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Predication adjunct clauses are normally positioned finally and they resemble
direct objects and subject complements in providing complementation to the verb.
Sentence adjunct clauses are more mobile than predication adjunct clauses: they
may appear initially as well as finally, and occasionally even medially.
Predication adjunct clauses may provide complementation for the verb BE OR for other
verbs in the SVA type:
Your coat is where you left it. Dinner will be when everybody has arrived.
The traffic jam was because there was an accident. (informal)
Jane looks as if she doesn't know me.
Sentence adjunct clauses are not dependent on the predication and are therefore
more mobile.
Before I could sit down, she offered me a cup of tea. When he saw us, he smiled.
To emphasize her point, she invited me to visit her village.
7.4. RESTRICTIVE AND NONRESTRICTIVE ADVERBIAL CLAUSES
Some linguists have attempted to apply the distinction between restrictive and
nonrestrictive modification in noun phrases to adverbials, thereby distinguishing
between
RESTRICTIVE
and
NONRESTRICTIVE
adverbial
clauses.
The
['Raven
didn't leave the party early, and the reason he didn't was that Carol
was there.']
Because Carol was there, Raven didn't leave the party early.
7.5. NONFINITE AND VERBLESS ADVERBIAL CLAUSES
Nonfinite and verbless adverbial clauses that have an overt subject but are not
introduced by a subordinator are ABSOLUTE clauses, so termed because they are not
explicitly bound to the matrix clause syntactically. Absolute clauses may be -ing, -ed,
or verbless clauses:
No further discussion arising, the meeting was brought to a close.
Lunch finished, the guests retired to the lounge.
Apart from a few stereotyped phrases (eg: present company excepted,
weather permitting, God willing), absolute clauses are formal and infrequent.
When a subject is not present in a nonfinite or verbless clause, the normal
attachment rule for identifying the subject is that it is assumed to be identical in
reference to the subject of the superordinate clause:
The oranges, when (they are) ripe, are picked and sorted mechanically.
The attachment rule is commonly given for participle clauses, but it applies
equally to infinitive and verbless clauses:
ED- Participle clause: Persuaded by our optimism, he gladly contributed money
to the cause. ['Since he was persuaded .. .']
ING- Clause: Driving home after work, I saw my friend in the bus station.
['While I was driving home after work . . .']
Verbless clause: Confident of the justice of their cause, they did not give up
fighting for it. ['Since they were confident. . .']
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BIBLIOGRAFIE
DeCapua, Andreea (2008): Grammar for Teachers. A Guide to American English for
Native and Non-native Speakers, New York: Springer
Quirk, R., Greenbaum, S, Leech, G, Svartvik, J. (1985): A Comprehensive Grammar of
the English Language, London, New York: Longman
The time of the matrix clause may be previous to that of the adverbial clause
(e.g. until), simultaneous with it (e.g. while), or subsequent to it (e.g. after).
The time relationship may also convey duration (e.g. as long as), recurrence
(e.g. whenever), and relative proximity (e.g. just after).
The subordinators may then be paraphrased by such prepositional phrases as 'in
cases when' or 'in circumstances where":
Reason clauses convey a direct relationship with the matrix clause. The relationship
may be that of:
cause and effect (the perception of an inherent objective connection),
He's thin because he hasn't eaten enough.
reason and consequence (the speaker's inference of a connection),
She watered the flowers because they were dry.
motivation and result (the intention of an animate being that has a
subsequent result) You'll help me because you're my friend.
circumstance and consequence (a combination of reason with a condition that
is assumed to be filled or about to be filled):
Since the weather has improved, the game will be held as planned.
Reason clauses are most commonly introduced by the subordinators because and
since. Other subordinators include as, for (somewhat formal), and (with
circumstantial clauses) seeing (that):
I lent him the money because he needed it.
As Jane was the eldest, she looked after the others.
Since we live near the sea, we often go sailing.
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Reason clauses may express an INDIRECT REASON. The reason is not related to the
situation in the matrix clause but is a motivation for the implicit speech act of the
utterance:
As you're in charge, where are the files on the new project?
Since you seem to know them, why don't you introduce mc to them?
8.7. PURPOSE CLAUSES
For both similarity clauses and comparison clauses, there is a semantic blend with
manner if the verb is dynamic.
Clauses of similarity are introduced by as and <esp informal AmE> like. These
subordinators are commonly premodified by just and exactly:
Please do (exactly) as I said.
Clauses of comparison are introduced by as if, as though, and <esp informal AmE>
like: She looks as if she's getting better.
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The subordinators as, as if, and as though can introduce nonfinite and verbless
clauses:
Fill in the application form as instructed.
She winked at me as if to say that I shouldn't say anything.
8.10. CLAUSES OF PROPORTION
Comment clauses are either content disjuncts that express the speakers' comments
on the content of the matrix clause, or style disjuncts that convey the speakers' views
on the way they are speaking).
Comment clauses, many of which are characteristic of spoken English, are generally
marked prosodically by increased speed and lowered volume and may occur initially,
finally, or medially.
We distinguish the following types:
like the matrix clause of a main clause:
There were no other applicants, I believe, for that job.
like an adverbial finite clause (introduced by as):
I'm working the night shift, as you know.
like a nominal relative clause:
What was more upsetting, we lost all our luggage.
to-infinitive clause as style disjunct:
I'm not sure what to do, to be honest.
-ing clause as style disjunct:
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imperative. Here are some examples: you know, you see, you realize; you can
see, you may know, you may have heard, you must admit; mind you, mark you; it
may interest you to know.
Negative questions generally call for the hearer's agreement, e.g.: wouldn't you say
?, don't you think?, don't you agree?, can't you see?, don't you know? They are
attached to declarative sentences:
It's ethically wrong, wouldn't you say!
The reporting clauses for direct speech are related to the semantic roles (a) and (b) of
type (1) comment clauses:
'It's time we went,' I said.
Tag questions are related to the semantic role of type (1) comment clauses, and may
also be considered comment clauses: They're in a great hurry, aren't they. They may
alternatively be analysed as related to the matrix clause by parataxis rather than by
subordination.
TYPE 2 COMMENT CLAUSES, which are next in importance, are introduced by as which
one of two syntactic functions in these clauses:
relative
In its relative function, as introduces a type of sentential relative clause that may
precede or be inserted in its antecedent.
She is extremely popular among students, as is common knowledge.
Other examples of clauses with relative as: as everybody knows, as you may
remember, as you say, as I can see, as I have said, as I'm told, as you may have heard.
subordinator
Examples of clauses with subordinator as: as it appears, as it happens, as it
transpired, as it may interest you to know, as I see it, as I interpret it.
The two types of construction often merge, providing a choice whether or not to insert
it: as (it) seems likely, as (it) often happens, as (it) was pointed out, as (it) was said earlier,
as I remember (it), as I understand (it).
The clausal pro-form so may be used in parenthetical clauses that correspond
to type (1) in their meaning, although they resemble type (2) in their form: so he says,
so I understand, so it seems, so I believe.
TYPE 3 COMMENT CLAUSES are nominal relative clauses introduced by what and are
always initial: what's more serious, what's most significant of all, what's very strange,
what annoys me
What's more surprising, he didn't inform his parents.
It corresponds to a sentential relative clause, except that a sentential relative clause
must be final:
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Closely related to comment clauses of type (2) (as you know) and type (3) (what's more
surprising) are SENTENTIAL RELATIVE CLAUSES. Unlike adnominal relative clauses, which have a
noun phrase as antecedent, the sentential relative clause refers back to the predicate or
predication of a clause, or to a whole clause or sentence, or even to a series of
sentences:
They say he plays truant, which he doesn't.
He walks for an hour each morning, which would bore me.
Relative clauses are used to affirm (if positive) or deny (if negative) an assertion or
thought ascribed to others.
Things then improved, which surprises me.
Colin married my sister and I married his brother, which makes
Colin and me double in-laws.
Sentential relative clauses parallel nonrestrictive postmodifying clauses in noun phrases in
that they are separated by intonation or punctuation from their antecedent.
They are commonly introduced by the relative word which used as a pronoun or as a
relative determiner of general abstract nouns such as fact, case, event, or situation, or more
specific verbal nouns such as failure or claim.
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TASKS1
Look at the excerpts, circle the subordinator and label each type of adverbial clause.
Things were so simple at the start, before grammar came along and ruined
things.
As you read this, criminals ... are destroying portions of mankinds past... As you
continue to read, other people across the globe are purchasing some of
mankinds oldest and most exquisite creations...
He sets up a bank account and feeds money in, transferring funds until he has
what he needs. Then he can go on merrily cheating til someones onto him.
In the United States ... people seem to assume that time is a given ... that it is
the same wherever one goes in the world.
Publishers are not responsible for things getting lost in the mail, and although
postal insurance may cover photocopying, it will not cover retyping...
While some of the admiration expressed was undoubtedly for stoicism in the
face of personal tragedy, most seem to have their places through their satellite
position vis-a-vis a worthy man whose fame puts them in the limelight.
... the little man was much more favourable to me than to any of the others,
and he closed the door so that he might have a private word with me.
She was never happy at home, Miss Alice wasnt, from the time that her father
married again... As well as I could learn, Miss Alice had rights of her own by will,
but she was so quiet and patient, she was, that she never said a word about
them, but just left everything in Mr. Rucastles hands... He wanted her to sign a
paper so that whether she married or not, he could use her money.
Reading and writing grow out of the students own experiences and interests...
As they attempt to express their thoughts to another person in writing, the
students are pushed to attempt structures they have not yet mastered...
Although they are not composing autonomous text, they are developing
abilities essential for writing...
Look at the excerpt below. Find the compound clauses (CC) and the adverbial clauses
(AC). Explain what type of adverbial clause each one is.
Mr. McGregor was on his hands and knees planting out young cabbages, but
he jumped up and ran after Peter, waving a rake and calling out, Stop thief!
Peter was most dreadfully frightened; he rushed all over the garden, for he
had forgotten the way back to the gate. He lost one of his shoes among the
cabbages, and the other shoe amongst the potatoes. After losing them, he ran
on four legs and went faster, so that I think he might have gotten away
altogether if he had not unfortunately run into a gooseberry net, and got
1
BIBLIOGRAFIE
Biber Douglas; Johansson, S.; Leech, George, Conrad, S. (2002): Longman Student
Grammar of Written and Spoken English Workbook, London: Longman
(Pearson Education Ltd)
DeCapua, Andreea (2008): Grammar for Teachers. A Guide to American English for
Native and Non-native Speakers, New York: Springer
Quirk, R., Greenbaum, S, Leech, G, Svartvik, J. (1985): A Comprehensive Grammar of
the English Language, London, New York: Longman
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2. When the main verb is in the Future Tense the speaker can use all tenses in
direct object clauses apart from the future tenses:
Trevor will let them know that they are safe.
3. When the main verb is in the past the verb in the direct object clause ought
to be in the past too.
Subordinate clause action versus main clause action
Tense in main clause
Tense in subordinate
clause
Anteriority
Past Tense/Past Perfect
Past Perfect
Simultaneity
Past Tense/Past Perfect
Past Tense
Posteriority
Past Tense/Past Perfect
Future-in-the-past
He told me he had spent his early life in Sri Lanka before moving to England.
Peter thought he was right.
Walter said himself he would be satisfied with whatever he could get.
This rule does not apply for statements which are still valid in the moment of
speaking now; they have the verb in the present tense although it is also
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correct to change the verb into the past or with verbs such as know, realise,
believe, think, hope, regret etc.
He explained that the population of London is around 9 millions.
I realised he is a South- American.
4. The subjunctive is used in direct object clauses after verbs like ask,
demand, require, order, urge, suggest, propose, arrange, recommend. The
subjunctive can be used alternatively.
Mr. Hill suggested that their candidate should be supported/be supported by
the Socialist too.
5. The use of the tenses in direct object clauses after the main verb wish
- wish + past tense (=past subjunctive) when the regret is related to the
present reality
I wish(ed) John were/was here with us on this wonderful trip.
- wish + past perfect (=past perfect subjunctive) when the regret is related to
the past reality.
They wish(ed) she had joined their company two years ago.
- wish + would + bare infinitive to express a future action the speaker wants to
happen but which has less chances to fulfill.
Catherine wishes he would become a reliable person. (but she doesnt think
he will).
- the subjunctive (past or past perfect) is also used indirect object clauses after
would sooner/rather when the person who expresses the preference is not
the subject of the action to follow.
I would rather he talked less.
Id sooner Boris had improved his knowledge of English.
and the same for the pattern subject1 + would rather/sooner + subject2 +
subjunctive (past or past perfect).
Id rather he went to Spain.
Id rather he had visited the Prado Museum in Madrid.
The two parties agreed that Mr. Brown was right. (simultaneity)
The two parties agreed that the competition would apologise. (posteriority)
When the main verb is formed by one of the idiomatic expressions be sorry, be
surprised, be astonished, be amazed, be disappointed in a present tense the verb in
the prepositional object clause will be formed by the following patterns:
present tense/should + bare infinitive to express simultaneous
actions.
Rupert is surprised that they spend/ should spend their holidays in the
little village.
to
Mr. Hill is glad that our German partner has accepted/should have
accepted the goods.
When the main verb is in the past the speaker has to apply the corresponding
sequence of tenses
Simultaneity: past tense or should + infinitive
Our boss was disappointed we were/should be so late.
c. Subject Clause
The speaker can use the indicative or the subjunctive mood. The indicative mood
shows the subject clause action is seen as being fulfilled while the subjunctive
indicates an assumption.
It is strange that Tim arrived at the office so early.
It is strange that Tim should arrive at the office so early.
There is no tense limitation in the subject clause when the main verb is in the
present tense.
It is unlikely that Ralph has signed/will sign the contract.
When the main verb is in the past the verb in the subject clause ought to be in the
past too.
It was a surprise that they had delivered the goods on time (anteriority)
It was a surprise that Ann behaved like that (simultaneity)
It was a surprise that the Prime Minister would deliver a speech. (posteriority)
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When the main verb is in the Past Tense the following patterns ought to be used.
a. Simultaneity: past tense or should + infinitive
It was surprising that they worked/should work until midnight.
Note that the indicative mood relates to a fulfilled action while the subjunctive
relates to an assumption.
The analytical subjunctive pattern should + bare infinitive is used after
idiomatic expressions like it is/was advisable, desirable, essential,
imperative, important, inevitable , necessary, right, vital.
It is/was necessary that he should earn more money.
The analytical subjunctive pattern may/might + bare infinitive is used
after idiomatic expressions like it is possible, it is probable (see also
The Subjunctive and Modals and Semi-Modals)
It is possible that Jane may arrive tonight.
d. Predicative Clause
There is no tense limitation in the predicative clause when the main verb is in the
Present Tense.
The important fact is that he was sent abroad.
that Mr. Pitt has talked about it.
that the contract will be soon concluded.
When the main verb is in the past the verb in the predicative clause ought to be in
the past too.
The problem was that they had talked to him before.
that we were very busy.
that Sean would leave the next day.
e. Relative Clause
There is no tense limitation in the relative clause.
I showed John the dress Ill wear at our next party.
My new watch, which I bought a month ago, is very good.
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EXERCISES
I. Complete the following sentences, using a clause:
1. Almost as soon as I entered the company .
2. that they might come across our letter.
3. The old woman who confronted me in the street
4. She was nicer than
5. He said that many years ago
6. They spoke English much better than
7. We arranged to hire a coach that
8. , the more I liked him.
9. He declared that
10. They announced that
II. Select the correct word or expression in brackets in each of the following
sentences. Give the reason for your choice:
1. I learnt recently that Jupiter (is, was) the largest of the planets.
2. If I (had had, have had) more time, I would have done a better job of
cleaning the house.
3. After Einstein (had become, became) famous, his works were published
by many magazines.
4. It is a long time since I (read, have read, had read) a novel as absorbing
as this one.
5. Mr. Black asked me yesterday where I (have gone, went, had gone) the
day before.
6. She (has not bought, did not buy) her dress when she was in town last
week.
7. He remained silent as soon as he (had heard, heard) that.
8. He walked so far that he (tired, had tired) himself.
9. His illnes showed him that all men (were, are) mortal.
10. I was glad to hear that her brother (was, is) industrious.
III. Supply the most logical form of the verb in the following:
I just (go) to bed after a very hard day when the phone rang. It (be) an
eccentric farmer. I never (meet) him before, although I often (hear) people
talk about him. He (seem) quite hysterical and he (talk) for a minute or so
before I (understand) anything. Even then all I (can) (make out) (be) that
someone called Milly (have) a very bad accident. I (have not) the slightest
idea who she (be) but I obviously (have) to go.
It (snow) heavily that day and I (not know) the way. I (drive) for at least
an hour when I finally (find) his place. He (stand) there, waiting for me. It
(seem) Milly already (die). She (mean) more to me than anyone even my
own wife! he said. I (can) (see) that he (cry). I (assume) a terrible tragedy
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(take place) with overtones of a possible scandal. I must (admit) I (be) even
more shocked when he (tell) me he (put) her in the barn. I (will not)
(leave) her out in the cold! he said.
Milly clearly (be) a secret sweetheart of his. I (be) about to tell him he
(cannot) (expect) me to cover anything up when he (open) the barn door
and (point) his torch at a motionless shape on the straw.
She (be) such a good cow! I (will not) (let) anyone but a doctor touch
her! he said, and (burst) into tears again.
IV. Translate into English:
1. Te voi suna cnd voi porni de acas spre tine, ca s nu risc s fii plecat.
2. tiam c ai s vii la mine, dar m-am ntrebat de ce ai fcut un secret din
asta.
3. I s-a spus n repetate rnduri c cinstea e cea mai bun dintre politici,
dar nu a vrut s cread, i am aflat c acum a pit-o.
4. De ndat ce a vzut-o, a rmas tcut, gndindu-se c este mult mai
frumoas dect i-o nchipuise vreodat.
5. A venit s m vad, dar nu eram acas, nefiind anunat din timp, iar la
ntoarcerea mea tocmai plecase s se ntlneasc cu un alt prieten de al lui,
cu toate c i-ar fi plcut s se sftuiasc cu mine, deoarece are mai mult
ncredere n mine, dect n el.
6. Ori de cte ori treceam prin faa colii m ntrebam ce or mai fi fcnd
fotii mei profesori i unde sunt oare colegii mei.
7. Ori de cte ori te ntlnesc, simt nevoia s-i spun ct de mult a dori s
fim prieteni.
8. l admir mai puin dect l-am admirat pe bunicul su care a fost un om
adevrat.
9. N-a fost un secret pentru nimeni c reuita lui se datoreaz, n mare
parte, srguinei cu care a nvat n tot timpul care a trecut de la sosirea
lui la facultate.
10. Am sosit aici doar de trei zile, dar m simt de parc a fi venit de mult.
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