The document discusses restrictive relative clauses and how to diagram sentences containing them. It defines restrictive relative clauses as dependent clauses that embed within noun phrases and function as adjectives. The clauses contain a noun subject and conjugated verb. Examples are provided like "Someone who took this class last semester said it was easy." The document instructs the reader to diagram restrictive relative clauses as adjective phrases modifying the head noun. It provides a sample diagram of the sentence "Someone who took this class before said it was easy" to illustrate treating the relative clause as a single adjective phrase.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
Part 1 of a 2-day workshop to introduce style in technical communication. Presented to beginning students of technical communication on December 1, 2009 at Kyung Hee University in Suwon, South Korea.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Independent Clauses
• …can stand alone as a sentence.
• These are easiest to recognize when joined by a conjunction:
We hurried to the store, but we forgot to bring our wallets!
The car was beautiful, and it got excellent gas mileage.
I studied all week, but the test still challenged me.
4. Independent Clauses
• Notice how the conjunction joins two clauses that could each stand
alone as sentences:
We hurried to the store, but we forgot to bring our wallets!
The car was beautiful, and it got excellent gas mileage.
I studied all week, but the test still challenged me.
5. Dependent
Clauses
• …cannot stand alone as
sentence.
• There are lots of these:
Panting, the runner sprinted to the finish line.
While young, the candidate has great potential.
• And more! Take a minute to
Google “dependent clauses to get
a sense of their breadth.
9. Relative Pronouns
Depending on their function, all the following may be
considered relative pronouns:
That, who, whom, which, whose
10. STOP
• Before you continue, please re-read page 142 to remind yourself of
the difference between WHO and WHOM.
• While in spoken, even written, English, many descriptive linguists will
overlook this formality, knowing the difference will help you analyze
the function of these terms as relative pronouns.
• While you’re at it, flip to pp. 144-145 to study how WHOSE functions
a bit differently than the other relative pronouns.
11. Relative Pronouns (Cont.)
The earlier examples demonstrate how relative pronouns refer to other
nouns in the sentence and show their relationship to other aspects of the
sentence.
Remember:
Someone WHO took this class before…
Where “WHO” refers to Someone.
13. ADJECTIVES
•Remember, these phrases function as adjectives in
the sentence, so before we begin diagramming,
consider how you would diagram this Noun Phrase:
The brown dog
18. ADJECTIVES (Cont.)
Someone who took the class before said it was easy.
RelCl: Adj.
Notice this. “Relative
Clause: Adjective.” We
will continue labeling
these phrases this way
as we diagram. See if
you can track it as we
get more complicated
here…
19. See how who took this class before functions as
an adjective modifying “Someone” ???
20. Just like in The brown dog barked, you would label:
21. Just like in The brown dog barked, you would label:
NP: Subj
22. In Someone who took this class before said it was easy, you would label:
23. In Someone who took this class before said it was easy, you would label:
NP: Subj
24. Or, if the relative restrictive clause isn’t functioning as a subject, as in:
I heard this class was easy from someone who took this class before
You would still label:
25. You would still label:
I heard this class was easy from someone who took this class before
NP:
ObjPrep
26. It’s one phrase
The important thing is to remember that
“Someone who took this class before” is ONE
phrase, and that you avoid the temptation to
split it up.
27. Remember previous units…
• Also remember that these phrases may change in
tense/mood/aspect. They may involve passive voice, interrogatives,
conditionals, modals, perfect, etc.
• The hardest iterations of these clauses might take a form like this:
The soldier who promised he would have given his life for his country
has been found dead.
28. The soldier who promised he would have given his life for his country has been found dead.
This NP Subject contains the restricted relative clause: who
promised he would have given his life for his country,
which includes the conditional would and the perfect have
given, where given is the past participle.
29. The soldier who promised he would have given his life for his country has been found dead.
Not to mention this
perfect aspect / passive
voice in the predicate!
30. So again, remember previous units
While your goal should be to recognize the relative
pronoun and diagram the clause correctly, you’ll have to
analyze for all the other topics we have studied so far, too.
…but I believe in you…
31. Sample diagram
• Let’s continue with:
Someone who took this class before said it was easy
35. Sample diagram
Someone who took this class before said it was easy
NP: Head
We haven’t focused on this term in a while,
but this is the head of the NP. You’ll see why
this matters in a second…
36. Sample diagram
Someone who took this class before said it was easy
NP: Head
Relative
Pronoun
(RelPron)
NP Subj
Remember, these clauses have a
subject and a predicate by definition.
This isn’t the subject of the SENTENCE,
but it is the subject of the clause!
37. Sample diagram
Someone who took this class before said it was easy
NP: Head
Relative
Pronoun
(RelPron)
NP Subj
VT Demonstrative
N Adv: Time
38. Sample diagram
Someone who took this class before said it was easy
NP: Head
Relative
Pronoun
(RelPron)
NP Subj
VT Demonstrative
N Adv: Time
VP Pred
NP: DObj.
39. Sample diagram
Someone who took this class before said it was easy
NP: Head
Relative
Pronoun
(RelPron)
NP Subj
VT Demonstrative
N Adv: Time
VP Pred
NP: DObj.
Relative Clause:
Adj (RelCl: Adj)
40. Sample diagram
Someone who took this class before said it was easy
NP: Head
Relative
Pronoun
(RelPron)
NP Subj
VT Demonstrative
N Adv: Time
VP Pred
NP: DObj.
Relative Clause:
Adj (RelCl: Adj)
You must indicate “who took this
class before” as the relative
clause. Notice, this functions
much the same way as “S,” with
NP + VP, but it is a clause, not a
sentence.
41. Sample diagram
Someone who took this class before said it was easy
I’ll leave the rest of the sentence to
you, but remember when you
diagram it, you will have “it was easy”
as a complete sentence!!! So you
should label “said” as the verb, then
“it was easy” as S, and end by
diagramming “it was easy.”
42. Someone who took this class before said it was easy
Relative Clause:
Adj (RelCl: Adj)NP: Head
OKAY, last thing. Watch how I
connect the NP: Head to the
RelCl: Adj!
43. Sample diagram
Someone who took this class before said it was easy
Relative Clause:
Adj (RelCl: Adj)NP: Head
NP: Subject
44. Sample diagram
Someone who took this class before said it was easy
Relative Clause:
Adj (RelCl: Adj)NP: Head
NP: Subject
If S = NP + VP, this sentence is made
of:
NP: Someone who took this class
before
PLUS
VP: said it was easy.
45. That’s it for now…
I’m going to either make another PowerPoint or post some
pictures of my diagrams of some sample sentences from the
chapter!
