Three kinds of clauses
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This document discusses different types of clauses: adjective clauses modify nouns and usually begin with a relative pronoun; adverb clauses provide more information about the main clause and begin with a subordinating conjunction; and noun clauses replace nouns in sentences and usually begin with "that" or a question word. Examples are provided for each type of clause to illustrate their structures and functions. Some words like "when" can be used to introduce different clause types depending on their role in the sentence.
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Four kinds of clauses revised
This document defines and provides examples of different types of clauses:
- Independent clauses can stand alone as a complete sentence. Compound sentences join two independent clauses with a conjunction.
- Adverb clauses add information about the main clause and begin with subordinating conjunctions or expressions like "before", "because", or "if".
- Adjective clauses modify nouns and usually begin with relative pronouns like "who" or "that".
- Noun clauses can be used as subjects, objects, or objects of prepositions and usually begin with "that" or a question word.
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The topics covered are: phrases, noun phrases, adjectival phrases, verb phrases, prepositional phrases, clauses, adverbials, clause types, simple sentences, compound sentences, complex sentences, sentence moods, morphemes, inflection, derivational affixes, denotations, connotations, lexical fields, hyponyms, hypernyms, synonyms and antonyms.
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This document provides an introduction and overview of English grammar. It begins with definitions of grammar and the 8 parts of speech. It then discusses what grammar is, explaining that grammar reflects the system and structure of a language at a given time rather than fixed rules. While studying grammar can help learn a foreign language more quickly, it is not necessary to study grammar to learn one's native language. The document encourages thinking of grammar as something positive that can help one understand and use a language.
Pronouns
Pronouns are used in place of nouns to avoid repetition. There are several types of pronouns including personal pronouns that change form based on gender, number, and case; demonstrative pronouns like this and that; interrogative pronouns like who and what that are used to ask questions; relative pronouns like who and which that join two clauses; and indefinite pronouns like anyone and everything that refer to unspecified people or objects. Pronouns can also be reflexive to refer back to a noun in the same sentence or reciprocal to show two nouns acting in the same way toward each other.
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This document discusses pronoun agreement and reference. It provides rules for pronoun usage:
1) A pronoun must agree in number with the word it replaces - singular pronouns refer to singular nouns and plural pronouns refer to plural nouns.
2) A pronoun must clearly refer to the word it replaces without ambiguity.
3) Indefinite pronouns like "everyone" and "-body" words are always singular. Collective nouns can be either singular or plural depending on whether the group is functioning as a unit or individually.
What’s the difference between an adjective clause and
1) An adjective clause describes a noun and comes after the noun it modifies, while a noun clause can act as the subject or object of a verb.
2) For example, "Write down the names of the people who are in your group" contains an adjective clause, while "I think that grandparents should help more in raising their grandchildren" contains a noun clause acting as the object of the verb "think."
3) A noun clause can often be identified because it follows and refers to a verb, uses a question word like who/what/when at the beginning, or is used in an indirect question.
Adverb phrases
The document discusses adverb phrases and their functions. It begins by defining an adverb phrase as consisting of one or more words with the adverb as the head. Adverbs can modify verbs, be-verbs, adjectives, other adverbs, noun phrases, prepositional phrases, and determiners. Example adverb phrases are provided for each function to illustrate how adverbs modify or qualify different parts of speech.
The Main and Subordinate Clause
This document discusses clauses and how they are used to form complete sentences. It defines a main clause as containing a subject and verb and expressing a complete thought on its own. A subordinate clause does not express a complete thought on its own and is introduced by a subordinate conjunction. When attaching a subordinate clause to a main clause, a comma is used if the subordinate clause comes before the main clause, while no punctuation is needed if the subordinate clause follows the main clause.
Semantics
The document discusses various topics related to semantics, including:
1. Semantics is the study of meanings of words, phrases, and sentences. It focuses on conventional meanings rather than intended meanings.
2. Words can have conceptual meanings relating to their basic components or associative meanings from connotations.
3. Semantic roles describe how words function in sentences, such as agents, themes, instruments, experiencers, locations, sources, and goals.
4. Lexical relations examine how words are related through synonymy, antonymy, hyponymy, and other relationships.
Calque pp
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Subject-Verb Agreement
This document outlines 15 rules for subject-verb agreement in English grammar. It explains that the verb must agree with the subject in person and number, whether singular or plural. Some key points covered are: verbs must agree with subjects connected with "either-or" or "neither-nor" based on the number of the subjects; compound subjects joined by "and" take a plural verb; collective nouns can take a singular or plural verb depending on if the group is viewed as a whole or individuals; and indefinite pronouns like "everyone" and "no one" are singular and require a singular verb. The document is authored by educator Mr. Alvin B. Punongbayan who has experience
Active and passive voice
The document discusses the active and passive voice. The active voice focuses on the subject performing the action, while the passive voice focuses on the recipient receiving the action. Only transitive verbs can be used in the passive voice. The agent performing the action can sometimes be left out of a passive sentence. Either a direct or indirect object can become the subject of a passive sentence. There is also a type of passive called the stative passive which expresses an existing state rather than an action.
Verb Phrases
A verb phrase consists of two parts: a helping verb and a main verb. The helping verb comes before the main verb and begins the verb phrase. Examples of helping verbs include be, have, can, will, is, am, are, and were. There can be more than one helping verb or an adverb between the helping verb and main verb. However, words like "not" and "also" are not verbs and cannot be part of the verb phrase.
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English Language Terminology - Phrases, Clauses and Sentences
English Language Terminology - Phrases, Clauses and Sentences
What’s the difference between an adjective clause and
What’s the difference between an adjective clause and
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3. The "semantic triangle" illustrates the relationships between forms, senses, and referents - how a word's form relates to its sense
LL JC A - Kiss
This document discusses the principles of KISS (Keep It Simple, Stupid) writing. It covers using key phrases with parts of speech, objective descriptions, and loaded nouns and verbs to write concisely while precisely conveying meaning. Learning activities provide examples and practice identifying these techniques to create short yet sharp sentences.
1
Here is a 4 sentence paragraph about my life dream using articles:
My life dream is to become a teacher. I want to inspire students and help them reach their full potential. A teaching career would be very rewarding for me as I enjoy helping others learn. The sense of fulfillment from seeing students succeed would make all of the hard work of being a teacher worthwhile. While it will take a lot of education and training to achieve this goal, working as a teacher is what I aspire to in my career.
I used 5 articles in this paragraph - 1 definite article (the) and 4 indefinite articles (a/an). The definite article was used with "sense of fulfillment" because it is a specific concept being referred
Week 1 chapter 1
The document provides instructions for navigating a PowerPoint presentation. It includes buttons to go back, advance to the next slide, go to the beginning, and replay the current slide. It instructs the user to finish each slide before advancing to the next.
THERULESOFENGLISHCONCORD.docx
This document outlines 18 rules of subject-verb agreement in the English language. The rules cover situations like plural vs singular subjects, compound subjects joined by conjunctions, relative pronouns, collective nouns, measurements and fractions, and intervening phrases. Examples are provided to demonstrate how to determine if a singular or plural verb is needed to agree with the subject based on these rules. The rules get more complex as exceptions to the basic singular/plural distinction are explained.
Syntax
The document discusses various ways of rearranging basic sentence structures in English, including cleft sentences, extraposed subjects, and existential sentences. Cleft sentences emphasize certain elements using "it" and rearranging elements into two clauses. Extraposed subjects shift the real subject to the end and replace it with "it" for emphasis. Existential sentences use "there" to assert existence and place the verb before the subject. Other rearrangements covered are left and right dislocation, inversion, and exchanging the positions of a direct object and object predicative.
Week 2 session 2
Here are some examples of ambiguities I found in advertisements, headlines or campaigns:
- "Tired of paying full price? Come to our 50% off sale!" This could mean either 50% off regular prices, or that everything is half price.
- "New car gets 50 mpg highway." It's unclear if this refers to the average for all models of this car, or just a specific high-efficiency trim level.
- "Senator supports family values." What exactly constitutes "family values" could be interpreted in different ways by different people.
- "Grand opening - half price for 1 week only." It's ambiguous whether this means everything is half price, or just select items.
Clause elements
The document discusses various types of sentences including simple, compound, complex, and minor sentences. It defines what constitutes each type of sentence based on the number and type of clauses. For example, a simple sentence contains one independent clause, a compound sentence contains at least two independent clauses joined by a conjunction, and a complex sentence contains an independent clause and at least one dependent clause. The document also covers clause elements such as subjects, verbs, objects, and complements.
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Lesson 1_Sentence Structure_Writing Workshop_Sentence Types.pptx
Lesson 1_Sentence Structure_Writing Workshop_Sentence Types.pptx
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Passives part 1
The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
Passives part 2
This document discusses the use of passive sentences. It explains that passive sentences can be used to describe situations, states or locations by using the subject, form of "be", past participle, and a prepositional phrase. It also explains that passive sentences can be used to report opinions or ideas using either the structure of "it be + past participle (by agent) that clause" or "be + past participle (by agent) to phrase". Examples are provided to illustrate these uses of passive sentences.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
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This document discusses using modal verbs to express different degrees of certainty about statements in the present, past and future. It outlines modal verbs that can be used to speculate affirmatively or negatively about whether something is, was or may be true in the present (must be/can't be, may be/may not be), past (must have been/couldn't have been, may have been/may not have been) and future (should, may/may not).
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Modals are used to express degrees of necessity and attitude toward actions. They include verbs like can, could, shall, should, will, would, may, might, must, and had better. Simple modals use the modal verb with the base form of another verb to talk about present and future necessity, while perfect modals use the modal with have and a past participle to discuss past necessity. Different modals express obligation, advice, expectation, and suggestion in both affirmative and negative forms in the present and past tense.
Whoreallydiscoveredamerica
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Columbus test
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
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This document discusses different ways to express future time in English using verb forms. There are four main verb forms: future with "will", future with "going to", future progressive, and simple future. Each form is used to indicate a different nuance about the timing or certainty of a future event. Examples are provided to illustrate the affirmative, negative, and question forms for each future verb construction.
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The document discusses the differences between using the present perfect and simple past tenses. It states that the simple past should be used when a definite time in the past is provided, such as with phrases like "ago" or when specifying a date or time. Examples are provided that contrast using the present perfect versus simple past in sentences where the time of the action is clearly in the past.
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The document provides explanations and examples of the present perfect and present perfect progressive tenses in English grammar. It states that these tenses are used to connect a past time or action to the present when used with "for" or "since." Without these words, the present perfect indicates a finished action or repeated action in an undefined time frame. The present perfect progressive describes an action that began in the past and continues in the present. It notes that stative verbs, which describe a state of being, cannot be used in the progressive form.
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The document discusses the simple past and past progressive tenses in English grammar.
The simple past is used to describe completed actions or events that happened at a specific time in the past. The past progressive describes actions or events that were ongoing or in progress over a period of time in the past. Some examples are provided to illustrate using the simple past to talk about completed actions and the past progressive to talk about background activities that were happening simultaneously with the main event.
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This document discusses how to change pronouns, possessive forms, time and place expressions when converting direct speech to indirect speech. It provides examples of direct speech and the corresponding indirect speech, showing how "you" becomes "I", "tomorrow" becomes "the next day", and "here" becomes "there". Pronouns, possessives, and temporal and locational expressions may need to change to be accurate in indirect speech.
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This document discusses using units of measure with noncount nouns to specify quantities. Noncount nouns like tea, toast, and cake can be measured using units like cups, slices, and pieces to indicate how much is being referred to rather than just using the noncount noun alone. Units of measure make noncount nouns more specific by associating a quantity with the noncount noun.
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Noncount nouns refer to things that cannot be counted individually or that are not thought of as individual units. Noncount nouns take singular verbs and are used with general quantities or amounts of measurement rather than specific counts. Common noncount nouns include types of food, liquids, abstract concepts and more.
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Be supposed to is used to talk about an activity or event that is expected to happen. It expresses what is expected or intended to occur. For example, "Mike is supposed to call me tomorrow" means the speaker expects Mike to call. "We are supposed to write a composition" means the teacher expects the class to write a composition. In the past form, "was supposed to" often expresses that an expected event did not happen, such as "Alice was supposed to be home at ten, but she didn’t get in until midnight," indicating Alice did not meet the expected time of 10pm.
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Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
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This document discusses the verbs "to use" and "to accustom" and how they have the same meaning when used in certain sentences. It provides examples of sentences using each verb, such as "I am used to hot weather" and "I am accustomed to hot weather", and explains that they both mean living in hot weather is normal and usual. It also discusses how adding "-ing" can turn a verb into a noun and how this applies to sentences like "I am accustomed to living in a hot climate".
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Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
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The by-phrase is used in passive sentences to indicate who performs the action when it is important information. Usually there is no by-phrase in a passive sentence when the performer of the action is unknown or unimportant. The active voice is usually used when the speaker knows who performs the action and wants to focus attention on the subject. The by-phrase adds extra important information about who performed the action when used in a passive construction.
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This document discusses the difference between transitive and intransitive verbs. Transitive verbs are followed by an object, while intransitive verbs are not. Common examples of transitive verbs include mailed, signed, and killed. Common intransitive verbs include agree, exist, live, and sleep. Only transitive verbs can be used in the passive voice. Intransitive verbs cannot be used in the passive voice. Some verbs can be either transitive or intransitive depending on how they are used.
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Three kinds of clauses
- 1. Adjective Clauses Adverb Clauses Noun Clauses
- 2. What is a clause? A sentence with a subject and a verb that is part of a longer sentence
- 3. Adjective Clauses (Lesson 6)
- 4. Adjective Clauses 1) modify a noun 2) usually go after the noun they modify 3) usually begin with a relative pronoun
- 5. Examples of sentences with adjective clauses:
- 6. A have a friend who is a computer programmer.
- 7. Bill Gates, who is a rich person, created Microsoft.
- 8. Adverb Clauses = Adverbial Clause (Chapter 8)
- 9. An adverb clause 1) gives more information about the main clause 2) It can be the first half or the second half of a complex sentence 3) It begins with a subordinator = and adverbial expression
- 10. She went to Canada before she came to the U.S. Before she came to the U.S., she went to Canada
- 11. I came to the United States so that I could be reunited with my family.
- 12. If she saves enough money, she will travel to Europe.
- 13. Noun Clauses: 1) Replaces a noun in the sentence. 2) Can be anywhere in the sentence because a noun clause can replace the subject, the object, or the object of a preposition. 3) Usually begins with “that” or a question word (“what,” “when,” “where,” “why,” “who,” etc.)
- 14. Some words can be used in more than one kind of clause! For example, “when”:
- 15. An adjective clause: I was born in 1947, when World War 2 was recently finished.
- 16. An adverb clause: I lived in Orange County when I first got to the U.S.
- 17. An noun clause: I don’t know when Bill Gates was born.