (X) it.
A few weeks past (V) like the speed of
light.
Just as I anticipated, (V) my parents are (X)
divorcing. (V)
I controlled (V) my emotions well and
waited (V) for the question to be asked (V)
by them. Who do (V) you all wants (V) (X
agreement) (S) to follow? (V)
I shut (V) my eyes and did not think (V)
about it. I do (X) not want (V) to make (V)
the decision. What decision I make (V)
will hurt (V) both parties and I know (V)
(X) that the path will (X) be (V) different.
My dad has (V) (X) a stable job with quite
a high salary. My mother is (V) (X) just a
housewife. But, I dont (X) care. (V) My
mother quit (V) (X) her job just to take care
(V) of my sisters and I. She wasted (V) her
youth in us. She showered (V) her love to
us like how god shower (V) (X) love to all
living thing. I know that life would be (V)
quite harsh if I follow (V) (X) my mum.
However, the decision is (V) (X) too
important.
It was (V) the most important decision that
I was going (V) to make (V) in my life. I
28
Annex H
decided (V) to stay (V) with my dad for the
time being and will (X) often look up (V)
my mother.
Therefore, went I saw (V) a united family
out in the street, my heart will ache. (V)
Memories will keep coming (V) in I hoped
(V) (X) that all people that have (V) a
happy family must treasured (V) (X) it and
must try (V) means and way to salvage (V)
it. Family ties is (V) the only strength that
will push (V) a person to his or her greatest
limit.
V: 59
V: 84
E: 3
E: 29
Sample 42
Foreground
Background
One Sunday night, I was (V) at home

playing my computer games. As I was
playing, (V) I suddenly remembered (V)
that there was (V) an important math test
the next day.
I knew (V) the test was (V) very important
but I was too obsess (V) (X) with my
games to go (V) and study (V) for it. I
thought (V) to myself that there would still
be (V) time before school for me to study.
(V)
29
Annex H
The next day, as I was walking (V) to
school, I went (V) to study (V) for my
math test,
it was (V) then I realize (V) that there was
(V) (X) five chapters for me to study. (V) I
kept reading (V) and reading (V) but
nothing seems (V) (X) to be going (V) into
my head.
I regretted (V) not studying (V) for the test
the night before.
In my heart, I knew (V) I was going (V) to
fail the test again.
When I entered (V) the classroom, I saw
(V) my classmate john, who would be
sitting (V) beside me for the test.
He seems (V) (X) to be very confident in
scoring (V) well for the test as he has (X)
been studying (V) for this test since last
Friday.
I felt (V) that it would be (V) impossible
for me to pass (V) this test. As I read (V)
through my math textbook, the teacher
came in. (V)
She asked (V) all of us to keep (V) all our

books and to prepare (V) to take (V) the
test. Just before she gave (V) out the test
paper, she announced (V) to the class that
those who fail (V) this test would have (V)
to stay (V) back for remedial lessons
everyday after school.
30
Annex H
After I heard (V) that. I felt (V) so afraid. I
was wondering (V) what time I would
reach (V) home everyday.
When the test was given (V) to me, I stared
(V) at the questions. My mind was (V)
totally blank.
The questions on the paper look (V) (X) so
unfamiliar to me, as I look (V) (X) through
the questions, there was (V) (X) none I
knew (V) how to do. (V) I look (V) (X) at
my partner John and saw (V) him doing, he
seems (V) (X) to be (V) able to do (V) all
the questions.
I felt (V) that the only way to not fail (V)
this test was (V) to copy (V) his answers.
I looked (V) around trying to make (V)
sure no one was looking (V) at me. Then I
started (V) copying. (V) I copied (V)
carefully making (V) sure I didnt (V) copy
the steps wrongly. I was (V) also careful in
not letting (V) John spot (V) me copying
(V) his paper. After a few minutes of
copying, (V) it was (V) time to hand (V) in
the paper.
As I handed (V) in the paper, I felt (V) very
guilty about what I did. (V)
During recess time, I couldnt eat (V) or
drink. (V)
I still felt (V) very guilty about it. I knew
(V) I was (V) in the wrong but I didnt
know (V) what to do. (V) I thought (V) that
31
Annex H
if I stop thinking (V) about it, the feeling
(V) of guilt would go (V) away.
After recess, it was (V) math period again,
the teacher was going (V) to give out (V)
the test result. Then she announce (V) (X)
to the class that John and I scored (V) the
highest for the test.
After hearing that, I felt (V) more guilty. I
did not feel (V) happy at all as it was (V)
not my own effort.
After school, I knew (V)I had to make (V)
a decision.
I could have treat (V) (X)it as though
nothing had happened, (V) or tell (V) the
truth to my teacher.
As I could not live (V) with that feeling of
guilt, I decided (V) to own up (V) to my
mistake. I went (V) to tell (V) my math
teacher the truth. After she heard (V) it, she
scolded (V) me and even told (V) my form
teacher about it. She said (V) that I had (V)
to attend (V) the remedial after school
everyday until six oclock. She also made
(V) me go (V) for detention classes. I
apologise (V) (X) to her and told I had
regretted (V) my actions. She accepted (V)
my apology and said (V) even though what
I did (V) was (V) wrong, but I had (V)
courage to own up (V) to my mistake,
which show (V) (X) that I was willing (V)
to turn (V) over a new leaf, it was (V) then
32
Annex H
I realize (V) (X) that this was (V) the most
important decision I have ever made (V) in
my life.
V: 85
V: 53
E: 4
E: 11
Sample 43
Foreground
Background
The most important decision I have ever
made (V) in my life is (V) (X) the school to
be choosen (V) (X Spelling) after the
Primary School Leaving Examinations. I
have choosen (V) (X) XXX Secondary
School as I thought (V) that it would be (V)
easier to get in. (V)
After collecting (V) my results, I realized

(V) that I had scored (V) beyond
expectations, having (V) a score of two
hundred and thirty points. I entered (V) the
school with ease.
On the first day in school, I was greeted
(V) by many friendly teachers. I was (V) in
a class with many unfamiliar faces. The
class was (V) silent throughout the day.
On the second day, I was determined (V) to
33
Annex H
make (V) some new friends. I started (V)
with the person whom I was sitting (V)
beside, Calvin,. He was (V) a nice chap
whose interest is (V) (X) in the Japanese
culture. He had (V) hair which is (V) (X)
rather long for a boy.
I also had (V) a little conversation with
Reuben.
Reuben is (V) (X) a soccer fanatic. He
knows (V) (X) everything about soccer.
His command of the English language is
(V) (X) also fantastic. It is (V) (X) rare of
someone his age to have (V) such a calibre.
I have (V) (X) also gotten to know (V)
some of the teachers. Mister Marican was
(V) the teacher that left (V) me a great
impression.
He is (V) (X) a nice person who cares (V)

(X) a lot for his students.
I had to choose (V) a Co-Curricular

Activity
as it is (V) (X) required for students to have

(V) (S) one.
I have choosen (V) (X) the air rifle club

as it seems (V) (X) interesting
I was interested (V) in guns at that point of
time and decided (V) to join (V) it.
During practice sessions students of the

club would have (V) to make their way to
the air rifle range. It was (V) a chore
getting to the range
34
Annex H
as it is (V) (X) time consuming.
After getting to the range, students would
have (V) to wait (V) for their turn to
practice. (V)
It was (V) (S) tiresome.
Soon I lost (V) interest in the air rifle. I
then joined (V) the schools band I had
then found (V) my calling.
Making music is (V) (X)wonderful.
I was encouraged (V) to join (V) by my
friend Wei Hao who was (V) in it. I
decided (V) to join (V)) them for one
session and found (V) out that it was (V)
the best Co-Curricular activity there is. (V)
(X)
The people there are (V) (X) very friendly.
There is (V) (X) also the conductor, Mr
Chong, who is (V) (X) rather fat. I really
enjoyed (V) making music.
Entering Kuo Chuan Presbyterian
Secondary School not only helped (V) me
achieve excellence but also help (V) (X)
(Acc) me find my real hobby. I never
regretted (V) (S) making (V) (Act) this
important decision.
V: 43
V: 27
E: 4
E: 17
35
Annex H
Sample 45
Foreground
Background
The most important decision I have made

(V) in my life is (V) the choice of friends.
Once we had (V) a group of friends who
were very united (V) and we always spend
(V) (X) our time together.
We studied (V) and play (V) (X) hard
together nearly everyday, when exam
came, (V) we will (X) help (V) those who
subjects are (V) (X) weaker. Once when
one of us got (V) any problems, we will
share (V) among each other and help (V)
each other up.
We were (V) all very happy when until a
fierce quarrel broke up (V) among us
during a chalet. We were separated (V) into
two groups and I was (V) left in the center
of the two bunch of friends to choose (V)
who to follow.
At first, I did not really wanted (V) (X) to

make (V) the decision of choosing (V) any
of them. I treated (V) both bunch of friends
the same as before, but only that only day
when both bunch of friends asked (V) me
the question on who I decided (V) to
follow (V) and must break (V) the
friendship of the other bunch.
36
Annex H
One bunch of friends who spend (V) their
time wisely on play time and study consist
of only a few people while other which is
(V) (X) in a larger group pick (V) (X) up
some bad habits and they scolded (V)
vulgur language everywhere they go, (V)
(X) but there were (V) very loyal to friends
and treated (V) every friend of their good.
At that time when I had (V) to make (V)

the decision between the two bunch of
friends is (V) (X) quite a crucial moments
as it may affect (V) the way I am living (V)
now or even my studies and future. It is (V)
(X) a very tough decision for me to make
(V) as both of the groups treated (V) me
very good. I sat (V) down on the floor and
thought (V) really hard. It took (V) me a
whole hour for me to make (V) the
decision.
As at first I was thinking (V) of joining the
bigger bunch as I would have (V) more
friends but I decided (V) to join (V) the
smaller group. The other bunch of friends
were very frustrated (V) and disappointed
(V) and our friendship started (V) to turn
(V) sour. When we met (V) each other, we
did not even talk (V) anymore or look at
each other.
We are (V) (X) like total strangers now, but
I never regretted (V) my choice as I know
37
Annex H
(V) (X) I chooses (V) (X) the right choice.
Although I lost (V) a lot of friends, but I

still live (V) happy with my friends now as
the other group of friends started (V) to
become more vulgar and even started (V)
smoking. The way they dress or walk is (V)
(X) like gangster and they are (V) (X) like
different people. Some of them were (V)
even send to boys home as they get (V)
(X) into fights and some of them their
studies drop (V) (X) a lot as they play (V)
(X) too much. Sometimes I said (V) to
myself that I am (V) (X) lucky I made (V)
the right choice of decision as now my
studies improved a lot and I am (V) more
happier than before. The decision is (V)
(X) a very important decision I made (V)
in my life.
V: 28
V: 48
E: 2
E: 18
38
Annex H
Sample 50
Foreground
Background
I stare (V) (X) at the cane that my
grandmother had left (V) behind, the vivid
images of her started (V) to come (V)
flooding (V) back. Suddenly, the
floodgates of my sorrow were unleashed
(V) once again and I started (V) to wept
(V) (X) like a baby.
Since young, my grandmother has (X) been

(V) my closest companion. She is (V) (X)
something like my sister, teacher and
friend. I remembered (V) how great she
was (V) to me, in my eyes, she is (V) (X)
more than just a grandmother. But one day,
something unexpected happens, (V) (X)
my grandmother started (V) to feel (V)
very sick, her cough gets (V) (X) from bad
to worse and within months, she was
reduced (V) to a mere skin and bone, and it
was (V) not long before she was
hospitalized. (V)
Cancer, last stage that was (V) the

diagnosis the doctor gave, (V) I couldnt
believe (V) my own ears, my
grandmother, had (V) (X) cancer? I curse
(V) (X) and hurl (V) (X) vulgarities at the
doctor, I knew (V) that there got (V) to be a
39
Annex H
problem in the diagnosis, I couldnt accept
(V) the bitter fact that my grandmother is
dying. (V) (X) My parents, also seems (V)
(X) to reject (V) this fact.
From that day onwards, our family went
(V) from hospital to hospital, hoping (V) to
find (V) a cure for my dying grandmother,
but to no avail.
As days turns (V) (X) to weeks, and weeks

to month, the chance of my grandmother
surviving (V) was getting (V) slimmer and
slimmer.
Soon it dawned (V) upon me that her life is
going (V) (X) to end soon,
but somehow I just couldnt bear (V) to let
go, each day and night I prayed (V) for a
miracle, hoping (V) for the impossible,
but as each day progressed, (V) my
grandmother only gets (V) (X) weaker and
weaker.
Though my grandmother knew (V) that her

life is (X) slowly slipping (V) away from
her grasp, she never lets me see (V) her
sorrow and anguish. I hated (V) myself for
that, I curse (V) (X) myself for not being
able (V) to help (V) ease (V) her pain.
Not long after, my grandmother was (V)
completely bedridden. She was (V) half
paralyzed
and even painkiller had loss (V) (X) its
40
Annex H
effect on her, but I just couldnt (V) let go.
Each day and night I would stay (V) vigil
at her bedside
telling (V) her everything is (X) going (V)

to be alright.
One day, the inevitable happen, (V) (X)

my grandmothers heartbeat became (V)
erratic and her breath was (V) short. I knew
(V) she was (V) in a lot of pain but
something just stopped (V) her from
departing. (V)
At that time, my grandmothers teaching
rang (V) loud and clear in my head, to
love (V) is (V) to let go (V) only then did
(V) I realize, (V) that my grandmother is
(X) clinging (V) on to her life because of
me.
Tears began (V) to cascade down my face,
with a heavy heart I muttered, (V) Its (V)
ok grandma, you can (V) let go. Upon
hearing (V) this words my grandmother
gave (V) me a weak smile and soon
departed (V) from this cruel world.
That day, will forever stay (V) engraved
(V) in my heart, because on that day, I have
made (V) the most important decision of
my life, to let go (V) of my loved one.
V: 32
V: 53
E: 3
E: 18
41

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Library and Information Services Centre, National Institute of Education.

Errors in Tense and Aspect in the

Dennis Yap Swee Beng

A thesis submitted to the

I would like to thank Associate Professor Lubna Alsagoff, my

To the One without whom nothing is possible.

Chapter One: Introduction

Background and Rationale of the Study

Significance of the Study

Organisation of the Thesis

Chapter Two: Literature Review

2.1.1 Role and Status of English in Singapore Today

2.1.2 Approaches to Explaining Singapore English (SE)

2.1.3 Errors in English

A Study of Tense and Aspect

2.2.1 Overview of Tense and Aspect

2.2.2 Studies investigating tense and aspect in SE

2.2.3 Past tense marking errors in compositions of primary 25

The Aspect Hypothesis

Chapter Three: Framework of Study and Methodology

Definitions and Classifications of Tense and Aspect

3.2.2 Grammatical Aspect

3.2.3 Lexical Aspect

Chapter Four: Findings

H1(a): The relationship between aspectual classes of verbs

4.2.1 Analysed in terms of Telicity

4.2.2 Analysed in terms of Punctuality

4.2.3 Analysed in terms of Stativity

4.2.4 Analysed in terms of Agentivity

H1(b): The relationship between aspectual classes of verbs

4.3.1 Analysed in terms of Telicity

4.3.2 Analysed in terms of Punctuality

4.3.3 Analysed in terms of Stativity

4.3.4 Analysed in terms of Agentivity

H1: The relationship between aspectual classes of verbs

4.2.1 Analysed in terms of Telicity

4.2.2 Analysed in terms of Punctuality

4.2.3 Analysed in terms of Stativity

4.2.4 Analysed in terms of Agentivity

Chapter Five: Discussion of Findings

Summary and Discussion of Findings

Telicity and Completeness of Event in relation to TenseAspect Marking

Problems and Limitations of Study

Chapter Six: Conclusion

List of Tables, Charts and Figures

Table 2: Summary of how binary categories of lexical aspect relate to

Table 3: Summary of tests to classify verbs under Vendlers Four-Way 78

Table 5: Result of Chi Square Test for Telicity (Tense)

Table 6: Result of Chi Square Test for Punctuality (Tense)

Table 7: Result of Chi Square Test for Stativity (Tense)

Table 8: Result of Chi Square Test for Agentivity (Tense)

Table 9: Distribution of aspect marking errors across semantic

Table 10: Result of Chi Square Test for Telicity (Aspect)

Table 11: Result of Chi Square Test for Agentivity (Aspect)

Table 13: Result of Chi Square Test for Telicity (Tense-Aspect)

Table 14: Result of Chi Square Test for Punctuality (Tense-Aspect)

Table 15: Result of Chi Square Test for Stativity (Tense-Aspect)

Table 16: Result of Chi Square Test for Agentivity (Tense-Aspect)

Table 19: Samples of Structural Variation (Mod Aux + Verb + ed/en)

Table 20: Samples of Structural Variation (Aux + Verb + ed)

Table 21: Samples of Structural Variation (To + Infinitive + ed)