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Sentence Structure

The document discusses different types of subordinate clauses and participial clauses that can be used to combine sentences, including subordinate clauses triggered by time, condition, or contrast and participial clauses using present, past, or perfect participles. It also discusses cleft sentences that emphasize certain elements by moving them to the beginning of the sentence using "what" or "it is" constructions. Examples are provided and exercises ask the reader to identify correct sentences, rephrase sentences using cleft structures, and rewrite groups of sentences combining them concisely while maintaining meaning.

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45 views

Sentence Structure

The document discusses different types of subordinate clauses and participial clauses that can be used to combine sentences, including subordinate clauses triggered by time, condition, or contrast and participial clauses using present, past, or perfect participles. It also discusses cleft sentences that emphasize certain elements by moving them to the beginning of the sentence using "what" or "it is" constructions. Examples are provided and exercises ask the reader to identify correct sentences, rephrase sentences using cleft structures, and rewrite groups of sentences combining them concisely while maintaining meaning.

Uploaded by

ola
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Sentence Structure 2

a) SUBORDINATION
A subordinate clause is a complex sentence consisting of two parts: a MAIN clause [A] and a
SUBORDINATE clause [B]

I always print out notes from my reading before writing an assignment.

[A] no comma [B]

Before writing an assignment, I always print out notes from my reading.

[B] comma [A]

Subordinate clauses are triggered by:


TIME – when, after, before, while, as soon as, until
CONDITION – if, unless, provided (that), as long as, but for, given (that), whenever
CONTRAST – despite, in spite of, although
OTHER SUB. CLAUSES – apart from, however (=extent/measure)

Exercise:
Which sentences are incorrect? [ x ]
Although, I like teaching I’d rather be an astronaut. [ ]

Although I like teaching. I’d rather be an astronaut. [ ]

Although I like teaching, I’d rather be an astronaut. [ ]

Although I like teaching I’d rather be an astronaut. [ ]

I’d rather be an astronaut. Although I like teaching. [ ]

I’d rather be an astronaut, although I like teaching. [ ]

I’d rather be an astronaut although I like teaching. [ ]

b) PARTICIPLE CLAUSES
PRESENT PARTICIPLE (= +ING) [replaces a past simple clause]
1. The government decided against further education cuts. It anticipated protests.

Anticipating ______________________, __________________________________.


PAST PARTICIPLE (= 3RD FORM) [replaces a past simple passive clause]
2. The minister was confronted by angry crowds. She took a different route to the meeting.

Confronted_______________________, ________________________________.

PERFECT PARTICIPLE (= HAVING + 3RD FORM) [replaces a past perfect clause]


3. The senators read the bill carefully, Then, they voted on it.
Having ____________________________, _________________________________.

c) CLEFT SENTENCES (EMPHATIC SENTENCES)

What ___________________ is __________________________.


It is ____________________ that ________________________ .

e.g. We need better working conditions, not more money >>>


What we need is better working conditions, not/rather than more money.
It is better working conditions that we need, not/rather than more money.

Exercise: Rephrase the sentences below using an ‘It is’ cleft sentence structure:
1. The government now needs a new long-term environmental strategy.
It is...
2. He takes after his grandmother, not his mother.
It is…
3. Learning to be fluent in a language only comes about through constant practice.
It is…
4. The trouble started when the uninvited guests arrived at the party.
It was…
5. John failed the test because he failed to revise properly.
It is/was…
6. Cheap rented accommodation is now needed in London and other large cities.
It is…
7. Cheap rented accommodation is now needed in London and other large cities.
It is…

SYNTHESIS
d) Exercise Using the outlines below, rewrite each group of sentences as no more than two
sentences:

1. No one was watching. The thief first made sure of this. He climbed up a drainpipe. He
climbed up to a window on the first floor. He succeeded in entering the house through the
window. He was not observed.
Having first __________, the thief _____________ to a ___________ window, through
which
___________ unobserved.

2. I had the opportunity of spending my holiday at sea. I had no experience of sailing.


Nevertheless, I decided to take the opportunity. Some friends of mine invited me to join them.
The were very keen yachtsmen. They wanted to sail round the British Isles.
Despite ______, I decided _________ when some friends _______, who ________ and
who
_______, invited ___________.

3. Money or plate may be found hidden anywhere in Britain. It may have no owner. It is then
called ‘treasure-trove’. It is legally the property of the Crown. The finder must hand over the
‘trove’ to the authorities. In practice, however, he or she is given its full value in return.
If money _______ no owner, it __________ Crown. Although the finder
__________________.

Synthesis exercise taken from B.D. Graver Advanced English Practice (Third edition, 1996) p.198.

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