378 Chapter 11 Complex sentences
b. Guru-na se daddi Marlena.
teacher-DEF REL become Marlena
‘The teacher is who is Marlena.’ (might be said of an actress in a play)
Clefts provide exhaustive listing readings.^10 That is, the NP predicate
provides an exhaustive set of elements for which the state of affairs is true. A
number of properties of these clefts underscore this. First, a cleft cannot be fol-
lowed with a positive assertion that the state of affairs is true of any element
other than that in the NP predicate. Thus, while the clefts in (183) and (184)
would be well-formed on their own, the second clause, with keya ‘too’ renders
the sentence ill-formed.
(183) *Ita se maca buku-na Hasan, Bambang keya.
Ita REL AV.read book-DEF Hasan Bambang too
(Ita is who read Hasan’s book, and Bambang did, too.)
(184) *Marlena se entar dha' Sorbaja, Wati keya.
Marlena REL go to Surabaya Wati too
(Marlena is who went to Surabaya, and Wati did , too.)
The constructions with keya are only possible if a second speaker directly con-
tradicts an assertion of a previous speaker, as in B’s utterances in the following:
(185) A: Marlena se entar dha' Sorbaja.
Marlena REL go to Surabaya
‘Marlena is who went to Surabaya.’
B: Enja', Wati keya.
no Wati too
‘No, Wati did, too.’
(186) A: Ita se maca buku-na Hasan.
Ita REL AV.read book-DEF Hasan
‘Ita is who read Hasan’s book.’
B: Enja', Tono se maca buku-na Hasan keya.
no Tono REL AV.read book-DEF Hasan too
‘No, Tono is who read Hasan’s book, too.’
In (186), B’s response is in the form of a cleft. As such, this commits B to the
proposition that Ita and Tono are the only two of some group that read Hasan’s
(^10) See Kuno (1973) and É. Kiss (1998) for a discussion of exhaustive focus clefts.