SlideShare a Scribd company logo
1 of 25
Relative clauses II
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Homework - feedback
[object Object],[object Object],[object Object],Homework - feedback
[object Object],[object Object],[object Object],[object Object],[object Object],Key points
[object Object],[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],that  more common and natural than  which
[object Object],[object Object],[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],THAT vs. WHICH
[object Object],[object Object],[object Object],[object Object],[object Object],THAT vs. WHO
[object Object],[object Object],[object Object],[object Object],[object Object],THAT vs. WHO
[object Object],[object Object],[object Object],[object Object],Exercise 1
[object Object],Omission of relative pronouns
[object Object],[object Object],[object Object],In which sentence can relative pronouns be omitted? WHY?
In which sentence can relative pronouns be omitted? WHY?
[object Object],[object Object],[object Object],[object Object],[object Object],Omission of relative pronouns
Omission of relative pronouns
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Omission of relative pronouns
[object Object],[object Object],Exercise 2
[object Object],[object Object],[object Object],Exercise 2
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],References

More Related Content

Similar to Relative Clauses Lecture II

Genres without borders: Performative uptakes in science writing
Genres without borders: Performative uptakes in science writingGenres without borders: Performative uptakes in science writing
Genres without borders: Performative uptakes in science writingLisaChristian81
 
Pragmatics And Discourse Analysis
Pragmatics And Discourse AnalysisPragmatics And Discourse Analysis
Pragmatics And Discourse AnalysisMelissa Williams
 
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docxlorainedeserre
 
Part 1 The following questions are worth 5 points each.1. The.docx
Part 1 The following questions are worth 5 points each.1. The.docxPart 1 The following questions are worth 5 points each.1. The.docx
Part 1 The following questions are worth 5 points each.1. The.docxkarlhennesey
 
High School Discourse Analysis
High School Discourse AnalysisHigh School Discourse Analysis
High School Discourse AnalysisDivya Watson
 
Critical Discourse Analysis Of President Bush Speech
Critical Discourse Analysis Of President Bush SpeechCritical Discourse Analysis Of President Bush Speech
Critical Discourse Analysis Of President Bush SpeechCandice Him
 
Chapter 14 Review of the Literature
Chapter 14 Review of the LiteratureChapter 14 Review of the Literature
Chapter 14 Review of the Literature Hafiza Abas
 
Easy Essay Topics For College Students.pdf
Easy Essay Topics For College Students.pdfEasy Essay Topics For College Students.pdf
Easy Essay Topics For College Students.pdfAmanda Cote
 
Attitude In Students Argumentative Writing A Contrastive Perspective
Attitude In Students  Argumentative Writing  A Contrastive PerspectiveAttitude In Students  Argumentative Writing  A Contrastive Perspective
Attitude In Students Argumentative Writing A Contrastive PerspectiveSara Alvarez
 
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxEssay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
 
1st class culture, identity, and mass media
1st class culture, identity, and mass media1st class culture, identity, and mass media
1st class culture, identity, and mass medialmazurs1
 
The language of academic writing 24.11.2016
The language of academic writing 24.11.2016The language of academic writing 24.11.2016
The language of academic writing 24.11.2016UCSI University
 
6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference bookletAndy Boon
 
America S Next Top Citation Teaching MLA Skills To Students
America S Next Top Citation  Teaching MLA Skills To StudentsAmerica S Next Top Citation  Teaching MLA Skills To Students
America S Next Top Citation Teaching MLA Skills To StudentsCarrie Tran
 
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdf
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdfA Comparative Study of Methods of Critical Discourse Analysis (CDA).pdf
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdfEmily Smith
 
Unn Research Workshop (Oct09) Pt3
Unn Research Workshop (Oct09)   Pt3Unn Research Workshop (Oct09)   Pt3
Unn Research Workshop (Oct09) Pt3Alwyn Lau
 
A Contrastive Analysis of Bangla and English Determiners
A Contrastive Analysis of Bangla and English DeterminersA Contrastive Analysis of Bangla and English Determiners
A Contrastive Analysis of Bangla and English Determinersinventionjournals
 

Similar to Relative Clauses Lecture II (20)

Genres without borders: Performative uptakes in science writing
Genres without borders: Performative uptakes in science writingGenres without borders: Performative uptakes in science writing
Genres without borders: Performative uptakes in science writing
 
Pragmatics And Discourse Analysis
Pragmatics And Discourse AnalysisPragmatics And Discourse Analysis
Pragmatics And Discourse Analysis
 
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx
2Natalie De La Rosa Professor Yasmin RamirezEnglish 1301.docx
 
Arousing the Discourse Awareness in College English Reading Class
Arousing the Discourse Awareness in College English Reading ClassArousing the Discourse Awareness in College English Reading Class
Arousing the Discourse Awareness in College English Reading Class
 
Part 1 The following questions are worth 5 points each.1. The.docx
Part 1 The following questions are worth 5 points each.1. The.docxPart 1 The following questions are worth 5 points each.1. The.docx
Part 1 The following questions are worth 5 points each.1. The.docx
 
High School Discourse Analysis
High School Discourse AnalysisHigh School Discourse Analysis
High School Discourse Analysis
 
Critical Discourse Analysis Of President Bush Speech
Critical Discourse Analysis Of President Bush SpeechCritical Discourse Analysis Of President Bush Speech
Critical Discourse Analysis Of President Bush Speech
 
Chapter 14 Review of the Literature
Chapter 14 Review of the LiteratureChapter 14 Review of the Literature
Chapter 14 Review of the Literature
 
Easy Essay Topics For College Students.pdf
Easy Essay Topics For College Students.pdfEasy Essay Topics For College Students.pdf
Easy Essay Topics For College Students.pdf
 
Attitude In Students Argumentative Writing A Contrastive Perspective
Attitude In Students  Argumentative Writing  A Contrastive PerspectiveAttitude In Students  Argumentative Writing  A Contrastive Perspective
Attitude In Students Argumentative Writing A Contrastive Perspective
 
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxEssay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
 
1st class culture, identity, and mass media
1st class culture, identity, and mass media1st class culture, identity, and mass media
1st class culture, identity, and mass media
 
The language of academic writing 24.11.2016
The language of academic writing 24.11.2016The language of academic writing 24.11.2016
The language of academic writing 24.11.2016
 
6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet6th Joint JALT Tokyo conference booklet
6th Joint JALT Tokyo conference booklet
 
America S Next Top Citation Teaching MLA Skills To Students
America S Next Top Citation  Teaching MLA Skills To StudentsAmerica S Next Top Citation  Teaching MLA Skills To Students
America S Next Top Citation Teaching MLA Skills To Students
 
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdf
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdfA Comparative Study of Methods of Critical Discourse Analysis (CDA).pdf
A Comparative Study of Methods of Critical Discourse Analysis (CDA).pdf
 
Unn Research Workshop (Oct09) Pt3
Unn Research Workshop (Oct09)   Pt3Unn Research Workshop (Oct09)   Pt3
Unn Research Workshop (Oct09) Pt3
 
Annotated Bibliography Examples
Annotated Bibliography ExamplesAnnotated Bibliography Examples
Annotated Bibliography Examples
 
Tieu luan.doc
Tieu luan.docTieu luan.doc
Tieu luan.doc
 
A Contrastive Analysis of Bangla and English Determiners
A Contrastive Analysis of Bangla and English DeterminersA Contrastive Analysis of Bangla and English Determiners
A Contrastive Analysis of Bangla and English Determiners
 

Relative Clauses Lecture II

Editor's Notes

  1. – the relative pronoun refers to the whole clause which precedes it, that’s why only which can be used here. – a relative pronouns should be used instead of who’s; it should be the relative pronoun whose, since possession is meant here. - the correct relative pronoun which should be used when we refer to a reason is why.
  2. The relative prnouns that can be used only in defining relative clauses. That can be used to refer to people. It is the relative pronoun which that can only be used in reference to objects. After an NP – noun phrase modified by a superlative adjective (e.g.: the best, the most exciting) – we normally use that The last question is relatively easy – of course the more formal is the relative pronoun which
  3. The first set of rules is very straightforward, so we can move on to the two other sets and have a look at example sentences. [this slide should be done away quickly with]
  4. This is a repeition from our last lecture, becuse that is more commonly used not only after an NP modified by a superlative adjective but also after these words. Let us move on and consider other differences in usage between the relative pronoun that and the relative pronoun which
  5. Let us analyze the example sentence which is placed on this slide. (read the sentence) This is an informal context, so we would be more liekly to use that in the first sentence, although grammatically speaking both would be correct. That would be more natural. In the second sentence which cannot be used because we are referring to a person – the professor. Which other relative pronoun do we use to refer to people and why would it be less suitable than that here? The other relative pronoun is who. Please note that this is also an example of an NP with a superlative adjective which is modified by that. Ok, on to further differences between that and which.
  6. What is your opinion. Are both sentences correct? Or perhaps they are both incorrect? Well let me give you the answer to these questions. Although in the first sentence grammar is correct, it is a formal sentence and thus which wold be a more desirable alternative. This choice is not about correctnes but about preference. The other sentence is relatively informal. We can draw such conclusion looking at the contracted for of is  is presenting. In a more formal context a lot of would also be replaced by more formal words such as plenty , for that matter. We have a formal word incorporated . From this perspective that would be correctly used. BUT... In both of these sentences that refers to a complement of a preposition. In the first sentence this is preposition to , and in the second preposition into . According to the rules of English grammar ...
  7. In both of these sentences that refers to a complement of a preposition. In the first sentence this is preposition to , and in the second preposition into . According to the rules of English grammar ...
  8. Because which can easily refer to a complement of a preposition, the correct version of this sentence would be: (click)
  9. ‘ Difore’station The main clauses are underlined and the past forms of the verb BE are in bold type.
  10. Generally we use the relative pronoun who to refer to people. However, that is also possible, but only in a limited context. Please consider these sentences. In which sentences would who certainly be the preferred choice?
  11. In the sentences the underlined parts are the noun to which the relative prnoun referrs to, and the relative clause itself. What is the difference between sentences 1, 2, 4 and the sentence 3? Sentence 3 speaks about a particular person, the educator and researcher. We even know his name, it’s E. Paul Torrance. In the other sentences the relative pronoun refers to someone, young people or a person. The reference made is relatively general. In such context that can be used instead of who . Remember however, that in a formal academic English – especially its written version – who is used more often. That is relatively informal. You can use a corpus to check which relative ponoun is most frequenctly used in a specific context.
  12. In the two first sentences the relative pronoun is used as a subject. The object is not directly visible in the first sentence since it is a passive construction. We, the scientific team, a group of researchers etc. could be an object. This equipment was used by a group of researchers. In the second sentence, the relative pronoun is again in the subject position. The object of this clause is the series of fascinating speeches. The situation looks a bit different in the last sentence. Here the relative pronoun is used as the object. The subject in this clause is the noun we .
  13. In written/formal English it is unlikely that these relative pronouns be omitted. For that reason I woud say that omission is not possible in the last sentence as it comes from an academic journal. Whether the first sentence is formal enough for us to be certain if we cannot omitt the relative pronoun is difficult to say. In spoken language we often meet with the omission of not only that , which and who , (as was expleined previously), but also with the omission of such relative pronouns as when , where and why . The rules restricting such omission will however be much stricter. For instance, when is omitted after common nouns such as: day, year, month, or frequently used noun phrases such as any time . Similarly, we can omitt the relative pronoun where after somewhere, everywhere, anywhere etc. and the word place . Such omission of the relative pronoun where is not possible after any other word. Omission is also possible afterfollowing words: a/the way and reason . Please note that in informal contexts the relative pronoun that can be used instead of other relative pronouns in these examples [read two sentences inserting that ]