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NINTH
EDITION
U nderstanding English G ra m m a r
M artha Kolln
R o b e rt Funk
English Grammar NINTH EDITION
Martha Kolln The Pennsylvania State University
Robert Funk Eastern Illinois University
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Library o f Congress Cataloging-in-Publication Data Kolln, Martha. U nderstanding English grammar / M artha Kolln, Robert Funk.— 9th ed. p. cm. Includes bibliographical references and index. Previous ed.: 2009. IS B N -13: 978-0-205-20952-1 (alk. paper) ISBN-10: 0-205-20952-1 (alk. paper) 1. English language— G ram m ar. I. Funk, Robert. II. Title. PEI 1 12.K64 2011 428.2— dc23 2011028417
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Contents
Preface
xvii
PART I Introduction
1
Chapter 1
The Study o f Grammar: An Overview English: A World Language 3 Three Definitions of Grammar 4 Traditional School Grammar 5 Modern Linguistics 6 Structural Grammar 6 Transformational Grammar 7 The Issue of Correctness 8 Language Variety 10 Language Change 11 Language in the Classroom 12 Key Terms 13 Further Reading 13
T i The Grammar o f Basic Sentences
part
Chapter 2
Words an d Phrases Chapter Preview
16 16
15
3
Contents
The Form Classes 16 Nouns and Verbs 17 The N oun Phrase 18 The Verb Phrase 19 NP + VP = S 20 Adjectives and Adverbs 22 Prepositional Phrases 24 The Structure Classes Key T erms 27
26
Chapter 3
Sentence Patterns
28
Chapter Preview 28 Subjects and Predicates 29 The Sentence Slots 30 The Be Patterns 32 The Linking Verb Patterns 35 The Optional Slots 37 The Intransitive Verb Pattern 38 Exceptions to the Intransitive Pattern 39 Intransitive Phrasal Verbs 40 The Transitive Verb Patterns 42 Transitive Phrasal Verbs 43 The Indirect Object Pattern 44 The Object Complement Patterns 47 Compound Structures 49 Exceptions to the Ten Sentence Patterns 51 Sentence Types 51 Interrogative Sentences (Questions) 52 Imperative Sentences (Commands) 53 Exclamatory Sentences 54 Punctuation and the Sentence Patterns 54 Diagramming the Sentence Patterns 55 Notes on the Diagrams 56 The Main Line 56 The N oun Phrase 56 The Verb Phrase 57 The Prepositional Phrase 58
Contents
Compound Structures 58 Punctuation 58 Key Terms 59 Sentences for Practice 59 Questions for Discussion 60 Classroom Applications 62
Chapter 4
Expanding the M ain Verb
63
Chapter Preview 63 The Five Verb Forms 63 The Irregular Be 65 Auxiliary-Verb Combinations 66 The Modal Auxiliaries 70 The “Future Tense” 72 The Subjunctive Mood 73 Tense and Aspect 74 Using the Verb Forms 75 Exceptions to the Verb-Expansion Rule 76 The Stand-In Auxiliary Do 17 The Verb System of African American Vernacular English Key Terms 82 Sentences for Practice 82 Questions for Discussion 83 Classroom Application 84
Chapter 5
Changing Sentence Focus
86
Chapter Preview 86 The Passive Voice 86 The Passive Get 89 The Transitive-Passive Relationship 90 Patterns VIII to X in Passive Voice 90 Changing Passive Voice to Active 92 The Passive Voice in Prose 93 Other Passive Purposes 94 The There Transformation 95 Cleft Sentences 98
80
x
Contents
Key Terms 100 Sentences for Practice 101 Questions for Discussion 102 Classroom Applications 103
P A R T III Expanding the Sentence Form and Function
105
105
Chapter 6
Modifiers o f the Verb: Adverbials
108
Chapter Preview 108 The Movable Adverbials 109 Adverbs 109 Prepositional Phrases 112 Nouns and Noun Phrases 114 Verb Phrases 117 Dangling Infinitives 119 Participles as Adverbials 121 Clauses 121 Punctuation of Adverbials 123 Key Terms 125 Sentences for Practice 126 Questions for Discussion 126 Classroom Application 127
Chapter 7
Modifiers o f the Noun: Adjectivals
128
Chapter Preview 128 The Determiner 130 Adjectives and Nouns 131 Prenoun Participles 133 Prepositional Phrases 136 Relative Clauses 138 Participial Phrases 143 Passive Participles 146 Movable Participles 147 The Participle as Object Complement Participles as Adverbials or Adjectivals
148 151
Contents
Punctuation of Clauses and Participles Multiple Modifiers 155 Other Postnoun Modifiers 156 Infinitives 156 Noun Phrases 157 Adjectives 157 Adverbs 158
151
Key Terms 159 Sentences for Practice 159 Questions for Discussion 160 Classroom Applications 162
Chapter 8
The Noun Phrase Functions: Nominals
163
Chapter Preview 163 The Nominal Slots 164 Appositives 164 Punctuation of Appositives 165 N oun Phrase Substitutes 166 Gerunds 166 The Pattern of the Gerund 169 The Subject of the Gerund 171 Dangling Gerunds 171 Infinitives 173 The Subject of the Infinitive 175 Nominal Clauses 177 The Expletive That 178 Interrogatives 180 Yes/No Interrogatives 182 Punctuation of Nominal Clauses 183 Nominals as Delayed Subjects 184 Key Terms 185 Sentences for Practice 185 Questions for Discussion 186 Classroom Applications 187
Chapter 9
Sentence Modifiers Chapter Preview
189 189
xii
Contents
Nouns of Direct Address: The Vocatives 193 Interjections 194 Subordinate Clauses 195 Punctuation of Subordinate Clauses 196 Elliptical Clauses 197 Absolute Phrases 199 Appositives 202 Relative Clauses 203 Key Terms 204 Sentences for Practice 205 Questions for Discussion 205 Classroom Applications 207
Chapter 10
Coordination
209
Chapter Preview 209 Coordination Within the Sentence 209 Punctuation 209 Elliptical Coordinate Structures 212 Subject-Verb Agreement 213 Parallel S tructure 215 Coordinating Complete Sentences 216 Conjunctions 216 Semicolons 218 Colons 219 Diagramming the Compound Sentence Key T erms 221 Sentences for Practice 221 Questions for Discussion 222 Classroom Applications 223
P A R T IV Words and W ord Classes 225 Chapter 1 1
Morphemes
227
Chapter Preview 227 Bases and Affixes 229 Bound and Free Morphemes
229
Contents
Derivational and Inflectional Morphemes Allomorphs 233 Homonyms 234 Compound Words 235 Key Terms 236 Questions for Discussion 236 Classroom Applications 238
230
C h a p t e r 12
The Form Classes
239
Chapter Preview 239 Nouns 239 Noun Derivational Suffixes 240 Noun Inflectional Suffixes 241 The Meaning of the Possessive Case 244 Irregular Plural Inflections 245 Plural-Only Forms 246 Collective Nouns 246 Semantic Features of Nouns 247 Verbs 250 Verb Derivational Affixes 250 Verb Inflectional Suffixes 251 Adjectives 252 Adjective Derivational Suffixes 252 Adjective Inflectional Suffixes 253 Subclasses of Adjectives 255 Adverbs 257 Adverb Derivational Suffixes 257 Adverb Inflectional Suffixes 259 Key Terms 260 Questions for Discussion 261 Classroom Applications 263
C h a p t e r 13
The Structure Classes
265
Chapter Preview 265 Determiners 265 The Expanded Determiner Auxiliaries 270 Qualifiers 272
269
xiii
xiv
Contents
Prepositions 274 Simple Prepositions 274 Phrasal Prepositions 276 Conjunctions 278 Coordinating Conjunctions 278 Correlative Conjunctions 279 Conjunctive Adverbs (Adverbial Conjunctions) 280 Subordinating Conjunctions 280 Interrogatives 282 Expletives 282 There 283 That 283 Or 283 As 283 I f and Whether (or Not) 28 4 Particles 284 Key Terms 285 Questions for Discussion 286 Classroom Applications 287
Chapter 14
Pronouns
289
Chapter Preview 289 Personal Pronouns 290 Case 290 The Missing Pronoun 292 Reflexive Pronouns 295 Intensive Pronouns 296 Reciprocal Pronouns 297 Demonstrative Pronouns 297 Relative Pronouns 298 Interrogative Pronouns 299 Indefinite Pronouns 300 Key Terms 303 Questions for Discussion 303 Classroom Applications 305
Contents
PART V
Grammar fo r Writers
307__
C h a p t e r 15
Rhetorical Grammar
309
Chapter Preview 309 Sentence Patterns 310 Basic Sentences 310 Cohesion 311 Sentence Rhythm 312 End Focus 313 Focusing T ools 315 Choosing Verbs 316 The Overuse of Be 318 The Linking Be and Metaphor 319 The Passive Voice 320 The Abstract Subject 321 W ho Is Doing What? 321 The Shifting Adverbials 322 The Adverbial Clause 323 The Adverbs of Emphasis 326 The Common Only 326 Metadiscourse 32 7 Style 329 W ord Order Variation 330 Ellipsis 331 The Coordinate Series 331 The Introductory Appositive Series 332 The Deliberate Sentence Fragment 332 Repetition 333 Antithesis 335 Using Gender Appropriately 336 Key Terms 339
C h a p t e r 16
Purposeful Punctuation
340
Chapter Preview 340 Making Connections 341
xv
Contents
xvi
Com pounding Sentences 341 C om pounding Structures W ithin Sentences 342 Connecting M ore Than Two Parts: The Series 343 Separating Prenoun Modifiers 343 Identifying Essential and Nonessential Structures 344 Signaling Sentence Openers 345 Signaling Emphasis 345 Using Apostrophes for Contraction and Possessive Case
P A R T VI Glossary o f Grammatical Terms
Appendix: Sentence Diagramming Answers to the Exercises Index
420
/
371
349 366
346
Preface
The central purpose of this ninth edition of Understanding English Grammar remains the same as it has always been: to help students understand the sys­ tematic nature of language and to appreciate their own language expertise. W e recognize that most people who use this book are speakers of Eng­ lish who already know English grammar, intuitively and unconsciously. But wc also realize that many of them don' t understand what they know: They’re unable to describe what they do when they string words together, and they don’t know what has happened when they encounter or produce unclear, imprecise, or ineffective speech and writing. Their grammatical ability is extraordinary, but knowing how to control and improve it is a conscious process that requires analysis and study. In recent years, the widespread institution of state-mandated standards, the growth o f high-stakes testing, and the increased use of diagnostic writ­ ing samples make it clear that today’s students— and those who arc pre­ paring to teach them— m ust both know and understand grammar. A lthough Understanding English Grammar assumes no prior knowl­ edge on the readers’ part beyond, perhaps, vague recollections of long-ago grammar lessons, we do assume that, as language users, students will learn to draw on their subconscious linguistic knowledge as they learn about the structure of English in a conscious way. Wc help students tap into their subconscious grammar knowledge with a chapter on words and phrases, laying the groundwork for the study of sentence patterns and their expansion. O ur focus on syntax begins where the students’ own language strengths lie: in their sentence-producing abil­ ity. W ith a few helpful guidelines, the basic sentence patterns become familiar very quickly and provide a framework for further grammatical and rhetorical investigations. English language learners (ELLs) too will appreciate the detailed step-by-step approach, along w ith highlighted discussions o f ELL issues. T he thorough study o f sentence patterns in Chapter 3 builds the foundation for the rest of the chapters. T he study o f grammar, of course, is not just for English majors or for future teachers: It is for people in business and industry, in science and engineering, in law and politics, in the arts and social services. Every user o f the language, in fact, will benefit from the consciousness-raising that xvii
xviii
Preface
results from the study o f grammar. T h e more that speakers and writers know consciously about their language, the more power they have over it and the better they can make it serve their needs. Teachers familiar w ith the previous editions o f Understanding English Grammar will find the same progression of topics in this new one: Part I: The Study o f Grammar: An Overview Part II: The Gramm ar of Basic Sentences Part III: Expanding the Sentence Part IV: W ords and W ord Classes Part V: Gramm ar for Writers In this revision we have tried to look at ever}7 topic, every discussion through the eyes o f a novice reader; we have taken to heart the ideas and opinions o f our reviewers and of others, as well, who have taken the time to comment. As a result, we have made refinements, both large and small, in the discussions, exercises, and examples throughout the book. Following are the major changes you will sec: • Chapters open with a bulleted list that lays out the purposes and the goals we have set for students. Together with the chapter-ending list of key terms, this opening set o f goals can provide a comprehensive guide for study and review. • In a new feature called 'Usage M atters,” we explore issues o f grammar, word choice, and writing conventions— and even out­ right myths— that can frustrate both students and teachers. You will find them listed in the “U ” section o f the Index. • Chapter 2 has undergone a makeover that clarifies the basics of noun phrases and verb phrases; it also includes a new summary section on the structure classes. • In three new topic-centered exercises, students will learn about the Oregon Trail, the development of printing, and the game o f tennis and its star players. M any other Exercises and Questions for Discussion have also been updated with new items. • New diagrams have been added, illustrating com pound structures, modifiers with hyphens, and the infinitive phrase functioning as an appositive. Ideas and suggestions from you and your students are always welcome. Exercises throughout the chapters reinforce the principles of grammar as they are introduced. Answers to the exercises, which are provided at the
Preface
xix
end of die book, give the book a strong self-instructional quality. O ther exercises, called “Investigating Language,” will stimulate class discussion, calling on students to tap into their innate language ability. Chapters 3 through 14 end w ith a list o f key terms, a section of prac­ tice sentences (for which answers are provided only in the Instructor’s M anual), a series of questions for discussion that go beyond the concepts covered in the text, and several classroom applications that can be used in your collcge classcs as well as in the future classrooms o f your students. The students will also find the Glossary/ of Grammatical Term s and the Index extremely helpful. Supplem enting the n in th edition o f the text, the Instructor ’s M a n ­ ual (ISBN 0-205-20958-0) includes analyses o f the practice sentences, suggested answers for the discussion questions, and suggestions for us­ ing the book. T h e Instructor’s M anual is available from your Pearson representative. Another supplement to the text is the new edition of Exercises for Un­ derstanding English Grammar (ISBN 0-205-20960-2), with exercises that go beyond those found in the text, many of which call for the students to compose sentences. To keep the self-instructional quality that teachers ap­ preciate, answers for all items are included, where answers are appropriate. However, there arc now ten additional “Test Exercises” lor which the an­ swers arc not provided; these can be used for testing and review. An Answer Key for these test exercises will be available online to instructors who adopt the new edition of Exercisesfor Understanding English Grammar.
ACKNOWLEDGMENTS Understanding English Grammar has once again been revised, corrected, and shaped by the questions and com m ents of students and colleagues who use the book. We are particularly grateful to the following reviewers for their thoughtful assessments of the previous edition and their recom­ mendations for revision: W illiam Allegrezza, Indiana University Northwest Booker T. Anthony, Fayetteville State University James C Burbank, University o f New Mexico Brian Jackson, Brigham Young University Gloria G. Jones, W inthrop University Carlana Kohn-Davis, South Carolina State University Mimi Rosen bush, University O f Illinois at Chicago
Preface
Rachel V. Smydra, Oakland University Gena D. Southall, Longwood University Duangrudi Suksang, Eastern Illinois University. Finally, our special thanks goes to our ed ito r and friend, G inny Blanford, and her efficient Assistant Editor Rcbecca Gilpin. M artha Kolln Robert Funk
PART I
Introduction
he subject o f English gram m ar differs markedly from every other subject in the curriculum — far different from history or m ath or biology or technical drawing. W hat makes it different? If your native lan­ guage is English, you do. As a native speaker, you’re already an expert. You bring to the study o f gram m ar a lifetime o f “know ing” it— except for your first year or two, a lifetime o f producing grammatical sentences. M odern scholars call this expertise your “language competence.” Unlike the competence you may have in other subjects, your grammar compe­ tence is innate. Although you w eren’t born with a vocabulary (it took a year or so before you began to perform), you were born w ith a language potential just waiting to be triggered. By the age o f two you were p u t­ ting words together into sentences, following your own system o f rules: “Cookie all gone”; “Go bye-bye.” Before long, your sentences began to resemble those of adults. And by the time you started school, you were an expert in your native language. Well, almost an expert. Ihcre were still a few gaps in your system. For example, you didn’t start using verb phrases as direct objects (I like read­ ing books) until perhaps second grade; and not until third or fourth grade did you use although or even ifio introduce clauses (Pm going home even i f y o u ’re not). But for the most part, your grammar system was in place on your first day o f kindergarten. At this p oint you may be w ondering why you’re here— in this class, reading this texebook— if you’re already an expert. The answer to that question is im portant: You’re here to learn in a conscious way the gram­ mar that you use, expertly but subconsciously, every day. You’ll learn to think about language and to talk about it, to understand and sharpen your own reading and w riting skills, and, if your plans for the future include teaching, to help others understand and sharpen theirs.
T
1
2
Part /: Introduction
For those o f you whose m other congue is a language other than English, you will have che opportunity to compare the underlying structure of your first language as you add the vocabulary and structure of English grammar to your language awareness. This chapter of Part I begins by recognizing English as a world language. W e then take up the ways in which it has been studied through the years, along with the issues o f correctness and standards and language change. In all o f these discussions, a keyword is awareness. The goal o f Understanding English Grammar is to help you bccomc consciously aware o f your innate language competence.
A P ^ £ /?
1
The Study o f Grammar: An Overview
ENGLISH: A W O R L D LANGUAGE All over the w orld every day, there are people, young and old, doing what you’re doing now: studying English. Some are college students in China and Korea and Tunisia preparing for the proficiency test required for admission to graduate school in America. Some are businesspeople in Germ any and Poland learning to com m unicate with their European Union colleagues. Others are adults here in the United States studying for the written test that leads to citizenship. And in the fifty or more countries where English is either the first language or an official second language, great numbers of students are in elementary and secondary classrooms like those you inhabited during your K -12 years. As the authors o f The Story o f English make clear, English is indeed a world language: T he figures tell their own story. According to the best estimates available, English is now the m other tongue of about 380 million people in traditionally English-speaking countries such as Britain, Australia and the United States. Add to this the 350 million “secondlanguage” English speakers in countries like India, N igeria and Singapore, and a staggering further 500 to 1000 m illion people in countries like C hina, Japan and Russia that acknowledge the importance of global English as an agent of global capitalism, and you arrive at a total o f nearly 2000 million, or at least a third of the worlds population.1
1 M cC rum
c l
al., !he Story o f English* p. xviii. [Sec reference list, page l4 .
3
4
Pan I: Introduction
For the PBS documentary series Ihe Story of English, first broadcast in 1986, Robert MacNcil traveled the world to interview native speakers of English: among them, speakers of Indian English in Delhi and Calcutta, of Scots English in the Highlands o f Scotland, o f Pidgin in Papua New Guinea, and o f Gullah in the Sea Islands of Georgia. In many of his con­ versations, the language he heard included vocabulary, pronunciation, and sentence structure far removed from what we think o f as mainstream English. T he them e o f the docum entary was clear: T he story o f English— or Englishes— is diversity. There is no one “correct”— no one “proper”— version of the English language: There are many. Even the version we call Am erican English has a wide variety of dialects.2 Different parts o f the country, different levels o f education, different ethnic backgrounds, different settlement histories— all of these factors produce differences in language comm unities. M odern linguists recognize that every variety of English is equally grammatical. W e could cite m any examples (and so could you!) of language structures that vary from one region o f the country to another. There’s a word for this phe­ nomenon: W e call these variations regionalisms. For instance, in central and western Pennsylvania you will hear “The car needs washed,” whereas in eastern Pennsylvania (and most other parts of the country') dirt}' cars “need washing” or “need to be washed.” Clearly, there is no one “exact rule” for the form that follows the verb need in this context. A nother example is the well-known you all or y ’a ll o f southern dia­ lects; in both midwestern and Appalachian regions you will hear jyou 'uns or y'uns in parts o f Philadelphia you will hear youse. These are all methods of pluralizing the pronoun you. It’s probably accurate to say that the majority o f speech communities in this country7have no separate form for you when it’s plural. But obviously, some do. And although they may not appear in grammar textbooks, these plurals arc part o f the grammar o f many regions. It will be useful, before looking further at various grammatical issues, to consider more carefully the meaning o f g>'ammar.
THREE D E F I N IT IO N S OF G R A M M A R Grammar is certainly a common word. You’ve been hearing it for most of your life, at least during most of your school life, probably from third or fourth grade on. However, there arc many different meanings, or differ­ ent nuances o f meaning, in connection with grammar. 'Ihe three we will discuss here arc fairly broad definitions that will provide a framework for
- W ords in boldfacc type arc defined in the Glossary or G ram m aiical 1erms. beginning on
349-
Chapter 1: Ihe Study o f Grammar: An Overview
.5
thinking about the various language issues you will be studying in these chapters: Grammar 1: The system o f rules in our heads. As you learned in the Introduction, on page 1, you bring to the study o f grammar a lifetime of “knowing” how to produce sentences. This subconscious system of rules is your “language competence.” It’s im portant to rccognize that these inter­ nalized rules varyr from one language com m unity to another, as you read in connection with the plural forms of you. Grammar 2: The form al description of the rules. This definition refers to the branch of linguistic sciencc concerned with the formal description o f language, the subject m atter of books like this one, which identify in an objective way the form and structure, the syntax, o f sentences. This is the definition that applies when you say, “I’m studying grammar this semester.” Grammar 3: Ihe social implications o f usage, sometimes called “linguistic etiquette.' This definition could be called do’s and don’t’s o f usage, rather than grammar. For example, using certain words may be thought of as bad manners in particular contexts. This definition also applies when people use terms like “poor grammar” or “good grammar.”
T R A D IT IO N A L S C H O O L GRAMMAR In grammar books and grammar classes, past and present, the lessons tend to focus on parts o f speech, their definitions, rules for com bining them into phrases and clauses, and sentence exercises demonstrating grammati­ cal errors to avoid. This model, based on Latin’s eight parts of speech, goes as far back as the M iddle Ages, when Latin was the language o f culture and enlightenment, of literature and religion— when Latin was considered the ideal language. English vernacular, the language that people actually spoke, was considered inferior, almost primitive by comparison. So it was only natural that when scholars began to write grammars o f English in the seventeenth century, they looked to Latin for their model. In 1693 the English philosopher John Locke declared that the pur­ pose o f teaching grammar was “to teach M en not to speak, but to speak correctly and according to the exact Rules of the Tongue.” These words of Locke define the concept that today wc call prescriptive grammar.3 Gramm ar books have traditionally been guided by normative principles, that is, for the purpose o f establishing norms, or standards, to prescribe “the exact rules of the tongue.” Much o f what we call traditional grammar— sometimes called “school grammar”— is the direct descendant o f those early Latin-based books. Its From Some Thoughts Concerning Education, quoted in Baron, Grammar a n d Good Tasie, p. 121. (See reference Use, page 13.]
6
Pan I: Introduction
purpose is to teach literacy, rhe skills o f reading and writing, continuing the normative tradition. And most language arts textbooks today continue to be based on Latin’s eight parts of speech. A more m odern approach to language education, however, is guided by the work o f linguists, who look at the way the language is actually used. Rather than prescribing how language should be used, an accurate descriptive grammar Ascribes the way people speak in everyday situa­ tions. Such a description recognizes a wide variety o f grammatical forms. The standard of formal written English is, of course, one of them.
M O D E R N LINGUISTICS The twentieth century witnessed im portant new developments in linguis­ tics, the scientific study of language. O ne important difference from tradi­ tional school grammar was the emphasis on objectivity in describing the language and its word classes, together with a rejection of prescriptivism. In the 1920s a great deal o f linguistic research was carried out by anthropologists studying Native American languages, many of which were in danger of being lost. It was not unusual for a few elders to be the only remaining speakers of a tribe’s language. W hen they died, the language would die with them. To understand the structure underlying languages unknown to them, researchers could not rely on their knowledge o f Western languages: They could not assume that the language they were hearing was related cither to Latin or to the Germanic roots of English. N or could they assume that word classes like adjective and pronoun and preposition were part o f the sentences they were hearing. To be objective in their description, they had to start from scratch in their thinking about word categories and sentence structure. Structural Grammar. The same kind o f objectivity needed to study the grammar of an unknown language was applied to English grammar by a group o f linguists who came to be known as structuralists. Their descrip­ tion of grammar is called structuralism. Like the anthropologists study­ ing the speech of Native Americans, the structuralists too recognized the importance o f describing language on its own terms. Instead of assuming that English words could fit into the traditional eight w ord groups of Latin, the structuralists examined sentences objectively, paying particular attention to how words change in sound and spelling (their form) and how they are used in sentences (their function). You will see the result o f that examination in the next chapter, where a clear distinction is drawn between the large open form classes (nouns, verbs, adjectives, and adverbs) and the small closed structure classes, such as prepositions and conjunctions.
Chapter 1: The Stud' of Grammar: An Overview
7
A nother im portant feature of structuralism, which came to be called “new gram m ar,” is its emphasis on the systematic nature of English. The description of the form classcs is a good case in point. Their formal nature is systematic; for example, words that have a plural and possessive form are nouns; words that have both an -ed form (past tense) and an -ing form are verbs. For the structuralists, this systematic description o f the language includes an analysis of the sound system (phonology), then the systematic combination o f sounds into meaningful units and words (morphology), and, finally, the systematic combination of words into meaningful phrase structures and sentence patterns (syntax). Transformational Grammar. In the late 1950s, at a time when structur­ alism was beginning to have an influence on textbooks, a new approach came into prominence. Called transformational generative grammar, this new linguistic theory, along with changes in the language arts curriculum, finally led to the dim inishing influence o f structuralism . Linguistic re­ search today carries forward what can only be called a linguistic revolution. T he new linguistics, which began in 1957 with the publication of Noam Chomsky’s Syntactic Structures, deserves the label “revolutionary.” After 1957, the study of grammar would no longer be limited to what is said and how it is interpreted. In fact, the word grammar itself took on a new m eaning, the definition we are calling G ram m ar 1: our innate, subconscious ability to generate language, an internal system o f rules that constitutes our human language capacity. The goal o f the new linguistics was to describe this internal grammar. Unlike the structuralists, whose goal was to examine the sentences we actually speak and to describe their systematic nature (our Gram m ar 2), the transform ationalists w anted to unlock the secrets o f language: to build a model of our internal rules, a model that would produce ail of the grammatical— and no ungrammatical— sentences. It might be useful to think of our built-in language system as a computer program. The transfor­ mationalists are trying to describe that program. For example, transformational linguists want to know how our internal linguistic computer can interpret a sentence such as I enjoy visiting relatives as ambiguous— that is, as having more than one possible meaning. (To figure out the two meanings, think about who is doing the visiting.) In Syntactic Structures, Chomsky distinguished between “deep” and “surface” structure, a concept that may hold the key to ambiguity. This feature is also the basis for the label transformational, the idea that meaning, generated in the deep structure, can be transformed into a variety o f surface struc­ tures, the sentences we actually speak. D uring the past four decades the theory has undergone, and continues to undergo, evolutionary changes.
8
Part I: introduction
Although these linguistic theories reach far beyond the scope of class­ room grammar, there are several im portant concepts of transformational gram m ar that you will be studying in these chapters. O ne is che recog­ nition that a basic sentence can be transform ed into a variety o f forms, depending on intent or emphasis, while retaining its essential meaning— for example, questions and exclamations and passive sentences. Another major adoption from transformational grammar is the description of our system for expanding the verb in Chapter 4.
T H E ISSUE OF CORRECTNESS The structural linguists, who had as their goal the objective description of language, recognized that no one variety o f English can lay claim to the label “best” or “correct,” that the dialects of all native speakers are equally grammatical. You w on’t be surprised to learn that the structuralists, after describ­ ing the language o f all native speakers as grammatical, were themselves called “perm issive,” charged w ith advocating a policy of “anything goes.” A fter all, for three h u n d red years an im p o rtan t goal o f school gram m ar lessons and textbooks had been to teach “proper” grammar. Proper gram m ar implies standards o f correctness, and the structural­ ists appeared to be rejecting standards and ignoring rules. But w hat the structural linguists were actually doing was m aking a distinction between Gram m ar 2 and Gram m ar 3: the formal language patterns and “linguistic etiquette.” In his textbook English Sentences (H arcourt, 1962), Paul Roberts labeled the following sentences, which represent two dialects of English, equally grammatical: 1. Henry brought his m other some flowers. 2. Henry brung his m other some flowers. Roberts explains that if we prefer sentence 1, wc do so simply because in some sense we prefer the people who say sentence 1 to those who say sentence 2. W e associate sentence 1 with educated people and sentence 2 w ith uneducated people. . . . But mark this well: educated people do not say sentence 1 . . . because it is better than 2. Educated people say it, and that makes it better. ’J.hat’s all there is to it. (p. 7) The well-known issue of a in ’t provides another illustration of the dif­ ference between our internal rules o f gram m ar and our external, social rules of usage, between our G ram m ar 1 and Gramm ar 3. You may have
Chapter 1: The Study o f Grammar: An Overvieiv
9
assumed that pronouncements about a in ’t have something to do with in­ correct or ungrammatical English— but they don’t. The word itself, the contraction of am not, is produced by an internal rule, the same rule that gives us aren’t and isn ’t. Any negative bias you may have against a in ’t is strictly a m atter o f linguistic etiquette. And, as you can hear for yourself, many speakers of English harbor no such bias. W ritten texts from the seventeenth and eighteenth centuries show chat a in ’t was once a part o f conversational English o f educated people in England and America. It was sometime during the nineteenth century that the word became stigmatized for public spccch and marked a speaker as uneducated or ignorant. It’s still possible to hear a in ’t in public speech, but only* as an attention-better: O If it ain’t broke, don’t fix it. You ain’t seen nothin’ yet. And o f course it occurs in w ritten dialogue and in w ritten and spoken humor. But despite the fact that the grammar rules o f millions of people produce ain’t as part o f their native language, for many others it carries a stigma.
*---
_-- _ _' -W1-' Investigating Language 1.1
The stigma attached to a in ’t has left a void in our language: We now have no first-person equivalent of the negative questions Isn’t it? and Aren’t they? You will discover how we have filled the void when you add the appropri­ ate tag-questions to three sentences. The tag-question is a common way we have of turning a statement into a question. Two examples will illustrate the structure: Your mother is a nice person, isn't she' Your brother is still in high school, isn’t he* Now write the tag for these three sentences: 1. The weather is nice today,_______________ ? 2. You are my friend,_______________ ? 3. I am your friend,_______________ ? You’ll notice that you can turn those tag-questions into statements by reversing them. Here are the examples: She isn’t. He isn’t.
10
Part I: Introduction
Now reverse rhe three that you wrote: 1.
.
2.
_____________________ .
3. _______________ . In trying to reverse che third tag, you have probably discovered the prob­ lem that the banishment of a in ’t has produced. It has left us with something that sounds like an ungrammatical structure. Given the linguists’ definition of ungrammatical, something that a native speaker wouldn’t say, would you call “Aren’tl? ”ungrammatical? Explain.
In summary, then, our attitude toward ain't is an issue about status, not grammar. W e don’t hear a in ’t, nor do we hear rcgionalisms like I might could go and the car needs washed, in formal speeches or on the nightly news because they are not part o f what we call “standard English.” M odern linguists may find the word standard objectionable when ap­ plied to a particular dialect, given that every dialect is standard within its own speech comm unity. To label Roberts’s sentence 1 as standard may seem to imply that others are somehow inferior, or substandard. Here, however, we are using standard as the label for the majority dialect— or, perhaps more accurately, the status dialect— the one that is used in news­ casts, in formal business transactions, in courtrooms, in all sorts of pub­ lic discourse. If the network newscasters and the president of the United States and your teachers began to use a in ’t or brung on a regular basis, its status too would soon change.
LANGUAGE VARIETY All of us have a wide range o f language choices available to us. The words we choose and the way in which we say them are determ ined by the occasion—-by our listeners and our purpose and our topic. The way we speak w ith friends at the pizza parlor, where we use the current slang and jargon o f the group, is not the same as our conversation at a formal banquet or a faculty reception. “Is it correct?” is probably rhe wrong ques­ tion to ask about a particular word or phrase. A more accurate question would be “Is it correct for this situation?” or “Is it appropriate?” In our written language, too, what is appropriate or effective in one sit­ uation may be completely out of place in another. Ihe language of email messages and texting arc obviously different from the language you use in a job-application letter. Even the writing you do in school varies from one class or one assignment to another. The personal essay you write for your composition class has a level o f informality that would be inappropriate
Chapter I: Ihe Study o f Grammar: An Overview
11
for a business report or a history research paper. As with speech, the pur­ pose and the audience make all the difference. Edited American English is the version o f our language that has come to be the standard for w ritten public discourse— for newspapers and books and for most o f the writing you do in school and on die job. It is the version of our language that this book describes, the written version o f the status dialect as it has evolved through the centuries and continues to evolve.
LANGUAGE CH ANG E Another important aspect of our language that is closely related to the issue of correctness and standards is language change. Change is inevitable in a living organism like language. The change is obvious, of course, when we compare the English of Shakespeare or the King James Bible to our modern version. But we certainly don’t have to go back that far to see differences. The following passages are from two different translations o f Pinocchio, the Italian children’s book w ritten in the 1880s by Carlo Collodi. The two versions were published almost sixty years apart. You’ll have no trouble distinguishing the translation of 1925 from the one published in 1983: la.
Fancy the happiness o f Pinocchio on finding himself free!
lb.
Imagine Pinocchio’s joy when he felt himself free.
2a.
Gallop on, gallop on, my pretty steed.
2b.
Gallop, gallop, little horse.
3a.
But whom shall 1 ask?
3b.
But who can I possibly ask?
4a.
'Woe betide the lazy fellow.
4b.
Woe to those who yield to idleness.
5a.
Hasten, Pinocchio.
5b.
Hurry, Pinocchio.
6a.
W ithout adding another word, the m arionette bade the good Fairy good-by.
6b.
W ithout adding another word, the puppet said good-bye. to his good fairy.
In both cases the translators are writing the English version of 1880 Italian, so the language is not necessarily conversational 1925 or 1983
12
Part I: Introduction
English. In spice of that constraint, we can recognize— as you’ve prob­ ably figured out— that the first item in cach pair is the 1925 translation. Those sentences include words chat wc simply don’t have occasion to use anymore, words chac would sound out of place today in a conversation, or even in a fairy tale: betide, hasten, bade. The language of 1925 is sim­ ply not our language. In truth, the language of 1983 is not our language either. W e can see and hear change happening all around us, especially if we consider the new words required for such fields as medicine, space scicnce, and e-commerce.
Investigating Language
1.2
The difference between the two translations in die first pair of Pinocchio sentences is connected to the word fancy, a word that is still common codav. Why did the 1983 translator use imagine instead? W har has happened to fancy in the intervening decades? The third pair involves a difference in grammar rarher than vocabulary, the change from whom to who. W hat do you suppose today’s language critics would have to say about the 1983 translation? The last pair includes a spelling change. Check the dictionary to see which is “correct”— or is correct the right word? The dictionary includes many words chac have more than one spelling. How do you know which one to use? Finally, provide examples to demonstrate chc accuracy of the assertion that the language of 1983 is not our language.
LANGUAGE IN T H E CLASSROOM H ow about che classroom? Should ceachers call acccncion to the dialect differences in their students’ speech? Should teachers “correct” chem? These are questions that the N ational Council of Teachers o f English (N CTE) has addressed in a docum ent callcd “Students’ Right to Their O w n Language.” The N C T E has taken che position that teachers should respecc che dialects of their students. But teachcrs also have an obligation to teach students to read and wrice scandard English, che language of public discourse and of che workplace chat chose students are preparing to join. There are ways o f doing so without making students feel that the language spoken in their home, the language produced by their own inrernal gram­ m ar rules, is somehow inferior. Cercainly one way is co scudy language differences in an objeccive, nonjudgmencal way, to discuss individual and regional and ethnic differences. Teachers who use the technique called code-swicching have had notable success in helping students noc only co acquire standard English as a second dialect but also to understand in a
Chapter 1: The Study of Grammar: An Overview
conscious way the underlying rules of their home language. (For informa­ tion on code-switching, see che book by W heeler and Swords in the list for further reading chat follows rhis chapcer.) In 1994 che N C T E passed a resolution that encourages the incegracion of language awareness into classroom instruction and teacher preparacion programs. Language awareness includes examining how language varies in a range of social and cultural seccings; how people’s attitudes towards language vary across cultures, classes, genders, and generacions; how oral and wriccen language affects listeners and readers; how “correct­ ness” in language reflects social, political, and economic values; and how firsc and second languages are acquired. Language awareness also includes che teaching of gram m ar from a descriptive, racher chan a prescriptive, perspective. CtfAM 'EK j
Key Terms Code-switching
Linguistic etiquette
Correctness
Nonstandard dialect
Descriptive grammar
Prescriptive grammar
Dialccc
Regionalisms
Edited American English
Structuralism
Grammar rules
Transformational grammar
Grammatical
Ungrammatical
Language change
Usage rules
Language variety
For Further Reading on Topics in This Chapter Baron, Dennis E. Grammar and Good Taste: Reforming the American Language. New Haven, CT: Yale University Press, 1982. Crystal, David. The Cambridge Encyclopedia o f Language. Cambridge, England: Cambridge University Press, 1987. Haussamen, Brock. Revising the Rides: Traditional Grammar and Modern Linguistics. 2nd cd. Dubuque, LA: Kendall-Hunt, 1997. Hunter, Susan, and Ray Wallace, eds. Tfje Place o f Grammar in Writing Instruction: Past, Present, Future. Portsmouth, NH : Bovnton/Cook, 1995.
Part I: Introduction
Joos, M artin. The Five Clocks. New York: Harcourt Brace Jovanovich, 1967. Kut7., Eleanor. Language and Literacy: Studying Discourse in Communities and Classrooms. Portsmouth, N H : Boynton/Cook, 1997. McCrum, Robert, Robert MacNeil, and William Cran. The Stor)’ o f English. 3rd rev. cd. New York: Penguin Books, 2003. Pinker, Steven. 1be Language Instinct. New York: William Morrow, 1994. Pinker, Steven. 'Ihe S tu ff o f Thought: Language as a Window into Human Nature. New York: Viking, 2007. Schuster, Edgar H. Breaking the Rules: Liberating Writers Through Innovative Grammar Inspection. Portsmouth, N H : Hcincmann, 2003. Wheeler, Rebecca S., and Rachel Swords. Code-Switching: Teaching Standard English in Urban Classrooms. Urbana, II.: National Council of Teachers o f English, 2006. Wolfram, Walt. Dialects and American English. Washington, DC: Center for Applied Linguistics, 1991.
PART II
The Grammar o f Basic Sentences
might have been surprised to learn, when you read the introduc­ tion to Part I, that you’re already an expert in grammar— and have been since before you started school. Indeed, you’re such an expert that you can generate completely original sentences with chose internal gram­ mar rules o f yours, sentences thar have never before been spoken or writ­ ten. Here’s one to get you started; you can be quite sure that it is original: du
At this very m oment, I, [Insert your name], am reading page 15 o f the ninth edition of Understanding English Grammar. Perhaps even more surprising is the fact that the num ber o f such sentences you can produce is infinite. W hen you study the grammar of your native language, then, you are studying a subject you already “know”; so rather than learning grammar, you will be 'learning about” grammar. If you’re not a native speaker, you will probably be learning both grammar and “about” grammar; the mix will depend on your background and experience. It’s im portant chat you understand what you arc bringing to this course— even though you may have forgotten all chose “parts of speech” labels and definitions you once consciously learned. The unconscious, or subconscious, knowledge chac you have can help you if you will lec ic. W e will begin the scudy o f grammar by examining words and phrases in Chapter 2. Then in Chapter 3 we take up basic sentence patterns, the underlying framework of sentences. A conscious knowledge of the basic patcerns provides a foundation for the expansions and variations that come later. In Chapter 4 we examine the expanded verb, the system o f auxiliaries that makes our verbs so versatile. In Chapter 5 we look at ways co change sentence focus for a variety of purposes.
15
AP T f ^
2
Words and Phrases
C H A P T E R PREVIEW The purpose o f this chapter is to review words and phrases. It will also introduce you to some o f the language for discussing language— that is, the terms you will need for thinking about sentence structure. Pay attention to the items in bold face; they constitute your grammar vocabu­ lary and are defined in the Glossary, beginning on page 349. T his review will lay the groundw ork for the study of the sentence patterns and their expansions in the chapters that follow. By the end of this chapter, you will be able to • Distinguish between the form classes and the structure classes of words. • Identify examples of the four form classes: nouns, verbs, adjectives, and adverbs. • Identify determiners and headwords as basic components of noun phrases. • Recognize the subject—predicate relationship as the core structure in all sentences. • Identify the structure and use of prepositional phrases. • Use your subconscious knowledge of grammar to help analyze and understand words and phrases.
T H E FORM CLASSES ihe four word classes that wc call form classes— nouns, verbs, adjectives, and adverbs— are special in many ways. If you were assigned to look around your classroom and make a list of w hat you see, the words in your list w ould undoubtedly be the names o f things and people: books, desks, 16
Chapter 2: Words and Phrases
17
windows, shelves, shoes, sweatshirts, Nina, Ella, Ted, Hector, Professor Watts. Those labels— those names o f things and people— are nouns. (As you may know, noun is the Latin word for “nam e.”) And if you were assigned to describe w hat your teacher and classmates are doing at the m om ent— sitting, talking, dozing, smiling, reading—you’d have a list o f verbs. W e can think o f those two sets— nouns and verbs— along with adjec­ tives and adverbs (the /;zgbook; sitting quietly) as special. They are the content words o f the language. And their num bers make them special: Ihcsc four groups constitute over 99 percent of our vocabulary. They are also different from other word classes in that they can be identified by their forms. Each of them has, or can have, particular endings, or suffixes, which identify them. And that, o f course, is the reason for the label “form classes.”
N O U N S A N D VERBS Here are two simple sentences to consider in terms o f form, each consist­ ing o f a noun and a verb: Cats fight. Marv laughed. You may be familiar with the traditional definition of noun— “a word that names a person, place, or thing [or animal]”; that definition is based on meaning. 'Ihe traditional definition of verb as an “action w ord” is also based on meaning. In our two sentences those definitions certainly work. But notice also the clues based on form: in the first one, che plural suffix on the noun cat; in the second, the past-tense suffix on the verb laugh. The plural is one of two noun endings that we call inflections; the other is the possessive case ending, the apostrophe-plus-s (the cat’s paw)— or, in the case of most plural nouns, just the apostrophe after the plural marker (.several cats’paws). W hen the dictionary identifies a word as a verb, it lists chree forms: the present tense, or base form (laugh)-, the past tense [laughed)', and the past participle {laughed). Ihese three forms arc traditionally referred co as che verb’s “three principal pares.” The base form is also known as the infinitive; ic is ofcen wrircen with to (to laugh). All verbs have these forms, along with two more— the -s form (laughs), and the -ing form (laughing). We will take these up in Chapter 4, where we study verbs in detail. But for now, let’s revise the traditional definitions by basing them not on the meaning of the words but rather on their forms:
A noun is a word that can be made plu ral and/or possessive. A verb is a word that can show tense, such as present and past.
18
Part II: The Grammar o f Basic Sentences
T H E N O U N PHRASE T he term noun phrase may be new co you, alchough you’re probably familiar with the word phrase, which traditionally refers to any group of words that functions as a unit within the sentence. Buc somccimcs a single word will function as a unit bv itself, as in our two earlier examples, where CA I S and Mary function as subjects in their sentences. For this reason, wc arc going co alter chat traditional definition of phrase to include single words:
A phrase is a w ord or group o f words th at functions as a unit within the sentence. A phrase will always have a head, or headword; and as you m ight expect, the headword of the noun phrase is a noun. Most noun phrases (NPs) also include a noun signaler, or marker, called a determiner. Here are three NPs you have seen in this chapcer, with their headwords under­ lined and their determiners shown in italics: the headword a single word the traditional definition As two o f the examples illustrate, the headword may also be preceded by a modifier. The most com m on modifier in preheadword position is the adjective, such as single and traditional. You will be studying about many ocher scruccures as well chac funccion che way adjectives function, as modifiers of nouns. As you may have noticed in the three examples, the opening deter­ miners are the articles a and the. T hough they are our most com m on determiners, ocher word groups also function as determiners, signaling noun phrases. For example, che funccion of possessive nouns and posses­ sive pronouns is almosc always chac of decerminer: M a iy ’s boyfriend his apartment Anocher common word category in che decerminer slot is the demonstrative pronoun— this, that, these, those: this old house these expensive sneakers Because noun phrases can be single words, as we saw in our earlier ex­ amples (Cats fight, M ary laughed), ic follows chat not all noun phrases will have determiners. Proper nouns, such as che names of people and places
Chapter 2: Words and Phrases
19
[Mary) and ccrtain plural nouns {cats), arc among the most common that appear without a noun signaler. In spice of these exceptions, however, it is accurate to say that most noun phrases do begin with determiners. Likewise, it’s accurarc to say— and im portant to recognize— that whenever you encounter a determiner you can be sure you are at the beginning o f a noun phrase. In other words, articles (a, an, the) and ccrtain other words, such as possessive nouns and pronouns, dem onstrative pronouns, num bers, and another subclass o f pronouns called indefinite pronouns (e.g., some, many, both, each, every), tell you that a noun headword is on the wav. W e can now identify three defining characteristics of nouns:
A noun is a w ord that can be made p lu ra l and!or possessive; it occupies the headword position in the noun phrase; it is usually signaled by a determiner. In the study o f syntax, which you are now u n d ertak in g , you can ’t help but notice the prevalence o f noun phrases and their signalers, the determiners.
The following six scntcnccs include sixteen noun phrases. Your job is co identify uhcir determiners and headwords. Note: Answers ro the exercises arc provided, beginning on page 371. 1.
Ihe students rested after their long trip.
2.
Our new neighbors across the hall became our best friends.
3.
Mickey’s roommate studies in the library on che weekends.
4. A huge crowd lined the streets for the big parade. 5. This new lasagna recipe feeds an enormous crowd. 6. Jessica made her new boyfriend some cookies.
T H E VERB PHRASE As you would expect, the headword of a verb phrase, or VP, is the verb; the other components, if any, will depend in part on whether the verb is transitive (The cat chased the mouse) or intransitive (Cats fight). In most sentences, the verb phrase will include adverbials {Mary laughed loudly). In Chapter 3 you will be studying verb phrases in detail because it is the
20
Part II: The Grammar o f Basic Sentences
variations in the verb phrases, the sentence predicates, that differentiate the sentence patterns. As we saw with the noun phrase, it is also possible for a verb phrase to be com plete with only the headword. O u r two earlier examples— Cats fight-, M ary laughed— illustrate instances o f single-word noun phrases, which are fairly common in most written work, as well as single-word verb phrases, which are not comm on at all. In fact, single-word verb phrases as predicates are very rare. So far in this chapter, none of the verb phrases we have used comes close to the brevity o f those two sample sentences.
N P + VP = S 'Ihis form ula— N P + VP S— is another wray of saying “Subject plus Predicate equals Sentence.” O ur formula with the labels NP and VP sim­ ply emphasizes the form o f those two sentence parts. The following dia­ gram includes both labels, and their form and function: SEN TEN CE
N oun Phrase (Subject)
Verb Phrase (Predicate)
U sing w h at you have learned so far a b o u t n o u n phrases and verb phrases— as well as your intuition— you should have no trouble recog­ nizing the two parts of the following sentences. You’ll notice right away that the first word of the subject noun phrase in all of the sentences is a determiner. O ur county commissioners passed a new' ordinance. The mayor’s husband argued against the ordinance. The mayor was upset with her husband. Some residents o f the comm unity spoke passionately for the ordinance. The merchants in town are unhappy. This new7lawr prohibits billboards on major highways. As a quick review' of noun phrases, identify the headwords of the subject noun phrases in the six sentences just listed:
Chapter 2: Words and Phrases
21
Given your understanding o f noun phrases, you probably had no dif­ ficulty identifying those headw ords: commissioners, husband, mayor, residents, merchants, law. In the exercise that follows, you are instructed to identify the two parts o f those six sentences to determ ine where the subject noun phrase ends. This time you’ll be using your subconscious knowledge of pronouns.
You have at your disposal a wonderful tool for figuring our the line between the subject and the predicate: Simply substitute a personal pronoun [I,you, he, she, it, they) for the subject. You saw these example sentences in Exercise 1: Examples: This new lasagna recipc feeds an enormous crowd. It feeds an enormous crowd. Our new neighbors across the hall became our best friends. They became our best friends. Now underline the subject; then substitute a pronoun for the subject of these sentences you read in the previous discussion: 1. O ur county commissioners passed a new ordinance. 2. The mayor’s husband argued against the ordinance. 3. The mayor was upset with her husband. 4.
Some residents of the community spoke passionately for the ordinance.
5. The merchants in town are unhappy. 6.
This new law prohibits billboards on major highways.
As your answers no doubt show, the personal pronoun stands in for the entire noun phrase, not just the noun headword. M aking that substitu­ tion, which you do automatically in speech, can help you recognize not only the subject-predicate boundary but the boundaries of noun phrases throughout the sentence.
22
Part II: 'Ihe Grammar o f Basic Sentences
Recognition o f this subject-predicate relationship, the com m on ele­ m ent in all o f our sentences, is the first step in the study o f sentence structure. Equally im p o rta n t for the classification o f sentences into sentence patterns is the conccpt of the verb as the central, pivotal slot in the sentence. Before moving on to the sentence patterns in Chapter 3, however, we will look briefly at the other two form classes, adjectives and adverbs, which, like nouns and verbs, can ofren be identified by [heir forms. W e will then describe the prepositional phrase, perhaps our most com m on modifier, one that adds inform ation to boch the noun phrase and the verb phrase.
ADJECTIVES A N D ADVERBS The other two form classes, adjectives and adverbs, like nouns and verbs, can usually be recognized by their form and/or by their position in the sentence. Ihe inflectional endings that identify adjectives and some adverbs arc -er and -est, known as the comparative and superlative degrees: Adjective
A dverb
big
near
bigger
nearer
biggest
nearest
W hen the word has two or more syllables, [he comparative and superlative markers are generally more and most rather than the suffixes: beautiful
quickly
more beautiful
more quickly
most beautiful
most quickly
A nother test o f whether a word is an adjective or adverb, as opposed to noun or verb, is its ability to pattern with a qualifier, such as very: very beautiful
very quickly
You’ll notice that these tests (the degree endings and very) can help you differentiate adjectives and adverbs from the other two form classes, nouns and verbs, but they do not help you distinguish the two word classes from each other. There is one special clue about word form that we use to help us identify adverbs: the -ly ending. However, this is not an inflectional suffix like -er or -est. W hen we add one o f these to an adjective— happier, happiest— the word remains an adjective (just as a noun with the plural inflection added
Chapter 2: Words and Phrases
23
is still a noun). In contrast, the -ly ending that makes adverbs so visible is actually added to adjcctives to turn them into adverbs: A dverb
Adjective quick
+
ly
=
quickly
pleasant
+
ly
=
pleasantly
happy
+
ly
=
happily
Rather than inflectional, the -ly is a derivational suffix: It enables us to derive adverbs from adjectives. Incidentally, the -ly means “like”: quickly quick-like; happily = happy-like. And because we have so many adjectives that can m orph into adverbs in this way— m any thousands, in fact— we arc not often m istaken when we assume that an -ly word is an adverb. (In Chapter 12 you will read about derivational suffixes for all four form classes.) In addition to these “adverbs o f m anner,” as the -ly adverbs are called, we have a selection o f other adverbs that have no clue o f form; am ong them are then, now, soon, here, there, everywhere, afterivard, often, some­ times, seldom, always. O ften the best way to identify an adverb is by the kind o f inform ation it supplies to the sentence— inform ation of time, place, manner, frequency, and the like; in other words, an adverb answers such questions as where, when, why, how, and how often. Adverbs can also be identified on the basis of their position in the predicate and their movability. As you read in the discussion o f noun phrases, the slot between the determiner and the headword is where we find adjectives: this new rccipe
an enormous crowd
Adverbs, on the other hand, modify verbs and, as such, will be part o f the predicate: Some residents spoke passionately tor the ordinance. Mario suddenly hit the brakes. However, unlike adjectives, one o f the features of adverbs that makes them so versatile for writers and speakers is their movability: 'Ihey can often be moved to a different place in the predicate— and they can even leave the predicate and open the sentence: Mario hit the brakes suddenly. Suddenly Mario hit the brakes.
24
Part IT: 'the Grammar of Basic Sentences
Bear in m ind, however, that some adverbs are m ore movable than others. W e probably d o n ’t w ant to move passionately to the beginning o f its sentence. And in making the decision to move the adverb, we also want to consider the context, the relation o f the sentence to the others around it.
In ve stijatin g Language
2.1
Your job in this exercise is to experiment with the underlined adverbs to discover how movable they are. How many places in the sentence will they fit? Do you and your classmates agree? 1. I have finally finished my report. 2. Maria has now accumulated sixty credits towards her degree. 3. The hunters moved stealthily through the woods. 4. The kindcrgartncrs giggled quietly in the corner. 5. Mv parents occasionally surprise me with a visit. 6.
O ur soccer coach will undoubtedly expect us to practice tomorrow.
7.
I occasionally iog nowadays.
8.
Ihe wind often blows furiously in lanuarv.
PREPOSITIONAL PHRASES Before going on to sentence patterns, let’s take a quick look at the prepo­ sitional phrase, a two-part structure consisting of a preposition followed by an object, which is usually a noun phrase. Prepositions are among the most common words in our language. In fact, the paragraph you are now reading includes nine different prepositions: before, to, at, o f (three times), by, among, in, throughout, and as (twice). Prepositional phrases show up throughout our sentences, sometimes as part o f a noun phrase and sometimes as a modifier of the verb. Because prepositional phrases are so common, you might find it helpful to review the lists o f prepositions in Chapter 13 (pp. 274, 276). As a modifier in a noun phrase, a prepositional phrase nearly always follows the noun headword. Its purpose is to make clear the identity of the noun or simply to add a descriptive detail. Several of the noun phrases you saw in Rxercise 1 include a prepositional phrase: O ur new neighbors across the hall became our best friends.
Chapter 2: Words and Phrases
25
Here the across phrase is part of the subject, functioning like an adjective, so wc call it an adjectival prepositional phrase; it tells “which neighbors” we’re referring to. In a different sentence, that same prepositional phrase could function adverbially: O ur good friends live across the hall. Here the purpose of the across phrase is to tell “where” about the verb live, so we refer to its function as adverbial. H ere’s another adverbial preposi­ tional phrase from Exercise 1: The students rested after their long trip. Here the preposicional phrase tells “when”— another purpose of adverbials. And there’s one more clue that this prepositional phrase is adverbial. It could be moved to the opening of the sentence: i Jeer their long trip , the students rested. Rem em ber that the nouns adjective and adverb name word classes: They name forms. W hen we add that -al or -ial suffix— adjectival and adverbial— they become the names o f functions— functions that adjec­ tives and adverbs normally perform. In other words, the terms adjectival and adverbial can apply to structures other than adjectivcs and adverbs— such as prepositional phrases, as we have just seen:
Modifiers o f nouns are called adjectivals, no matter what theirform. Modifiers o f verbs are called adverbials, no matter what theirform.
In the following sentences, some of which you have seen before, identify the function of each of the underlined prepositional phrases as either adjectival or adverbial: 1. A huge crowd of students lined the streets for the big parade. 2. Mickey’s roommate studies in the library on the weekends. 3. Some residents of the community spoke passionately for the ordinance. 4. The merchants in town were unhappy. 5. In August my parents moved to Portland. 6. On sunny days we lounge on the lawn between classes.
26
Part II: The Grammar o f Basic Sentences
Investigating Language
2.2
A. Make each list of words into a noun phrase and then use the phrase in a sentence. Compare your answers with your classmates’— the NPs should all be the same (with one exception); the sentences will vary. 1. 2. 3. 4. 5. 6.
table, the, small, wooden my, sneakers, roommate’s, new cotton, white, t-shirts, the, other, all gentle, a, on the head, tap books, those, moldy, in the basement the, with green eyes, girl
Did you discover the item with two possibilities? B. Many words in English can serve as either nouns or verbs. Here arc some examples: Tmade a promise to my boss, (noun) I promised to be on time for work, (verb) He offered to help us. (verb) We accepted his offer, (noun) Write a pair of short sentences for each of the following words, dem­ onstrating that they can be either nouns or verbs: visit
plant
point
feature
audition
T H E S T R U C T U R E CLASSES In addition to the form classes, so far in this chapter you have learned labels for three o f our structure classes: 1. Determiner, a word that marks nouns. In the section headed “The N oun Phrase,” you learned that the function of articles (a, an, the), possessive nouns and pronouns (his, M ary’s, etc.), demonstrative pronouns (this, that, these, those), and indefinite pronouns (some, both, each, ctc.) is to introduce noun phrases. In other words, when you see the or my or this or some, you can be very sure that a noun is coming. 2.
Qualifier, a word that marks— qualifies or intensifies— adjectives and adverbs: rather slowly, very sure.
3.
Preposition, a word, such as to, of, for, by, and so forth, that combines with a noun phrase to produce an adverbial or adjecti­ val modifier. Prepositions are listed on pages 274, 276.
Chapter 2: Words and Phrases
27
In contrast to the large, open form classes, the structure classes are small and, for the most part, closed classes. As you read in the description o f the form classes, those open classes constitute 99 percent o f our language— and they keep getting new members. However, although the structure classes may be small, they are by far our most frequently used words. And we couldn’t get along without them. In C hapter 3 you will be introduced to several other structure classes as you study the sentence patterns. You will find examples o f all of them in Chapter 13.
CHAPTER 2
Key Terms In this chapter you’ve been introduced to many basic terms that describe sentence grammar. This list may look formidable, but some of the terms were probably fam iliar already; those th at are new will become more familiar as you continue the study o f sentences. Adjectival
Headword
Preposition
Adjective
Indefinite pronoun
Prepositional phrase
Adverb
Inflection
Pronoun
Adverbial
N oun
Qualifier
Article
N oun phrase
Structure classcs
Comparative degree
Past tense
Subject
Degree
Personal pronoun
Suffix
Demonstrative pronoun
Phrase
Superlative degree
Derivational suffix
Plural
Verb
Determiner
Possessive case
Verb phrase
Form classes
Predicate
APT£
3
Sentence Patterns
C H A P T E R PREVIEW This chapter will extend your study o f sentence structure, which began in the previous chaptcr w ith its focus on the noun phrase and the verb phrase. A lthough a speaker can potentially produce an infinite num ­ ber o f sentences, the system atic stru c tu re of English sentences and the lim ited n u m b er of elem ents in these structures m ake this study possible. Ten sentence patterns account for the underlying skeletal structure of almost all the possible grammatical sentences. Your study of these basic patterns will give you a solid framework for understanding the expanded sentences in the chapters that follow. By the end of this chapter, you will be able to • Recognize four types of verbs: be, linking, intransitive, and transitive. • Identify and diagram the ten basic sentence patterns. • Distinguish among subject complements, direct objects, indirect objects, and object complements. • Identify the adverbs and prepositional phrases that fill out the ten patterns. • Understand and use phrasal verbs and simple compound structures. • Recognize four types o f sentences: declarative, interrogative, imperative, and exclamatory.
28
Chapter 3: Sentence Patterns
29
SUBJECTS A N D PREDICATES The first step in understanding the skeletal structure o f the sentence pat­ terns is to recognize the two parts they all have in comm on, the subject and the predicate:
SEN TEN CE
Subject
Predicate
T he subject, o f the sentence, as its name suggests, is generally w hat the sentence is about— its topic. The predicate is what is said about the subject. 'lhc terms subject, and predicate refer to sentence functions, or roles. But wc can also describe those sentence functions in terms o f form:
SKNTKNCK
NP (Noun Phrase)
VP (Verb Phrase)
In other words, the subject slot is generally filled by a noun phrase, the predicate slot by a verb phrase. In later chapters we will see sentences in which structures other than noun phrases fill the subject slot.; however, the predicate slot is always filled by a verb phrase. Recognizing this subject-predicate relationship, the common element in all of our sentences, is the first step in the study o f sentence structure. Hqually im portant for the classification o f sentences into sentence patterns is the concept, of the verb as the central, pivotal slot in the sentence. In the following list of the ten patterns, the subjects are identical ( Ihe students) to emphasize that the ten categories arc determined by variations in the predicates, variations in the verb headword, and in the structures following the verb. So although we call these basic forms sentence patterns, a more accurate label might be predicate patterns. We should note that this list of patterns is not the only way to orga­ nize the verb classes: Some descriptions include fifteen or more patterns. However, rather than adding more patterns to our list, we account for the sentences that vary somewhat from the general pattern by considering them exceptions.
Part II: Tl>e Grammar o f Basic Sentences
30
SEN TEN CE NP (Subject)
^
VP (Predicate)
I.
The students
are upstairs.
II.
The students
are diligent.
III.
The students
are scholars.
IV.
The students
seem diligent.
V.
The students
became scholars.
VI.
The students
rested.
VII.
The students
organized a dance marathon.
V lll.
The students
gave the professor their homework.
IX.
The students
consider the teacher intelligent.
X.
The students
consider the coursc a challenge.
TH E S E N T E N C E SLOTS One way to think about a sentence is to picture it as a series o f positions, or slots. In the following chart, where all the slots are labeled, you’ll see that the first one in ever}7pattern is the subject, and the second— the first posi­ tion in the predicate— is the main verb, also called the predicating verb. Because the variations among the sentence patterns are in the predicates, we group the ten patterns according to their verb types: the be patterns, the linking verb patterns, the intransitive verb pattern, and the transitive verb patterns. You’ll notice that the number of slots in the predicate varies: Six of the patterns have two, but Pattern VI has only one slot, and three of the transitive patterns, VIII to X, each have three. The label in parentheses names the function, the role, that the slot performs in the sentence. ’ihe subscript numbers you see in some of the patterns in the chart that follows show the relationship between noun phrases: Identical numbers— such as those in Patterns III and V, where both numbers are 1— mean that the two noun phrases have the same referent; different numbers— such as those in Pattern VII, where the numbers are 1 and 2— denote different referents. Referent means the thing (or person, event, concept, and so on) that the noun or noun phrase stands for. 'lhis list o f patterns, w ith each position labeled according to its form and its role in the sentence, may look form idable at the m om ent. But do n ’t worry— and don’t try to memorize all this detail. It will fall into place as you come to understand the separate patterns.
Chapter 3: Sentence Patterns
31
The Be P a ttern s I
II
III
NP (subject) T})e students NP (subj)
be ADV/TP (predicating verb) (adverbial of time or place) are upstairs be ADJ (pred vb) (subject complement)
The students NP, (subj) The students
are be (pred vb) are
diligent NP, (subj comp) scholars
The L in k in g Verb Patterns IV
V
NP (subj) Ihe students NP, (subj) 7he students
linking verb (pred vb) seem Ink verb (pred vb) became
ADJ (subj comp) diligent NP, (subj comp) scholars
The Intransitive Verb Pattern VI
NP intransitive verb (subj) (pred vb) The students rested The Transitive Verb Patterns
VII
NP, (subj) The students VIII N P 1 (subj) The students IX
X
NP, (subj) The students NP, (subj) 7he students
transitive verb (pred vb) organized trans verb (pred vb) gave
np2
(direct object) a dance marathon N P; (indirect object) the professor
trans verb (pred vb) consider
np2
trans verb (pred vb) consider
NP, (dir obj) ihe course
(dir obj) the teacher
NP, (dir obj) their homework ADJ (obj comp) intelligent NP, (obj comp) a challenge
32
Part II: Ihe Grammar o f Basic Sentences
T H E B E PATTERNS The first three formulas state that when a form of be serves as the main, or predicating, verb, an adverbial o f time or place (Pattern I), or an adjectival (Pattern II), or a noun phrase (Pattern III) will follow it. The one excep­ tion to this rule— and, by the way, we can think o f the sentence patterns as descriptions o f the rules that our internal computer is programmed to follow— is a statem ent simply affirming existence, such as “1 am .” Aside from this exception, Patterns 1 through III describe all the sentences in which a form of be is the main verb. (Other one-word forms of be are am, is, are, was, were; and the expanded forms, described in Chapter 4, include have been, was being, might be, and will be.) P attern I: N P be A D V /T P The students are upstairs The teacher is here.
students

A
I h e last performance wa<; yesterday.
arc
V*
T he ADV in the form ula stands for adverbial, a m odifier o f the verb. The ADV that follows be is, with certain exceptions, limited to when and where information, so in the formula for Pattern I we identify the slot as A D V /TP, meaning “adverbial of time or place.”1 In the sample sentences upstairs and /^redesignate place;yesterday designates time. 'Ihe diagram of Pattern I shows the adverb below' the verb, which is where all adverbials are diagrammed. In the following Pattern I sentences, the adverbials of time and place are prepositional phrases in form; The next performance is on M onday. The students are in the library. The diagram for the adverbial prepositional phrase is a two-part frame­ work with a slanted line for the preposition and a horizontal line for the object;
Sl-c Q uestion 4
iil
the end o f this chapter for examples o f these exceptions.
Chapter 3: Sentence Patterns
33
N otice that the object o f the preposition is a noun phrase, so it is dia­ grammed just as the subject noun phrase is— with the headword on the horizontal line and the determiner below it. P attern II: N P be ADJ The students are diligent.
students
The price of gasoline is ridiculous
£
are

diligent
The play was very dull. In this pattern the com plem ent that follows be is an adjectival. In the language o f traditional gram m ar, this slot is the subject com plem ent, which both completes the verb and modifies or describes the subject.2 The word complement refers to a “completer” of the verb. O n the diagram the subject complement follows a diagonal line that slants toward the subject to show their relationship. In the three sample sentences the subject complements are adjectives in form, as they usually are, but sometimes a prepositional phrase will fill the slot. These are set phrases, or idiomatic expressions, that name an attribute of the subject: Henrvj is -------------------------------under the weather. Kim is in a bad m ood. Although these sentences may look like those you saw in Partem I, you can figure out that they belong in Pattern II because you can usually think of an adjective, a single descriptive word, that could substitute for rhe phrase: Henry is ill. Kim is cranky. You can also rule out Pattern I because “under the weather” and “in a bad m ood” do not supply information o f time or place. The diagram for the prepositional phrase in a complement position has the same two-part framework that we saw before:
“ M orespecifically, rhe traditional label for the subject complement, in Pattern II (and IV) is predicate adjective; the traditional label for the N P in Pattern III (and V) is predicate nominative. W e will use the m ore general term subject complement for both adjectives and noun phrases.
34
Part II: the Grammar of Basic Sentences
W e attach that frame to che main line by means of a pedestal. In this way the structure is immediately identifiable in terms of both form (preposi­ tional phrase) and function (subject complement):

m ood
weather sM .
H cnrv
iS

^
X
Kim
/
is
scudems
Pattern III: N P t ^ N P ,
are

scholars
The students are scholars. Professor Mendez is my m ath teacher. The tournam ent was an exciting event The N P, o f course, fills the subject slot in all o f the patterns; in Pattern 111 a noun phrase following be fills the subject complement slot as well. The numbers that mark the NPs indicate that the two noun phrases have the same referent. For example, when we say “Professor M endez is my m ath teacher,” the two NPs, “Professor Mendez” and “my math teacher,” refer to the same person. The subject com plem ent renames the subject; be, the main verb, acts as an “equal sign,” connecting the subject with its complement.
Exercise Draw vertical lines to isolate the slots in the following sentences; identify each slot according to its form and function, as the example shows, 'lhen identify the sentence pattern. Example: Our vacation
subject
was be pred ito
XX
wonderful. (Pattern. Mj Subj CDfHp
1. Brian’s problem is serious. (Pattern______
)
2. Ihe workers are on the roof. (Pattern_____
) 3. The excitement of the fans is real)’' contagious. (Pattern.
4. Brevity is the soul of wit. [Shakespeare] (Pattern___ 5. Ihe final exam was at four o’clock. (Pattern_______ 6. The kids are very silly. (Pattern__________ )
Chapter 3: Sentence Patterns
35
1. The basketball team is on a roll. (Pattern__________ ) 8. A foolish consistency is the hobgoblin of little minds. [Ralph Waldo Emerson] (Pattern__________ } Now do a traditional diagram of cach sentence, like those you have seen next to the patterns. (See pages 56-58 for notes on the diagrams.)
T H E LINKING VERB PATTERNS The term linking verb applies to all verbs other than be com pleted by a subject complement— an adjectival or a noun phrase that describes, char­ acterizes, or identifies the subject. Although many grammar books include be among the linking verbs, we have separated it from the linking verb category in order to emphasize its special qualities— variations o f both form and function that other verbs do not have. However, it is certainly accurate to think of Patterns II and III as the “linking be.'
Pattern TV: N P V -lnk AD J
studenrs
seem
diligent
The students seem diligent I grew sleepy. The soup tastes salt)7. In these sentences an adjectival fills the subject com plem ent slot; it describes or names an attribute o f the subject, just as in Pattern II. In many eases, a form o f be can be substituted for the Pattern IV linking verb with a minimal change in meaning: / grew sleepy and I was sleepy are certainly close in meaning. O n the other hand, sentences with be and seem could have significant differences in meaning. P attern IV is a com m on category for verbs o f the senses; besides taste, the verbs smell, feel, sound, and look often link an adjective to the subject: The soup smells good. The dog looks sick. Again, as with Pattern II, an adjectival prepositional phrase sometimes fills the subject complement slot: The piano sounds out o f tune. The fighter seems out of shape.
36
Part II: The Grammar o f Basic Sentences
A complete list of all the verbs that pattern with subject complements would be fairly short. Besides seem and the verbs o f rhe senses, others on the list arc appear, become, get, prove, remain, and turn. But just because the list is short, d o n ’t try to memorize it. All o f these verbs, with the possible exception o f seem, hold membership in other verb classes too— transitive or intransitive or both. The way to recognize linking verbs is to understand the role of the subject complement, to recognize the form of the structure following the verb and its relationship to the subject. Pattern V: NP, V -lnkN P j The students became scholars. My uncle remained a bachelor.
siudencs
4
became ^ scholars

In this pattern a noun phrase fills the subject complement slot following the linking verb. As the form ula shows, the two noun phrases have the same referent, just as they do in Pattern III. W e should note, too, that very few linking verbs will fit in Pattern V; most of them take only adjectivals, n ot noun phrases, as subject complements. T he two verbs used in the examples, become and remain, are the most comm on. O n rare occasions seem also takes a noun phrase rather than its usual adjective: That seemed a good idea. He seemed a nice person. But in the case of these sentences, a prepositional phrase with the preposi­ tion like is more common: That seemed like a good idea. H e seemed like a nice person. T he subject com plem ent here is an adjectival prepositional phrase, so these two sentences with like arc Pattern IV. Again, we should remember that the most common link between two noun phrases with the same referent is be (Pattern III). And often the substitu­ tion of be for the linking verb in Pattern V makes little difference in meaning: The students became scholars. (Pattern V) The students are scholars. (Pattern III)
Draw vertical lines to identify the sentence slots, as in Exercise 4. Then label them according to their form and function. Identify the sentence pattern. Diagram each sentence.
Chapter 3: Sentence Patterns
37
1. The baby looks healthy. 2. Our new neighbors became our best friends. 3. Ihe piano sounds out of tunc. 4. October turned extremely cold. 5. You look a mess! 6. That spaghetti smells wonderful. 7. Your idea seems sensible. 8. Cyberspace remains a complete mystery.
T H E O P T IO N A L SLOTS Before looking at the last five patterns, we will examine an optional slot, the adverbial slot, which can appear in every sentence pattern. It is useful to think of the two or three or four slots in the basic patterns as sentence “requirem ents,” the elements needed for sentence complete­ ness. But it’s obvious that most sentences include inform ation beyond the basic requirements— words or phrases that answer such questions as where, when, why, how, and how often. Because sentences are gram m ati­ cal w ithout them, we consider the elements filling these adverbial slots as “optional.” You’ll recall that in the case o f Pattern I, however, the ADV/ TP slot is required. But a Pattern I sentence can include optional adverbials, too, along with its required time and/or place adverbial: The fans were in line (where') for tickcts to the play-offs (why?). The plane was on the runway (where?) for an hour (how long?). All ten sentence patterns can include optional adverbials, w'hich come at the beginning or end o f the sentence or even in the middle. And a sen­ tence can have any num ber o f adverbials, providing inform ation about time, place, manner, reason, and the like. I stopped at the deli (where?) for some bagels (why?). (Pattern VI) O n Saturday night (when?) the library was almost deserted. (Pattern II) Mario suddenly (how?) hit the brakes. (Pattern VII) O ur most com m on adverbials are simple adverbs (suddenly, quickly, here, soon, always, sometimes) and prepositional phrases (at the deli, on Saturday night, fo r some bagels). In Chapter 6 you will study other forms that add adverbial information, including noun phrases, verb phrases, and clauses.
38
Part II: The Grammar o f Basic Sentences
N o m atter where they occur in the sentence, all adverbials are dia­ grammed as modifiers of the verb; the adverbs go on diagonal lines and prepositional phrases on a two-part line below the verb: M ario
hir

brakes
As you saw in Chapter 2, adverbs can be modified with words like very, known as qualifiers. She
walked
She walked verv fast.
A qualified adverb is called an adverb phrase.
T H E INTRA NSIT IV E VERB PATTERN Pattern VI: N P V-int
studenrs
rested
The students rested. Maryr laughed.

T ie visitors from El Paso arrived. This form ula describes the pattern of intransitive verb sentences. An intransitive verb has no complement— no noun phrase or adjectival— in the slot following the verb. Such skeletal sentences, however, arc rare in both speech and writing; most Pattern VI sentences contain more than the simple subject and verb. You’re likely to find adverbial information added: The students rested after their long trip. Mary laughed loudlv. The visitors from El Paso finally arrived at the airport. You may have noticed that the diagram o f this pattern looks a great deal like that of Pattern 1, with no com plem ent following the verb on the main line. But there is a diffcrcncc: The adverbial in Pattern I is not
Chapter 3: Sentence Patterns
39
optional; it is required. A nother im portant difference between Patterns Tand VI is in the kind o f adverbials the sentences include. Pattern 1 nearly always has a structure that tells where or when. The optional adverbials of Pattern VI, however, are not restricted to time and place information; they can answer other questions, such as why or how or how long. W e can say, “John slept soundly” or “John slept for an hour” (Pattern VI), but we cannot say, “John was soundly” or “John was for an hour.” Exceptions to the Intransitive Pattern. Unlike the linking verb p at­ terns, with their handful of verbs, the intransitive category has thousands of members. And among them are a few verbs that require an adverbial to be complete (much like the required adverbial in Pattern I). These three sentences would be ungrammatical without the adverbial: My best friend resides in Northridge. The boys sneaked past the watchman. She glanced at her watch. Reside and sneak and glance are intransitive verbs that require an adverbial of place. We could provide a new sentence pattern for this subgroup o f intransitive verbs, but because the number is so small, we will simply con­ sider them exceptions to the usual Pattern VI formula.
Exercise
6
In C hapter 2 you learned that prepositional phrases can be adverbial (modifying verbs) or adjectival (modifying nouns). In isolation, how­ ever, the two look cxactly alike. You need context in order to identify the function. Here are two sentences with identical prepositional phrases— identical in form only: 1. The puppy on the porch is sleeping. 2. The puppy is sleeping on che porch. In sentence (1) the phrase on the porch tells “which puppy”; in (2) it tells where the puppy is sleeping. O f course, the position also provides a good clue. In (1) it’s part of the subject. If we substituted the pronoun she, it would take the place of the whole N P— “the puppy on the porch”; in (2) “on the porch” fills the optional adverbial slot. In this exercise you are to identify each prepositional phrase as either adjectival or adverbial. Underline each one, then indicate the noun or verb it modifies. Identify the sentence pattern.
40
Part II: The Grammar o f Basic Sentences
Example: The children in the park are playing on che swing. I f 7 V— y
AVZT
v —
A ? '/
1. The rug in the dining room is dirty. 2. Wc rarely dine in the dining room. 3. The break between classes seems very short on sunny days. 4. At the diner on Water Street, we chattcd aimlessly until midnight. 5. Daylilics grow wild in our backyard. 6. In 1638 a young philanthropist of Puritan background becamc the founder of the oldest university in the United States. 7. The name of that young man was John Harvard. 8. My cousin from Iowa City works for a family with seven children.
Intransitive Phrasal Verbs. Phrasal verbs are com m on structures in English. They consist o f a verb combined with a preposition-like word, known as a particle; together they form an idiom . The term idiom refers to a com bination o f words whose m eaning cannot be predicted from the m eaning of its parts; it is a set expression that acts as a unit. In the following sentence, the meaning o f the underlined phrasal verb is not the m eaning of up added to the meaning of made: Wc made up. Rather, made up means “reconciled our differences.” In the following sentence, however, up is not part of a phrasal verb: W e jum ped up. Here up is simply an adverb modifying jumped. The meaning o f jum ped up is the meaning o f the adverb up added to jumped. The two diagrams demonstrate the difference: We
m ade up
We
jum ped
V Another way to dem onstrate the properties o f verbs such as made up and jum ped up is to test variations o f the sentences for parallel results.
Chapter 3: Sentence Patterns
41
For example, adverbs can often be shifted to opening position w ithout a change in meaning: U p wc jumped. But in applying this movability test co the verb made up, wc produce an ungrammatical sentence: *Up we made. 5 Here are some other Pattern VI sentences with phrasal verbs. N ote that the first two include adverbial prepositional phrases. You’ll discover that all five fail the movability test, just as made up did. We turned in at midnight. The union finally gave in to the company demands. Tony will pull through. M y favorite slippers wore out. The party broke u p . Another test you can apply is that of meaning. In each case the phrasal verb has a special meaning that is different from the combined meaning of its parts: Herz gave in means “capitulated”; pull through means “recover”; broke up means “ended.” This meaning test is often the clearest indication that the word following the verb is indeed a particle producing a phrasal verb.
Exercisc
7
Try both the movability test and the meaning test to help you decide whether the word following the verb is an adverb or a particle or a preposition. Then diagram the sentences. 1. The car turned in a complete circle. 2. The boys turned in at midnight. 3- The baby turned over by himself. 4. The students turned around in their seats. 5. A big crowd turned out for the parade. 6. The fighter passed out in the first round. 7. He came to after thirty seconds. 8. Susan came to the party late.
i All asterisk (*) marks a sentence that is ungramm atical or questionable.
42
Part 11: Ihe Grammar of Basic Sentences
T H E TRANSITIVE VERB PATTERNS Unlike intransitive verbs, all transitive verbs take one or more comple­ ments. I h e last four formulas classify transitive verbs according to the kinds and number o f complements they take. All transitive verbs have one com­ plement in common: the direct object. Pattern VII, which has only that one complement, can be thought of as the basic transitive verb pattern. P attern VII: N P j V -tr N P 2 The students organized a dance marathon.
sm dents
organized m arathon
v>. v
'x
'Ihe lead-off'batter hit a home run. Amy’s car needs four new tires. In these sentences the noun phrase following the verb, the direct object, has a referent different from that of the subject, as indicated by the dif­ ferent numbers in the formula. Traditionally, we think of the transitive verb as an action word: Its subject is considered the doer and its object the receiver o f the action. In many sentences this meaning-based definition applies fairly accurately. In our sample sentence, for instance, we could consider a home run as a receiver of the action hit. But sometimes the idea of receiver o f the action doesn’t apply at all: O ur team won the game. W e enjoyed the game. It hardly seems accurate to say that game “receives the action.” And in Red spots covered her neck and face. the verb indicates a condition rather than an action. So although it is true that m any transitive verbs are action words and many direct objects are receivers of the action, this meaning-based way of analyzing the sentence doesn’t always work. W e can also think of the direct object as the answer to a what or whom question: The students organized (what?) a dance marathon. Devon helped (whom?) her little brother. However, the question will not differentiate transitive verbs from linking verbs; the subject complements in Patterns III and V also tell what: Pat is a doctor. (Pat is what?) Pat became a doctor. (Pat became what?)
Chapter 3: Sentence Patterns
43
The one m ethod o f distinguishing transitive verbs that works almost every time is the recognition that the two noun phrases, the subject and the direct object, have different referents. We don’t have to know that orga­ nized and hit and need are transitive verbs in order to classify the sentences as Pattern VTT; we simply recognize that the two noun phrases do not refer to the same thing. Then we know that the second one is the direct object. An exception occurs w hen the direct object is either a reflexive pronoun (John cut him self) or a reciprocal pronoun (John and M ary love each other). In sentences with reflexive and reciprocal pronouns, the w o NPs, the subjcct and the direct object, have the same referent, so the numbers 1 and 2 in the formula are inaccurate. In terms o f the referents of the NPs, these sentences actually resemble Pattern V, the linking verb pattern. But clearly the purpose and sense o f the verbs— cut and love in the case of these examples— are not like those o f the linking verbs. We include these exceptions, where the difference is not in the verbs, in Pattern VII, simply recognizing that when the direct object is a reciprocal or reflexive pronoun the referent numbers are inaccurate. Note: In Chapter 5 you will sec another way of testing whether or not a verb is transitive. Can the sentence be turned into the passive voice? If the answer is yes, the verb is transitive. T ransitive Phrasal Verbs. Many o f the idiomatic phrasal verbs belong to the transitive verb category, and like other transitive verbs they take direct objccts. Compare the meaning o f came by in the following sentences: He came by his fortune in an unusual way. H e came by the office in a big hurry. In the first sentence, came by means “acquired”; in the second, by the office is a prepositional phrase that modifies the intransitive verb came, telling where: He
came by

fortune
V Y
He
wav
came
V xV Y * office


hurry
You can also demonstrate the difference between these two sentences bv «• transformingo them: By which office did he come? *Bv which fortune did he come?
44
Part II: The Grammar o f Bask Sentences
It is clear that by functions differently in the two sentences. T h e tran sitiv e phrasal verbs inclu d e b oth tw o- and three-w ord strings: I don’t go in for horse racing.
____________
I w on’t put up with your nonsense.
____________
Ihe dog suddenly turned on its trainer.
____________
The principal passed out the new regulations.
____________
I finally found out the truth.
____________
1 came across a first edition of Hemingway at a garage sale.
____________
You can test these as you did the intransitive phrasal verbs, by finding a single word that has the same general meaning. O n the blank lines write the one-word substitutes.
Identify the form and function of the sentence slots; then identify the sentence pattern. (Remember to be on the lookout for phrasal verbs.) Diagram each sentence. 1. ihe boys prepared a terrific spaghetti dinner. 2. An old jalopy turned into our driveway. 3. The ugly duckling turned into a beautiful swan. 4. The fog comes on little cat feet. [Carl Sandburg] 5. On Sundays the neighbor across the hall walks his dog a t 6 :0 0
a .m
.
6. Betsy often jogs with her dog. 7. After two months the teachers called off their strike. 8. The whole gang reminisced at our class reunion about the good old days.
The Indirect Object Pattern. W e are distinguishing among the transi­ tive verb sentences on the basis o f verb subclasses— in this case, those verbs with a second object, in addition to the direct object, called the indirect object.
Chapter 3: Sentence Patterns
45
Pattern VIII: N P , V-tr N P . N P , students
VV
pave
homework
% % professor
Ihe students gave the professor their homework. The judges awarded Mary the prize. The clerk handed me the wrong package. In this pattern, two slots follow the verb, both of which are filled by noun phrases. Note that in the formula there arc three different subscript num ­ bers on the three NPs, indicating that the three noun phrases all have differ­ ent referents. (When the referents are the same, the numbers are the same, as in Patterns 111 and V.) The first slot following the verb is the indirect object; the second is the direct object. Even though both Patterns VTI and VTII use transitive verbs, they are easily distinguished, because Pattern VII has only one NP following the verb and Pattern VIII has two. We traditionally define indirect object as the recipient o f the direct object, the beneficiary of an act. In m ost cases this definition applies accurately. A Pattern VI11 verb— and this is a limited group— usually has a meaning like “give,” and the indirect object usually names a person who is the receiver of whatever the subject gives. As with Pattern VII, however, the most accurate way to distinguish this pattern is simply to recognize that all three noun phrases have different referents: In the first sample sentence, the students, the professor, and their homework all refer to differ­ ent people or things. Incidentally, in our third sentence, a pronoun rather than a noun phrase fills the indirect object slot. An im portant characteristic of the Pattern VIII sentence is the option we have of shifting the indirect object to a position following the direct object, where it will be the object o f a preposition: Ihe students gave their homework to the professor. The judges awarded the prize to M ary. The clerk handed the wrong package to m e. W ith some Pattern VIII verbs the preposition will be fo r rather than to: Jim ’s father bought him a new car. Jim ’s father bought a new car for him .
46
Part II: The Grammar o f Bask Sentences
You’ll norice that the shift will not alter the diagram— except for the added word. H ie indirect object is diagrammed as if it were the object in an adverbial prepositional phrase— even when there is no preposition: father bought car
i'achfr
bouglu
car
W hen the direct object is a pronoun rather than a noun phrase, the shift is required; without the prepositional phrase, the sentence would be ungrammatical: Ihe students gave it to the professor. *The students gave the professor it. Jim ’s father bought it for him. *Jim’s father bought him it. Shifting of the indirect object from the slot following the verb to that of object of the preposition docs not mean that the sentence pattern changes: It is still Pattern VIII. Rem ember that the sentence patterns represent verb categories. Pattern VIII covers the “give” group of verbs, those that include b oth a direct object and a “recipient” o f that object. In other words, there are two possible slots for that recipient, the indirect object, in the Pattern VIII sentence. In most Pattern VIII sentences, all three NPs have different referents, represented by the numbers 1, 2, and 3. But when the indirect object is a reflexive or reciprocal pronoun (myself, themselves, each other, etc.), its referent is identical to that o f the subject: Jill gave herself a haircut. W e gave each other identical Hanukkah gifts.
Exercise
9
Identify the form and function of the sentence slots. Identify the sentence patterns and diagram the sentences. Note: Remember that Pattern VIII is the first sentence pattern you have studied in which two required slots follow the verb. In most cases they can be thought of as someone (the indirect object) and something (the direct object). Remember, too, that all of the sentence patterns can include optional slots— that is, adverbial information (where, when, how, why)— in addition to their required slots.
Chapter 3: Sentence Patterns
47
1. For lunch Manny made himself a humongous sandwich. 2. 1 made an A on my research paper. 3. ihe kids made up a story about monsters from outer space. 4. The teacher wrote a lot of comments in the margins. 5. My advisor wrote a letter of recommendation for me. 6. I wrote down the assignment very carefully. 7. Tsaw myself in the mirror. 8. Shirl gave herself a pat on the hack.
The Object C om plem ent Patterns. The final category o f verbs, those that take an object com plem ent following the direct object, is divided into w o groups, depending on the form of the object complement: either an adjective or a noun phrase. This is a fairly small class, w ith relatively few verbs, most o f which appear equally often in Pattern VII, where they take the direct object only. Pattern IX: N P , V-tr N P 2 ADJ students
consider
teacher
intelligent
The students consider the teacher intelligent. The teacher made the test easy. Ihe boys painted their hockey sticks blue. In this pattern the object com plem ent is an adjcctive that modifies or describes the direct object. T he relationship between the direct object and the object com plem ent is the same as the relationship between th e subject and the subject com p lem en t in P attern s II and IV. In P atterns I I and IV' the subject com plem ent describes the subject; in P a tte rn IX the object co m plem ent describes the d irect objcct. We could say, in fact, The teacher is intelligent. The test is easy. The hockcy sticks are blue. Ihe function o f the objcct com plem ent is twofold: (1) It completes the meaning of the verb; and (2) it describes the direct object.
48
Part II: The Grammar o f Bask Sentences
W hen we remove the object complement from a Pattern IX sentence, we are sometimes left with a grammatical and meaningful sentence: “The boys painted their hockey sticks.” (This is now Pattern VII.) However, most Pattern IX sentences require the objcct complement; the meaning o f the first two examples under the Pattern IX formula would change without it: The students consider the teacher. The teacher made the test. Ocher verbs commonly found in this pattern are prefer, like, and find. Some Pattern IX verbs, such as consider and make, also commonly appear in Pattern X. Pattern X: NPj V-tr N P , N P 2 students consider 1 course challenge
ft V
Ih e students consider the course a challenge. The students elected Emma chairperson. Barrie named his pug Jill. Just as both adjectives and noun phrases can be subject complements, both forms also serve as object complements. In Pattern IX the object complement is an adjective; in Pattern X it’s a noun phrase, one with the same referent as the direct object, as indicated by the numbers in the formula. Its twofold purpose is m uch the same as that of the adjectival object complement in Pattern IX: (1) It completes the meaning of the verb; and (2) it renames the direct object. And, again, we can compare the relationship of the two noun phrases to that of the subject and subject complement in Pattern ITT: Ihe course is a challenge. Emma is the chairperson. In fact, the possibility of actually inserting the words to be between the direct object and the following slot can serve as a test for Patterns IX and X. That is, if to be is possible, then what follows is an object complement. Which of the following sentences will pass the “to be” test? Taro finds his job easy. Taro found his job easily. Pam found her job the hard way. Pam finds her job a challenge.
(chapter 3: Sentence Patterns
49
If you have decidcd that the first and last sentences in the list could includc to be, you have identified object complements. The other w o , you’ll discover, end with adverbials that tell “how” about the verb. Sometimes the object complement is signaled by as, which we call an expletive: We elected Tom as our secretary. W e refer to him as “Mr. Secretary.” I know him as a good friend. The witness identified the defendant as the burglar. In some cases, the as is optional; in other cases, it is required. W'ith the verbs refer to and know, for example, we cannot add the object comple­ m ent without as: *We refer to him “Mr. Secretary.” *1 know her a good friend. The expletive is diagrammed just before the object complement but above the line: as ~r i W c clccLcd 'lorn
[
secretary'
This use of as is discusscd further on pages 283-284.
C O M P O U N D STR UCT UR ES Ever)' slot in the sentence patterns can be expanded in many ways, as you’ll learn in the chapters to come. W e’ll introduce one com m on expansion here— that o f coordination, turning a single structure into a com pound structure. C oordination is accomplished w ith another o f the structure classes, the conjunctions, the most common of which are the coordinat­ ing conjunctions and, or, and but. The correlative conjunctions are twopart connectors: both—and, not only-but also, either-or, and neither-nor. Every slot in the sentence patterns can be filled by a compound structure: Cats and dogs fight, (compound subject) They either drove or took the bus, (compound predicate) The teacher was tough but fair, (compound subject complement) We drove over the river and through the woods, (com pound adverbial prepositional phrase) I finished both my biology project and my history paper, (compound direct object)
50
Part II: Tloe Grammar o f Basic Sentences
To diagram com pound structures, we sim ply double the line and conncct the two parts with a docted line. 'Ihe conjunction goes on the dotted line. rough
drove
Cats fight
teacher
T hev
wa*
x ; N' J
took bus
filir
project We
drove
and
%
$
woods
In Chapter 10 we will take up the coordination of full sentences.
Exercise
10
First identify the sentence slots according to their form and function to help you identify sentence patterns. Then diagram the sentences. (Note: 'Ihe list includes sentences representing all four verb classes: be, linking, intransitive, and transitive.) 1. The kids on our block and their dogs drive my mother crazy. 2. She calls them a menace to the neighborhood. 3. On Friday the weather suddenly turned cold and blustery'. 4. Ihe teacher was unhappy with our test scores. 5. F.ngland’s soccer fans have a reputation for wild behavior. 6. My boss at the pizza parlor promised me a raise. 7. Banquo’s ghost appeared to Macbeth at the banquet. 8. The new arrivals at the animal shelter appeared undernourished. 9. Both Alaska and Hawaii attained statehood in 1959. 10. According to the latest census, Wyoming is our least populous state. 11. Some people consider Minnesota’s winters excessively long. 12. Emily selected peach and lavender as the color scheme for her wedding.
Chapter 3: Sentence Patterns
51
EXCEPTIONS T O T H E TEN S EN T EN C E PATTERNS The ten sentence patterns described here represent the skeletal structure of most English sentences— at least 95 percent, if not more. However, some sentences can be thought of as exceptions to a particular pattern. For example, certain intransitive verbs, such as reside, sneak, and glance, would be ungrammatical w ithout an adverbial— as we saw on page 39. Certain transitive verbs also differ from the majority because they require adverbials to be complete: We placed an ad in the paper. Joe p u t the groceries away. To be accurate, the formulas for these sentences would have to include ADV as a requirem ent, not just an optional slot. However, because the number of these exceptions is small, wc will simply include them as varia­ tions of Pattern VT or Pattern VII. A n o th er group o f verbs, som etim es called “m id v erb s,” includes characteristics of both transitive and intransitive verbs: Jhcy require a com plem ent, as transitive verbs do, but the com plem ent differs from m ainstream direct objects. For example, rather than telling “w hat” or “w hom ,” the com plem ents following the verbs weigh and cost provide info rm atio n o f am o u n t, or m easure; they have alm ost an adverbial sense: The roast weighs five pounds. The roast cost twenty dollars. Even though weigh and cost arc different from the exceptional intran­ sitive and transitive verbs cited earlier (which take straightforward adver­ bials o f place), we will consider these uses o f weigh and cost as Pattern VI, rather than add a new sentence pattern, recognizing that for them too the “optional slot” is not optional.
SE NT ENCE TYPES The ten sentence pattern formulas in this chapter describe the basic struc­ ture of statements, or declarative sentences. The purpose of such sentences is to state, or declare, a fact or an opinion. But we d o n ’t always make straightforward statements. Sometimes we alter the formula to ask ques­ tions (interrogative sentences), give commands (imperative sentences), and express strong feelings (exclamatory sentences):
52
Part II: Ihe Grammar o f Basic Sentences
Declarative:
He talks on his cell phone all day long.
Interrogative:
Is he talking on his cell phone now? W hy does he talk on his cell phone so much? He turned off the phone, didn’t he?
Imperative:
T urn that ccll phone off.
Exclamatory:
W hat a lot of time he spends on his cell phone!
INTERROGATIVE SENTENCES (QUES TI ONS ) The two most com m on interrogative patterns in English are the yes/no question and the ^ - q u e s t io n , or interrogative-w ord question. Both kinds of questions alter the basic declarative word order by putting the verb, or part o f the verb, in front of the subject: They are going to the movies, (declarative) Are they going to the movies? (yes/no question) Where are they going? (^ -q u e stio n ) In these examples, the first part of the verb are going is placed ahead of the subject; it is callcd an auxiliary. You’ll learn a lot more about auxilia­ ries in the next chapter. As their label suggests, yes/no questions perm it “yes” or “no” as appro­ priate answers, although other responses are possible: Q: M ay I go with you?
A. W e’ll see.
W%-questions, also called information questions, use interrogative words, such as why, where, when, who, what, or how, to elicit specific details. In the question “Where are they going?” the interrogative word comes first and fills the optional adverbial slot in a Pattern VI sentence: W here are they going? Ih e y are going where. ’Ihe interrogative can also fill an N P slot: W hat have you been reading? You have been reading what. (Pattern VII) Some interrogatives act as determiners: W hose car are you taking? You are taking whose car. As the preceding examples show, the slots of the basic declarative pat­ tern will be out o f order because the interrogative w ord always comes first, no m atter w hat gram m atical function it has. However, when the
Chapter 3: Sentence Patterns
.5:3
information being elicited is a who or what that fills the subject slot, then the usual word order is maintained and the auxiliary is not shifted: W ho broke the window? W hat is making that noise? Another m ethod o f asking questions— more comm on in speech than in writing— is the tag-qucstion, a repetition of the subject and auxiliary verb (or be as a main verb) in reverse order, which is added at the end of a declarative sentence. Its main purpose is to seek confirm ation of the idea expressed in the statem ent. You may remember this example from Chapter 1 in the discussion of a in ’t on page 9: Your mother is a nice person, isn’t she? W hen the sentence has neither an auxiliary verb nor be as a main verb, we add a form of do in forming the tag-question: He turned che phone off, didn’t he? You’ll read more about the role o f do as a “stand-in” auxiliary in Chapter 4. See also the Classroom Application section on pages 84—85.
IMPERATIVE SENTEN CES (C O M M A N D S ) I h e sentences described so far in this chapter have been two-part struc­ tures consisting o f a subject and a predicate. However in the case o f im­ perative sentences, or comm ands, the subject is nearly always unstated, although clearly understood; the verb is in the infinitive (base) form: Subject
Predicate
(you)
Sit down.
(you)
Take your time.
And when Lady M acbeth says to her husband, look like che innoccnt flow er/but be chy serpent u n d e r’t, both look and be are im perative. (Note that it’s the form of be used for the imperative chac identifies the form for all com m ands as the infinitive form , not the present cense.) Commands can also be negative: D on’t (you) be silly. D on’t (you) do anything I wouldn’t do. Commands are fairly common in casual speech. 1hey are not as common in writing, although you’ve seem them here in the directions for the exercises: Diagram each sentence. Identify the form and function of che sencence sloes.
54
Part 11: Ihe Grammar o f Basic Sentences
EXCLAMATORY SENTENCES W e usually think o f the exclamatory sentence, or exclamation, as any sen­ tence spoken with heightened emotion, written with an exclamation point: I love your new house! Wipe that grin off your face! Are you kidding me! But in terms o f form, the first sentence immediately preceding is declara­ tive, a straightforward statem ent; the second sentence is an imperative; and the th ird one looks like a ye s/no question. By contrast, a formal exclamatory sentence involves a shift in word order that focuses special actention on a complement: W hat a lovely house you have! How proud you must be! W hat a piece of work is man! [Shakespeare] I h e w h a to t how chat introduces the emphasized element is added to the underlying declarative sentence pattern: You have a lovely house. (Pattern VII) You must be proud. (Pattern II) M an is a piece of work. (Pattern III)
P U N C T U A T I O N A N D T H E SE NT ENCE PATTERNS T here is an easy p u n ctu atio n lesson to be learned from the sentence patterns with their two or three or four slots: DO N O T PU T SINGLE COMMAS BETW EEN T H E REQUIRED SLOTS.
That is, never separate • the subject from the verb. • the verb from the direct object. • the direct object from the object complement. • the indirect object from the direct object. • the verb from the subject complement. For example, in this sentence there is no place for commas: All o f the discussion groups and counseling sessions I took part in during Orientation Week were extremely helpful for the incoming freshmen.
.5.5
Chapter 3: Sentence Patterns
Even though the noun phrases that fill the slots may be long, the slots arc never separated by commas. A pause fo r breath does not signal a comma. Sometimes punctuation is called for within a noun phrase slot, but even then the rule applies: no single commas between the required slots. Hie one exception to this rule occurs when the direct object is a direct quotation following a verb like say. Here the punctuation convention calls for a comma before the quoted words: H e said, “I love you.”
DI AG RAM M IN G T H E SEN T EN C E PATTERNS The Be Patterns I. N P be A D V /T P S
II. N P be ADJ

5

III. N P j be N P j
SC
S I
SC
The Linking Verb Patterns IV. N P V -In k A D J -9 I
V. N P j V-Ink N P i
S C
S I
'
The Intransitive Verb Pattern VI. N P V -in t
s
I
The Transitive Verb Patterns VII. N I ^ V - tr N P j ■9 1
I DO
VIII. N P j V -tr N P12 2 K P3 S I
1 DO IO
IX. N P, V-ir NP2 ADJ 5 1
I
D O O C
X. K P jV -tr N P2 N P 2 51
ID O O C
S C .
56
P an II: Ihe Grammar o f Basic Sentences
The traditional sentence diagram is a visual aid to help you learn the patterns, to understand their com m on features, and co distinguish their differences. O n page 55 you can see che relationships among them. For example, the two linking verb patterns closely resemble the two be pat­ terns, II and III, above them . Likewise, the intransitive p attern , VI, placed at the left o f the page, looks exactly like the main line o f Pattern I. Finally, the slanted line that separates the subject com plem ent from the verb in Patterns, II through V depicts a relationship similar to that of the object com plem ent and object in Patterns IX and X, also separated by a slanted line. All the N P and ADJ slots are labeled according to their functions: subject (S), subject com plem ent (SC), direct objcct (D O ), indirect object (IO), and object complement (OC).
NO T E S O N T H E DIAGRAMS The Main Line. The positions on the main horizontal line of a diagram represent the slots in the sentence pattern formulas. Only two required slots are not included on the main line: the adverbial (see Pattern I) and the indirect object (see Pattern VIII). The vertical line that bisects the main line separates the subject and the predicate, showing the binary nature of the sentence. The other vertical and diagonal lines scop at the horizontal line: Spring
is
grass
turned
green
* The Noun Phrase. The noun phrases we have used so far arc fairly simple; in Chapter 7 we identify a wide variety of structures that can modify and expand the noun. But now we will simply recognize the feature that all noun phrases have in common— the noun head, or headword. This is the single word that fills the various N P slots o f the diagrams; it always occu­ pies a horizontal line. The modifiers slant down from che noun headword: flowers
Qualifiers o f adjectives are placed on diagonal lines attached to and parallel with the adjective: m an
Chapter 3: Sentence Patterns
57
The Verb Phrase. 1. 'Ihe verb and its auxiliaries go on the main line. In the case of negative verbs, the not is usually placed on a diagonal line below the verb. If if is contracted, it can remain attached to the verb: grass

is a im in g green
isn’t
V
*2V*
2.
Spring
t
Ihe subject complement follows a diagonal line. The line slants toward the subject to show their relationship: flowers
are
zinnias
s'.
3. The direct object always follows a vertical line: I
flowers
planted
OP

Note chat only Patterns VII through X have this vertical line fol­ lowing the verb: the only patterns with a direct object. 4. The object complement is set off from the direct object by a line that slants toward the objcct: consider
zinnias beautiful
5. The indirect object is placed below the verb. W e can understand the logic of this treatm ent of the indirect object when we realize that it can be expressed by a prepositional phrase without chang­ ing the meaning or the pattern of the sentence. Both o f these sentences are Pattern VIII: The students gave the teacher an apple. The students gave an apple to the teacher. students gave apple
' V
teacher
students
I gave apple
% 1V »
teacher
.58
Pan II: The Grammar o f Bask Sentences
6. Adverbs are placed on slanted lines below the verb; they are modifiers of the verb: •Spring
has arrived
V 7. Like the qualifiers o f adjectives, qualifiers of adverbs are placed on diagonal lines attached to the adverb: SLLidenLS

w o rk e d
2 .'

The Prepositional Phrase. The preposition is placed on a diagonal line, its object on a horizontal line attached to it. The prepositional phrase slants down from the noun or verb it modifies. W hen the prepositional phrase fills the subject complement slot, it is attached to the main line by means of a pedestal:
shape visitors
fighter
arrived
I
see m s


El Paso
Com pound Structures. The two (or more) parts of a compound struc­ ture are connected by a dotted line, which holds the conjunction. If a modifier applies to both (or all) parts of the compound structure, it is attached to a line common to them: danced 7c
are
campers
Punctuation. There are no punctuation marks of any kind in the dia­ gram, other than apostrophes. For further details of diagramming, see the Appendix, pages 366-370.
Chapter 3: Sentence Patterns
59
C .H A P T K R 3
Key Terms In this chapter you’ve been introduced to the basic vocabulary of sentence grammar. Even though this list of key terms may look formidable, some of the terms are already familiar, and those that are new will become more familiar as you continue the study of sentences. You’ll discover too that the patcerns and their diagrams, as shown on page 55, provide a frame­ work for helping you organize many of these concepts. Article
Optional slot
Auxiliary
Particle
Be patterns
Phrasal verb
Com m and
Predicate
Complement
Predicating verb
Com pound structure
Question
Coordinating conjunction
Reciprocal pronoun
Correlative conjunction
Referent
Declarative sentence
Reflexive pronoun
Direct object
Sentence pattern
Exclamatory sentence
Subject
Imperative sentence
Subject complement
Indirect object
Tag questions
Interrogative sentence
Transitive verb
Intransitive verb
Verb phrase
Linking verb
W%-question
N oun phrase
Yes/no question
Object complement
Senrences f°r
p ra c tic e
Identify the form and function o f che sentence slots; identify the sentence paccern; and diagram each sencence. 1. My boss at the pizza parlor gave everyone a raise. 2. Typhoons and hurricanes are identical storms.
60
Part 11: [he Grammar o f Basic Sentences
3. They simply occur in different parts of the world. 4. H ank’s strange behavior was out of character. 5. Some people find modern art very depressing. 6. According to the afternoon paper, the police looked into the sourccs of the reporter’s information. 7. Is our plan workable? 8. In 2010 the Senate confirmed Elena Kagan as the third female Associate Justice o f the current Supreme Court. 9. On Saturday night we left the waitress a generous tip for her splendid sendee. 10. At age 23, the founder and CEO of Faccbook became the youngest self-made billionaire in history. 11. Yesterday my landlord was in a state o f panic. 12. According to rhe latesr UN statistics, Norway is now the world’s largest exporter o f seafood.
QV'F.STIOjVj'
? / ° r O lS C U S S 0 ^
1. Here are some pairs of sentences that look alike. Think about their sentence patterns; label the form and function of their slots and discuss the problems you encounter; diagram the sentences to demonstrate their differences. The teacher made the test hard. The batter hit the ball hard. My husband made me a chocolate cake. My husband made me a happy woman. W e set off through the woods at dawn. We set off the firecrackers at dawn. 2. The following sentences are cither Pattern I or Pattern II; in other words, the prepositional phrases following be arc cither adverbial or adjectival. W hat test can you use to distinguish between them? Hie mechanic is under the car. The mechanic is under che weather. The teacher is in a bad mood. The teacher is in the cafeteria.
Chapter 3: Sentence Patterns
61
3. Very few verbs are restricted to a single category. Verbs like taste and feel commonly act as linking verbs, but they can fit into other classes as well. Identify the patterns of the following sentences: The cook tasted the soup. The soup tasted good. I felt the kitten’s fur. The fur feels soft. The farmers in Iowa grow a lot of wheat. Ihe wheat grows fast in July. We grew weary in the hot sun. She appeared tired. Black clouds appeared suddenly on the horizon. 4.
Some sentences in English are not represented by one of the ten patterns described in this chapter. Among those that don’t fit very well are certain sentences with be as the main verb: The book is about black holes. Ihe potato salad is for the picnic. I am from San Francisco. 1 am in favor of the amendment. The misunderstanding was over a scheduling conflict. Pat and Jen are among the most popular students in our class. The prepositional phrases in these sentences are different from those we saw in Patterns I and II. How would you characterize the difference? A paraphrase ot the sentence might help you to determine a possible pattern. And in che following be sentences, the noun phrase in subject complement position is different from those we saw in Pattern III. Do these sentences belong in Pattern III? If not, where do they belong? My shoes are the wrong color. This new wallpaper is an odd pattern. In whac way does the following sentence change our understanding of che be patterns? The time is now.
5.
People commonly say “I feel badly” when discussing their physical or mental condition. Using your understanding of sentence pat­ terns, explain why this is sometimes considered an ungrammatical
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Part II: Ihe Grammar o f Basic Sentences
sentence. Assuming that “I feel badly” is indeed questionable, how do you explain the acceptance o f “I feel strongly about that”? 6. W hat is unusual about the following sentence? Think about the sentence pattern: The waitress served me my coffee black. 7. W e have seen sentences in which prepositional phrases function as subject complements. Can they be object complements as well? 8. A sentence is ambiguous when it has more than one possible meaning. You can illustrate the two meanings o f the following sentences by diagramming each in two different ways. Think about sentence patterns and the referents o f the noun phrases. Herbert found his new bride a good cook. Rosa called her A unt Betty.
CLASSROOM APPLICATIONS
Some o f the following activities could be organized as either oral or written activities, perhaps as timed group competitions: 1. W rite four sentences about summer (winter, fall, spring) in which each sentence uses a different verb category: be, linking, intransitive, and transitive. 2. W rite ten sentences about your favorite sport or hobby, using all ten patterns. 3. Drawing on your own internal dictionary, write down as many two-word (verb + particle) idioms as you can, using the particles up, down, in, out, on, off, and over. Here are some verbs to get you started, but don’t limit yourself to these: break, take, look, run. (Note: The resulting idioms will include both nouns and verbs— e.g., [the] break-in, [to] break up) 4. Collect newspaper or magazine headlines that represent all ten sentence patterns. N ote that in the case o f the be patterns, the verb itself might be missing, simply understood.
C V - ' A P T f /j>
4
Expanding the Main Verb
C H A P T E R P R E V IE W This chaptcr examines verbs, the most systematic o f the four form classes. You will analyze the underlying rules that enable you to conic up with the wide variety o f verb phrases that you use every day. This analysis of your verb expertise, in fact, probably illustrates better than any other part of grammar what the word system means. By the end of this chapter, you will be able to • Identify the fives forms that all verbs have. • Rccognize auxiliary verbs and understand how they combine wirh main verbs. • Understand the verb-expansion rule and use it to analyze and produce verb strings. • Define the terms tense, mood, and aspect. • Identify modal auxiliaries and explain their uses. • Recognize and use the stand-in auxiliary do. • Recognize the grammaticality of the African American Vernacular verb system.
T H E F IV E V E R B F O R M S Before analyzing the system for adding auxiliaries, wc will identify the five forms that all o f our verbs have so that we can conveniently discuss them, using labels that reflect our emphasis on form rather than meaning. Here again is the regular verb laugh, which we saw in C hapter 2, along with the irregular verb eat:
63
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Part II: The Grammar o f Basic Sentences
Regular
Irregular
base form (present tense)
laugh
eat
-s form (present, 3rd person, singular)
laughs
eats
-ed form (past tense)
laughed
ate
-ing form (present participle)
laughing
eating
-en form (past participle)
laughed
eaten
M ost o f our verbs— all except 150 or so—-are regular, as are all the new verbs that we acquire. For example, here are two recent acquisitions: I faxed a letter to you yesterday. I have c-mailcd the invitations to our reunion. As the verb laugh and these two new ones illustrate, regular verbs are those in which the past tense and the past participle arc formed by adding the sufRx -ed (or, in a few cases, -t) to the base form. Am ong the irregular verbs, there are m any patterns o f irregularity, but the deviations from regular verbs show up only in these two forms, the past and the past participle. All verbs, with m inor exceptions, have regular -s and -nig forms. (The exceptions are detailed in “ELL Issues” on page 66.) In our discussion o f verbs, we will use the label -ed to denote the past tense form and -en to denote the past participle form. The past o f regular verbs provides the -ed label; the past participle of irregular verbs like eat (as well as our most common verb, be, and about fifteen others, including drive, give, break, and speak) provides the label for the past participle, which we call the -en form. This means that the -en form o f laugh is laughed; the -ed form o f eat is ate. Anyone familiar with a foreign language will appreciate the simplic­ ity of our small set of only five verb forms. Instead of adding auxiliaries to express differences as wc do in English, a speaker of French or Spanish must add a different suffix to the verb. French verbs, for instance, have more than sev­ enty different forms to express variations in person, number, tense, and mood. A speaker of English uses only two different forms {eat, eats) to express the present tense in first, second, and third person, both singular and plural; the speaker of French uses five: Singular
P lural
1st person
I eat (je mange)
we eat (nous mangeons)
2nd person
you eat (tu manges)
you eat (vous mangez)
3rd person
he eats (il mange)
they eat (ils mangent)
Chapter 4: Expanding the Main Verb
65
The speaker of English uses only one form {ate) ro express the simple past tense in all three persons, both singular and plural. Again, the French speaker uses five, all different from the first set. In fact, for the various tenses and moods, the speaker of French uses fourteen such sets, or conju­ gations, all with different verb endings. The Irregular Be. The only English verb w ith m ore than five forms is be, the most irregular of our irregular verbs. It is also the only verb with a separate form for the infinitive, or base (be)-, it is the only one with three forms for present tense (am, is, are) and two for past tense (was, were)-, and of course it has an -en form (been) and an -ing (being) form— eight forms in all. In addition to its status as a main verb, be also serves as an auxiliary in our verb-cxpansion rule and as the auxiliary that turns the active voice to passive, as you will learn in Chapter 5-
Fill the blanks with the four additional forms o f the verbs listed on the left. If you have a problem figuring out che -ed form, simply use it in a scncence with yesterday. “Yesterday 1 ___________ .” If you have crouble figuring out the -en form, use it in a sentence with have: “I h av e___________ .' BASE
-s FORM
-ed FORM
-ing FORM
-en FORM
1. have
_________ __ __________ __ __________ _____________
2. do
_________ __ __________ __ __________ _____________
3. say
_________ __ __________ __ __________ _____________
4. make
_________ __ __________ __ __________ _____________
5- go
_________ __ __________ __ __________ _____________
6. take
__________
_______________________ _____________
7. com e
_________
_________
_________
_________
8. see
_________
__________
_________
_________
9- gee
--------------
---------------
---------------
---------------
10. move
__________ __ __________ _____________ __ __________
11. prove
__________ __ __________ _____________ __ __________
12. p u t
__________ __ __________ _____________ __ __________
13. th in k
__________ __ __________ _____________ __ __________
14. beat
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Part 11: 1he Grammar o f Bask Sentences
Hie first nine verbs in this exercisc, along with be, make up a list of the ten most frequently used verbs in English. Q. W hat do these ten have in common? A. Thev* arc all irregular! O
ELL Issu
The System atic Verb Forms
Only two verbs have an irregular -s form: be (is) and have (has). In two oth­ ers, the vowel sound changes for the -s form: do (does), say (says). So with only these minor deviations, we can certainly say that from the standpoint of form, notably the -s and the -ing forms, English verbs are highly systematic. It would be hard to find a rule in all of our grammar with fewer exceptions.
AUXILIARY-VERB C O M B I N A T I O N S You learned in Chapter 3 that the predicating verb is the central, or piv­ otal, slot in the sentence. It is the verb that determines the slots that fol­ low. The predicating verbs we have used in sentence examples so far have been one-word forms, the simple present or past tense, such as are, were, studied, became, consider. In our everyday speech and writing, o f course, we are just as likely to use expanded forms that include one or more aux­ iliaries, also called helping verbs: PREDICATING VERB
Auxiliary
M ain Verb
The puppies
have
eaten
the cat food.
The cats
will be
eating
puppy chow.
As this branching diagram shows, wc are using the term predicating verb as a label for the entire string that fills the verb slot in the sentence patterns, including auxiliaries and the main verb. To discover how our auxiliary system works, we will examine a dozen sentences, all of which have a form o f eat as the main verb, beginning with the two wc have just seen: 1. The puppies have eaten the cat food. 2. 'Ihe cats will be eating puppy chow today.
Chapter 4: Expanding the Main Verb
67
3. I eat an apple every day. 4. I ai£ one this morning. 5. M y sister eats a banana ever}7day. 6. I should eat bananas for their potassium. 7. I am eating healthy these days. 8. We were eating popcorn throughout the movie. 9. W c may ear out on Saturday night. 10. I had eaten all che chips by the time the guests arrived. 11. I could have eaten even more. 12. We have been eating iunk food all evening. W hat is the system underlying these one- and two- and three-word verb strings? How many more variations are there? If- we were going to write a computer program to generate all the possible variations, what rules and restrictions would have to be included? To answer these questions, we will make some observations about the verb strings in our twelve sentences: 1. The base form, eat, is used both by itself [3] and w ith shouLl [6] and may [9J. 2. The -ed and -s forms of eal [4 and 5J are used only by themselves, never with an auxiliary word. 3. An -en form, eaten or been, is used after a form o f have: have [1, 11, and 12] and had [10]. 4. The -ing form, eating, is used after a form o f be: be [2], am [7], were [8], and been [ 12J. 5. A form o f eat, the main verb (MV), is always the last word in the string. We will represent these last three observations by means o f a formula: (have 4- -en) (be + -ing) MV H ie parentheses in the formula mean “optional.” Both have and be arc optional auxiliaries: A grammatical verb string does not require either or both of them. As the formula indicates, however, when we do choose have as an auxiliary, we arc also choosing -en; that is, the -en suffix will attach itself to the following word. And when wc choose be, the -ing suffix will attach itself to the following word. Tn the formula the main verb is shown
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Part H: ihe Grammar o f Basic Sentences
without parentheses bccausc it is not optional; it is always a com ponent of the predicating verb. We can derive two further observations from the twelve sentences: 6. Besides have and be, the sentences illustrate another kind of auxiliary— will [2], should [6], may [9J, and could [11], called modal auxiliaries (M ). 7. When a modal is selected, it is always first in line. Now we can add another element, (M), to the formula: (M) (have + -en) (be -i- -ing) MV I h e formula reads as follows: • In generating a verb string, we can use a modal auxiliary if we choose; when we do, it comes first. • W e can also choosc the auxiliary have; when we do, an -en form follows it. • W e can also choose the auxiliary be; when we do, an -ing form follows. • W hen we use more than one auxiliary, they appear in the order given: modal, have, be. • The last word in the string is the main verb. To demonstrate how the formula works, let’s look at the verbs in three of our twelve eat sentences: Sentence 1: The puppies have eaten the cat food. Here we passed up (M) and chose have + -en as the auxiliary. Ihe -en will be attached to the following word: have + -en + eat = have eaten
Sentence 2: The cats will be eating puppy chow. Here we chose (M), the modal auxiliary will; we skipped (have + -en) and chose be + -ing: will + be + -ing + eat = will be eating
Chapter 4: Expanding the M ain Verb
69
Sentence 12: We have been eating junk food all evening. In this sentence we sk ip p ed (M) and chose b o th have + -en and be + -imo: have + -en + be + -ing + eat = have been eating
So far we have a simple but powerful formula, capablc o f generating a great many variations of the verb. But something is missing. How did we generate were eating in sentence 8 and had eaten in sentence 10? W hat is different about them? 'Ihe difference is tense, which refers to time: had and were are past tense, the -ed forms o f have and be. This means we have to add one more com ponent to the formula: T, for tense. Among che five forms o f che verb, you will recall, the present and past forms are the only tenses, so in the formula, T will represent either present or past tense. Here, then, is che complete form ula for w hat is known as the verbexpansion rule: T (M) (have + -en) (be + -ing) MV Notice in che following scrings how the tense, either present or past, ap­ plies to the first word in the string. That verb, the one carrying the tensewhecher as auxiliary or the main verb-is called the finite verb. N ote in the third example that the first word is sometimes the main verb. I should have taken the bus to class this morning. past + shall + have + -en+ take ^ ^ __*The autum n leaves are making the sidewalk slipper}7. pres -H^be + ing + make M y roommate worked on her project until 4:00
a.m .
past + work You might find che branching diagram helpful for visualizing che rule: Prcdicacing Verb
Auxiliary
Main Verb
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Pan II: Hoe Grammar o f Basic Sentences
Investigating Language
4.1
The branching diagram illustrates the predicating verb as a tw o-part structure: an auxiliary and a main verb. Those two parts are obvious in a sentence such as Wc had eaten by the time you arrived. or I was eating when you arrived. Sometimes che w o parts of the predicating verbs are not as obvious: He eats too fast. Beth already ate. Look again at the formula, and remember that parentheses mean “optional.” The com ponents of the verb that are shown w ithout parentheses are required. In sentences with eats and ate, then, what does the auxiliary consist of?
Look again at the second observation wc made on page 67 about our list o f twelve sentences: “T he -ed and -s forms o f eat are used only by themselves, never with an auxiliary' word.” It’s clear then that the auxiliary component of the verbs in sentences with ate or eats is simplv T.
T H E M O DAL AUXILIARIES We have six major modals in English, four of which have different forms for present and past: Present
Past
will
would
shall
should
can
could
may
might
Two modals have no past form: must ought to Although we call these forms present and past, that meaning is not really accurate in present-day Hnglish. For example, in “I may eat” (present), the
Chapter 4: Expanding the Main Verb
71
act of eacing is not going on; in “I might eat” (past) the act of eating is not over; in fact, in both cases it may never happen. O nly in a few instances do the modals indicate actual tim e. In the company of a time adverbial, can and could will designate present or past: This morning the groundhog q u see his shadow. Yesterday the groundhog could sec his shadow. The modals differ from the auxiliaries have and be, both o f which can fill the role of main verb in addition to their auxiliary role. The modals never fill che main verb slot, nor do they have all five forms that verbs have.1They are so named because they affect what is called the mood of the verb. M ood refers to the m anner in which a verb is expressed, such as a fact, a desire, a possibility, or a command. Indicative m ood refers co a sentence dealing with a fact or a question about a fact. The modals convey conditions of prob­ ability, possibility, obligation, or necessity: I may eat; T could eat; I should eat; I must eat. These arc known as the conditional mood. We should note also that che modals will and shall produce what we call the future tense: will eat and shall eat, discussed further in the next section. Modals and modal-like verbs are discussed further in “Auxiliaries” on pages 2 70-272.
Exercise
12
A. What is the expanded verb that each of the following strings will produce? (Assume in each ease that the subject is Fred.) Example: pasM-Jiave + -en -Mielp = 'aoJ. helped 1. pres + have + -en + work 2. pres + will + be + -ing + play 3. past -t- be + -ing + be 4. pres + be + -ing + have 5. past + shall + have + -cn + have 6. past + have -r -en + have 7. past + can + have + -en + be 8. pres + may + have + -en + be + -ing + try
1 Sornerimes m odals appear w irhour verbs in ellip tical clauscs, w here the m ain verb is understood but n o t expressed: W ho'll cook the spaghetti? I will. M ay I join you? Yes, you may.
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Part 11: Ihe Grammar o f Basic Sentences
B. Identify chc components of the predicating verb in each of the following sentences. Your answers will look like the strings given in Part A. Example: Mike was having a bad day = ptXS~t -r fc>£ + -irlfl + k&i/6 1. Hie students were studying in che libraiy. 2. T have finally found my lost scarf. [Note: Adverbs, such as finally, should not appear in your verb string.] 3. T lost it on the first day of classes. 4. Mickey has been skipping classes lately. 5. He could be in big trouble. 6. Joanie certainly seems happy in her new apartment. 7. She will probably be having a party this weekend. 8. I should have studied harder for this test.
T H E “FU TU RE T E N S E ” As we saw in our discussion of the verb-expansion rule, our five verb forms include only two tenses: present and past. W e’re quite capable of discussing future time, of course, but we do so using means other than a special verb form. In rhe traditional description of verb tenses, the ad­ dition o f the modal auxiliary will to denote a future action is called the “future tense”: I will finish my project later. W hen have + -en is added, the result is called “future perfecc,” denoting a future action before another future action: I will have finished it bv Friday. H ow ever, one o f o u r m o st com m on ways o f expressing fu tu re is with the semi-auxiliary be + going to, which, in speech, is pronounced it >» gonna :
I’m going to finish my project this afternoon. And both the simple present and the present progressive can express future time with the addition of an appropriate adverbial: Ihe bus leaves at 7:00. W e’re having pizza tonight.
Chapter 4: Expanding the Main Verb
73
W e should also note that the m odal w ill is not used exclusively for future time. In his “Language Log” posted on the Internet in March 2008, British linguist Geoffrey K. Pullum estimates that perhaps 20 percent of the occurrences o f w ill do not express the future. Here are a few o f his many examples: Step this way, if you will, sir. (Means “if you wish to ”. . . .) lhat will be Mike. (Uttered when the doorbell rings. . . .) Metallic potassium will explode on contact with water. (Means potassium already does explode on contact with water. . . .) The reason that W arren Buffet has made so much money in his life is that he will not invest in fly-by-night operations. (Means that he has a firm policy' of not investing, exemplified by his past practice. . . .) So even though we use the term future tense, we recognize that it does not designate a particular verb form, one with a special ending, as past tense does. It can refer to any o f our various ways of discussing future time.
T H E SUBJU NC TIVE M O O D Unlike the conditional m ood, the subjunctive m ood does not involve modal auxiliaries. Rather, it is simply a variation of the verb that wc use in special circumstances: 1. In that clauses after verbs conveying a strong suggestion or rec­ om mendation, we use rhe base form o f che verb: W e suggesced that Mary go with us. Kathy insisted that Bill consult the doctor. I move that the meeting be adjourned. Even for third-person singular subjects, which would normally take the form, we use the base form in these clauses: Mary go; Bill consult; che meecing be. O ther verbs that com m only take clauses in the subjunctive mood are command, demand, ask, require, order, recommend, and propose. A subjunctive that clause also follows certain nouns and adjectives related to commands and suggestions: The suggestion that Bill see the doctor was a good one. It is advisable that he get a thorough checkup. 2. In i f clanscs chac express a wish or a condirion contrary to fact, we use were as rhe standard form o f be, no matcer what the subject: If I were you. I’d be careful. If loe weren’t so lazy, he’d probably be a millionaire.
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Part U: The Grammar o f Basic Sentences
I h e use o f was is also fairly common in sentences like the second example: If loe was here, he’d agree with me. In writing, however, the subjunctive were is the standard form. In C hapter 9 we will see i f clauses that discuss a possible condition rather than a wish or a condition contrary to fact: If it is cold tomorrow, we’ll cancel the picnic. Here we do not use the infinitive form of be as wc do in che subjunctive mood.
TENSE A N D ASPECT At the opening o f this chapter you learned that French verbs have more than seventy different forms— in contrast to the mere five we have in English. Does that mean that our language is less expressive? N ot at all. Instead o f expressing concepts o f time and duration and completion by adding inflectional endings to our verbs, as the Frcnch do, wc use aux­ iliaries, either singly or in com bination. T he verb-cxpansion rule that you learned, with its tense marker and optional auxiliaries, describes our system for doing so. The auxiliaries be and have contribute to w hat is called aspect, refer­ ring to w hether an action is in progress or com pleted. In traditional term inology, verbs in the -ing form w ith the auxiliary be are called “progressive” or “continuous”; those in the -en, or past participle, form with the auxiliary have are called “perfect” tenses. The term “perfect” comcs to us from Latin gram m ar, w here it refers to “action th at is completed before the present m om ent.” However, in English our pres­ ent perfect, Bill has lived in Florida since 1992, while referring to past, includes a connection to the present. This sentence tells us that Bill still lives in Florida. That present connection of one kind or another is implicit in the perfect tenses with have. And, as the examples in the following section show, verb strings with had refer to a point of time in the past connected to a more recent past time. The tense marker, T , in our verb-expansion rule, however, is limited to only two tenses: present and past. These are the only two tenses rep­ resented by the form o f the verb itself. Following are illustrations of our common tenses and auxiliary-verb combinations.
Chapter 4: Expanding the Main Verb
75
US I N G T H E VERB FORMS T h e tra d itio n al labels o f these com m on verb form s are show n in parentheses.2 Base
f o r m and -s f o r m I Uve in Omaha.
(s im p le p r e s e n t)
,
Ihe news comcs on at six. M ilton’s poetry speaks co everyone.
Historical, habitual, propensity, or timeless present
Spiders spin webs. 1 understand your position. Pres + be + -ing + MV ( p r e s e n t I am working at W al-M art.
Present point in time p ro g re s s iv e )
John is taking philosophy this term. Past i- M V ( s im p le p a s t ) I moved to Omaha last March.
Present action o f limited duration
Specific point in time
A virus erased all o f mv data. N o te that w ith an appropriate adverbial, this form can indicate an extended period of time in the past, not a specific point: I studied Spanish fo r three years in high school. Past
+
be
+ -in g
-f-
MV
(p a s t p ro g re s s iv e )
A baby was crying during the entire ceremony this morning. I wras crying to sleep last night during the party, bur it was no use.
Past action o f limited duration (often to show one particular action dur­ ing a larger span o f timej
’ These traditional labels are called tenses. However, given our use o f tense in the verb-expansion rule— that is, our restriction o f T to present and past— we will adopt the linguist’s term aspect in reference to the verb strings that are expanded w ith the perfect (have + -en) and progressive {be + -ing) auxiliaries.
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Part II: The Grammar o f Basic Sentences
Pres + have + -en 4- M V ( p r e s e n t p e r f e c t ) The leaves have turned yellow already. A completed action extend­ ing from a point in the 1 have finished my work. past to either the present or T have memorized several of Frost’s the nearpresent-an action poems. with relevance to the present—or occurring ai an unspecified past time
Past + have + -en -f M V
(p a st p e rfe c t)
The hikers had used up all their water, when finally they found a hidden spring.
Past action completed before another action in the past
The students had finished only the first page of the test by the time the bell rang. Pres + have + -en - be ^ -ing + M V ( p r e s e n t p e r f e c t p r o g r e s s i v e ) Ihe authorities have been looking for Past action continuing the arson suspect since last Sunday. into the present Past -r have + -en + be + -ing + M V
(p a s t p e r f e c t p ro g re s s iv e )
'Ihe authorities had been looking for the suspect even before the fire broke out.
Continuing past action completed before another action in the past
EX CEPTIONS TO T H E VERB-EXPANSIO N RULE The verb-expansion rule is simple, but it is powerful. W ith it we can ex­ pand the verb slot in all the sentence patterns to express a great many variations in meaning. Given the variety o f modals we have, which wc can use with or without have + -en and be + -ing, the num ber o f possible variations adds up to fifty or more for m ost verbs. However, we rarely use all the possibilities for any given verb. O ur system restricts the use of some, and others wc simply have no occasion to use. Although we may say, H e seems grumpy. and They have remained friends.
Chapter 4: Expanding the Main Verb
T7
We would probably never say, *1-10 is seeming grumpy, or *They have been remaining friends. Mosr of che exceptions involve che restriction o f be + -ing with certain linking verbs, with be as main verb, and with a small num ber o f transi­ tive verbs that refer to mental processes, such as prefer, know, and like, or states, such as own, resemble, and weigh.
['special Rules fo r -ing Verbs The restriction that applies to the auxiliary be + -ing is rooted in rhe “con­ tinuous” or “progressive” meaning that -ing gives the verb; that “movement through time” is not logical with verbs like prefer and know. 'Ihe restriction also applies to Pattern 1, where be is the main verb followed by a time or place adverbial. We can use have + -en or a modal auxiliary with a time adverbial in Pattern I to describe an extended time in a particular place: Ihe students have been in the library7since noon. The students will be in the library until this afternoon. But be + -ing, with its progressive meaning, simply doesn’t work: ~Thc students are being in the library. The Pattern I sentence “The students are in the library” simply identifies the present existence of the students in a particular place, not a progressive or continuous state. The same restriction on be + -ingapplies to Patterns IT and ITT when the subject complement names a permanent, unchanging trait: *He is being tall. xHe is being African-American. See also the #2 Question for Discussion, on page 83.
TH E S T A N D -IN AUXILIARY D O You may have noticed that one com m on auxiliary does not appear in our verb-expansion rule (even though it appears in this sentence)— the auxiliary do, along with its -s and -ed forms, does and did. W hy have we left those forms out of the discussion of auxiliaries? D on’t they belong in our list, as modals perhaps or as alternatives to have + -en and be + -ing'
78
P an II: The Grammar o f Basic Sentences
N o, they don’t. Even though most grammar books include the forms of do in their auxiliarv _ lists along with modals and have and be, thev • don’t really belong there. The auxiliary role played by do and does and did in the predicating verb is very different from that o f the others. They belong in a list by themselves. Consider which of the following sentences sound grammatical to you and which do not: 1. Boris may not work today. 2. Boris worked not yesterday. 3. Amy is not living here. 4. Amy lives not here. 5. Amy is not here. You may have noticed that all five sentences, including the two that are ungrammatical, have something in common: They are all negative. And it’s that negative marker not that makes sentences 2 and 4 ungrammatical. W ithout it, there would be no problem: Boris worked yesterday. Amy lives here. W hat do the other three have that those two d o n ’t? Sentences 1 and 3 have auxiliaries; 5 has a form o f be as the m ain verb. In order to make sentences 2 and 4 grammatical, we have to add an auxiliary. Here’s where do comes into our grammar: Boris didn’t work yesterday. .Amy doesn’t live here. Here are two more sentences about Amy that are ungrammatical: 'W here lives Amy? ’“Lives Amy in Austin? As with negative sentences, all three kinds of questions— yes/no questions, w'A-questions, and tag questions— also require auxiliaries: Where does Amy live? Does Amy live in Austin? Amy lives in Austin, doesn’t she? W hen an auxiliary is required for a sentence variation, including nega­ tive sentences and questions, and there is no auxiliary, then do comes to the rescue— it stands in as a kind o f dum m y auxiliary. Linguists have a more formal name for this operation: They call it do support.
Chapter 4: Expanding the Main Verb
79
There is one more occasion that calls for the assistance o f do support: the emphatic sentence. Amy does expect to graduate in four years. Do come in. We did enjoy our holiday in the mountains. These three sentences would be grammatical w ithout a form of do, but they would lose their emphatic quality. In speech we can make our sen­ tences emphatic simply by adding volume to either an auxiliary or to the verb itself. In writing we could put che verb in capital letters, I LOVE holidays in the mountains — b u t o f course i t ’s n o t sta n d a rd p ro ced u re. 'When th e sen ten ce has an auxiliary, we can show the em phasis w ith italics or possibly an adverb: I have finished my homework. I certainly have finished my homework. T he em phatic do allows us to show the emphasis w ithout any special gimmicks: I did finish my homework. 'Ihe purpose of this discussion of do is twofold: (1) to help you under­ stand the distinction between do and the other auxiliaries; (2) to help you appreciate how your grammar expertise automatically calls on do w hen­ ever you need an auxiliary.
and Lay One way to think about the tricky verbs lie and lay is in terms of their sentence patterns: One is intransitive (Pattern VI) and one is transitive (Pattern VII). Read the following inform ation adapted from Webster’s Ninth New Collegiate Dictionary, then fill in the blanks with their various forms. lie/ (intran) lay/; lain/; lying 1 a. to be or to stay at rest in a horizontal po­ sition; be prostrate: REST, RECLINE (-motionless) (^asleep) b. to assume a horizontal position—often used with down. lay/ (tran) laid/; laid/; laying 1: to beat or strike down with force 2 a: to put or set down b: to place for rest or sleep; esp: BURY 3: to bring forth and deposit (an egg).
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BASE
-5 FORM
-ED FORM
-IN G FORM
-E N FORM
l.lie
___________
___________
___________
___________
2. lay
____________
____________
____________
____________
Now identify the verbs in the following sentences as transitive or intransi­ tive and indicate the base form of the verb: Is it lie or lay? 1. I should lay the papers in neat piles on the table._______________ 2. The cat has never lain so still before._______________ 3. Yesterday he lay very still._______________ 4. 1 laid the baby on the bed for her n ap ._______________ 5. I lay on the beach for two hours yesterday._______________ If you arc accustomed co hearing people say “I’m going co lay down for a nap” or commanding cheir dogs co “lay down,” you may think that the last sentence in che lisc sounds wrong. It’s not unusual to hear people say “I laid on che beach.” In fact, it is so common that at the end of the definition for lay, just quoted, the dictionary includes lie as an intransitive synonym— and labels it “nonstandard.” In other words, when you say “lay down,” you arc using lay as a synonym for the intransitive lie. (If your dog responds only to standard usage, you’ll have to say “lie down.”) The reason for the common nonstandard usage becomes clear when you examine the five forms of the two verbs: Both sets include lay. The confusion arising with two other pairs of tricky verbs— rise/raise and sit/set— can be resolved in the same way as with lie/lay, that is, in terms of their sencence pattern category. The dictionary will identify them as transitive or intransitive and list their -ed,’ -en,1 and -ing O forms.
T H E VERB SYSTEM OF AFRICAN AMERICAN VERNACULAR ENGLISH O ne of the most noticeable differences between Edited American English (EAE) and African American Vernacular English (AAVE), known also as Ebonics, occurs with the verb-expansion rule.3 In this chapter wc have seen how have and be function systematically as auxiliaries to designate the perfect (Mary has worked) and the progressive (Mary is working) forms
5 This description is adapted from an arriclc by Lisa Green: “Study o f Verb Classes in African American English,” Linguistics and Education 7 (1994): 65-81.
Chapter 4: Expanding the Main Verb
HI
o f the verb. W e have also noted that do kicks in for questions (D id Mary eat?), negative sentences (Mary didn't eat), and emphasis (Ma>y did eat) when no other auxiliary is available. The AAVE system calls for these same auxiliaries, but combines them in different ways. Here is a partial list o f AAVE verb strings along with the EAE equivalent for each: 1. He eat. (present) “He is eating.” 2. He be eating, (habitual) “He is usually eating.' 3. H e been eating, (remote past) “He has been eating for a long tim e.” 4. H e been ate. (remote past) “He ate a long time ago.” 5. He done ate. (completive) “He has already eaten.” 6. He been done ate. (remote past completive) “H e finished eating a long time ago.” 7. He had done ate. (completive) “H e had already eaten.” Wc would need more data, o f course, to come up w ith an accurate verb-expansion rule for AAVE. However, we can recognize certain regular features of che system from this small sample: 1. The auxiliary done appears in all the “completive” forms. Note that the adverb already or the verb finished is required to express the EAE equivalent. 2. The auxiliary been (pronounced “bin” and spoken with strong stress) carries the meaning o f “remote” time. The EAE equivalent requires “a long time” or “a long time ago” to make this remote past distinction. In terms o f form, the fact that the auxiliary done appears in the string with other auxiliaries clearly sets this system apart from EAE, where do is not part of the verb-expansion rule, but, as m entioned earlier, occurs only as a stand-in auxiliary. (It should be noted that in AAVE a form of do also kicks in for some questions and negatives, as in EAE.) Another distinguishing feature of AAVE is che “habitual” be, shown in the second example. It includes the meaning “usually” or “habitually,” whereas in EAE che adverb must be supplied. Ic should be obvious from this brief description chac che verb forms of AAVE, alchough different from those o f EAE, are generated by a highly systematized set of rules. Ihis recognition should also illustrate an imporcanc lesson chac che linguists have contributed to language education: that all dialects of English are equally grammatical.
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CHAPTfyi 4
Kev Terms African American Vernacular English
Modal auxiliary
Auxiliary
Mood
Conditional mood
Negative sentence
Do support
Person
Kmphatic sentence
Regular verb
Helping verb
Stand-in auxiliary
Indicative mood
Subjunctive mood
Infinitive
T ense
Irregular verb
Verb-expansion rule
Main verb
Sentences PRACTICE Identify the com ponents o f the main verb in each o f the following sen­ tences. Your answers will be in the form o f verb strings, such as those given in Exercise 12. 1. The press has recently labeled our new senator a radical on domestic issues. 2. The tcacher should have given the class more information about the exam. 3. According to the students, their teacher was being downright secretive. 4. In Florida the Coast Guard is now confiscating the boats of drug runners. 5. Ihe president may soon name three women to top posts in the D epartm ent o f State. 6. O ur company will try a new vacation schedule in the summer. 7. All the workers are taking cheir two-week vacations at the same time. 8. Pat has been jogging regularly for six years. 9. U ntil last week, Mario had never told me his middle name.
Chapter 4: Expanding the Main Verb
S3
10. The suspect’s alibi may have been a lie. 11. I should have been studying on a regular basis throughout the semester. 12. W riters have produced almost 2,500 works about the Bounty m utiny during the past 200 years.
QpF.STION.s? ^
D IS C U S S ^
1. “I’ve already ate” is a fairly common nonstandard usage in our country. Explain how it deviates from the standard usage described by the verb-expansion rule. Compare it with “I’ve already tried”; can you discover a logical reason for the nonstan­ dard usage? Does that particular nonstandard form ever occur with regular verbs? 2. The difference between two such sentences as He is tall.
and
He is silly.
is obviously in the adjective that fills the subject complement slot. W e cannot say *He is being tall, but we can say He is being silly, so there must be a fundamental difference between the two adjectives. The contrast is between stative and dynamic qualities— the one describing a state, usually permanent, and the other a chang­ ing quality. W hat is there about be + -ing that makes this restric­ tion seem logical? Can you think o f other stative adjectives (other than tall) that arc restricted from the subject complement slot with be + -ing! Perhaps a better way of describing the contrast between silly and tall— between silliness and height— concerns the presence or absence of volition, the power of choice. Which of the following adjectives describe characteristics that are willed: young, tough, nice, red, absorbent, reckless, round? Can these adjectives serve as subject complements with be + -mg!
Part II: The Grammar o f Basic Sentences
3. Consider further restrictions on be + -ing : *Marv is resembling her mother. *The blue dress is fitting you. Can we speak of dynamic and stative or willed and nonwilled qualities of verbs as well as of adjectives? Consider the following verbs: assume, suit, equal, enjoy, desire, agree with, mean, know, contain, lack, like. Do any o f these have restrictions? Why? 4. Do nouns carry such distinctions, too? Try the following nouns in the subject complement slot of Pattern III: a doctor, a nuisance, a hero, a nice person, a gentleman, a hard worker, a construction worker. Here is the slot: “He is being________________Can all of them be used with be + -ing'i W hat conclusions can you draw about NPs? Docs volition, or the power of choice, make a difference? 5. You can demonstrate the ambiguity of the following negative sentences by adding two possible follow-up sentences to each: I’m not caking M ath 10 because it’s so easy. He did not kill his wife because he loved her. 6. The following aphorism is ambiguous coo: N o news is good news. Restate the sentence in two wavs to demonstrate its w o meanings. 7. Wliy do the following sentences from Shakespeare and the King James Bible sound strange to our twenty-first-century cars? W hat particular change that has taken place in the language do these sentences illustrate? Let not your heart be troubled. Know you where you are? Wherefore weep you? Revolt our subjects? W hat means chis shouting?
CLASSROOM APPLICATION
In this chapter we looked briefly at our system for curning sen­ tences into questions, a process chac sometimes requires do. The tag-question is another method for turning statements into questions:
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85
John is washing his car, isn’t he? Perry should wash his too, shouldn’t her Add the tags that turn the following statements into questions: Harold has finally stopped sm oking,________________? The students are not studying L atin ,________________? Bev finished her book on schedule,________________? Tim and Joe are good carpenters,________________? Kris is a good carpenter, to o ,_______________ ? She builds beautiful cabinets,________________? Now look at the system you followed for adding these questions. H ow many steps are involved? Imagine writing a computer program so that it, too, could generate tag-questions. W hat are the steps you would have to include? Here are three more tags to supply: Harold should stop sm oking,________________? Harold ought to stop sm oking,________________? Harold may stop smoking so o n ,________________? Take a poll among your friends to get their responses to these three. Do all the respondents agree? Do they follow the proce­ dure you described in the first set? W hat do these tags tell you about the changing nature of the language?
APT£^>
5
Changing Sentence Focus
C H A P T E R P R E V IE W The ten sentence-pattern formulas described in Chapter 3 represent the underlying framework of almost all the sentences we speak and write. In most o f our sentences, the predicate slot following the main verb com ­ mands attention; it usually is the peak in the rhythm pattern, the place where we focus on the new information, the reason for the sentence. This chapter will examine several ways o f rearranging sentence patterns to emphasize information by shifting the focus. By the end o f the chapter, you will be able to • Recognize the difference between active voice and passive voice verbs. • T ransform active sentences into passive ones, and passive sen­ tences into active ones. • Understand when to use the passive voice effectively. • Identify and use the there transformation. • Recognize and construct two types o f cleft sentences.
T H E PASSIVE VOICE The “voice” of a sentence concerns the relationship of the subject to the verb. You're probably familiar with the definition o f verbs as “action words,” a description commonly applied to both intransitive and transitive verbs: Mary laughed. (Pattern VI) The boys ate ever}' piece of pizza. (Pattern VII) 86
Chapter.5: Changing Sentence Focus
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In these senrenccs the subjects are performing the action; they arc making som ething happen. Linguists use the term agent for this “doer” of the verbal action. Another term that describes this relationship o f the subject to the verb is active voice. W hat happens when we turn the Pattern VII sentence around, when we remove the agent from the subject slot and give that role to every piece o f pizza, the original direct object? Every piece of pizza was eaten by the boys. This reversal changes the sentence from active to passive voice. The diagrams clearly illustrate the changed roles: boys
are
piccc
piccc
was eaten
To understand the primary distinction between active and passive voice, it is important to recognize what happens to the subject-verb relationship. In our example, even though the boys is no longer the sentence subject, or topic, it is still the agent, or actor; and every piece o f p izza is still the so-called “receiver of the action,” still getting acted upon— still getting eaten! O nly their roles in the sentence, their functions, have changed— not their relationship to each other. The passive voice simply describes the event from a different perspective. In the active voice, while the subject is the sentence topic, the slot that follows the verb, the direct object, is the focus of the sentence— and generally the new information. In other words, what is said about the topic is generally die reason for the sentence. The passive transformation shifts the direct objcct from the focus position to that of sentence topic, or subject. W e will see some examples of why that shift occurs in the next section. First, however, we will look at the changes to the verb string that occur in the passive voice. The passive transform ation involves three steps, all of which are fairly easy to see in the diagrams of the pizza sentences: 1. The original dircct object becomes the subject. 2.
A form of be is added as an auxiliary (in this case the past form, was, because ate is past); it teams with the past participle, the -en form of the verb. In other words, we add be + -en co the active verb string.
3. The original agent, if m entioned, becomes the objcct o f the preposition by (or, in some cases, for). This third step is often missing; it is not required. Many, if not most, passive sentences do not include the active agent.
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Pan II: The Grammar o f Basic Sentences
If you chink about the first step in che list, you’ll understand why we are noc using che other example of an accion verb, Mary laughed, to illuscrate che passive voice: Intransitive verbs cannot be made passive because they have no direcc objecc. Thac’s why you read this statement in the discussion of Pattern VII, back in Chapter 3 (page 43): In Chapter 5 you will see another way o f resting w hether or not a verb is transitive. Can the sentence be turned into the passive voice? If the answer is yes, the verb is transitive. As you learned in Chapter 4, the verb-expansion rule applies to all of che sentence patterns. Wc can think o f ic as che active-verb rule: Active: 7' (M) (have + -en) (be + -ing) M V As rhe formula shows, when we choose be as an auxiliary in che active voice, the main verb will be the -ing h im . But according to Step 2 in our description of che passive transformation, the auxiliary be is teamed with the past participle, the -en form of the verb: Even7 piece of pizza was eaten by the boys. The passive form ula shows this feature as a requirem ent o f the passive voice; you’ll note that, unlike the optional be + -ing in the active rule, the be + -en is not in parentheses: Passive: T (M) (have + -en) (be + -ing) be + -en M V T his fo rm u la tells us th a t a passive verb has three req u irem en ts: (1) tense, (2) the auxiliary be, together with (3) the past participle form o f the m ain verb. H ere arc the com ponents o f the passive verb in our pizza example: past + be +-en + eat = was eaten
T he form ula also shows that a passive sentence can include optional auxiliaries, along with the required be + -en The work will be finished soon. The work should have been finished yesterday. W e know these sentences are passive because the auxiliary be is not followed by the -ing form of the verb.
Chapter 5: Changing Sentence Focus
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Transform the active sentences into the passive by following these steps: 1. Identify the components of the verb string. 2. Add be + -en. 3. Shift the direct object to subject position. 4. Include the active subject in a by phrase. (Note: This step is optional.) Example: The Red Cross is sending aid to the earthquake victims in Haiti. Active verb: pres -I- be + -ing + send Passive: pres + be + -ing + be + -en — send = is being sent Aid is bemq sen-t -it -ihe ear-thyuake iicim i t-n bv -tne
£ed
CrfiSS.
1. President Lincoln signed die Emancipation Proclamation in 1862. 2. The campus paper has published several sensational news stories this semester. 3. The student government will hold a run-off election in two weeks. 4. The police are keeping the suspect in solitary confinement. 5. Your positive attitude pleases me. 6. Bill’s fraternity brochers were teasing him about his new mustache. 7. You should back up your computer files on a regular schedule. 8. Heavy thunderstorms have knocked down power lines in three counties. I--- ------------'--- -------------------------------------------------------------------------------------------------------------,
The Passive Get. It’s certainly accurate to recognize be as the auxiliary that signals the passive voice— but be is not the only one. O n some occasions we call on the verb get to team up with the -en form of the verb to form che passive. Such occasions are informal ones; rarely do we see sentences like these in formal writing: My sister gets teased about her freckles. Dave got fired yesterday. O ur basement got flooded during yesterday’s storm. A nd h ere’s a sentence you m ay recognize from the earlier passive discussion: The pizza is still getting eaten!
90
Pan II: The Grammar o f Basic Sentences
Formalin7— or its lack— is not the only reason that get falls short as an auxiliary, whether active or passive. Unlike other auxiliaries, get requires do support for negatives and questions: My sister doesn’t get teased about her freckles. Did Dave get fired yesterday? Some o f our sentences that look like passives are more accurately identified as linking verb patterns: I got tired of waiting. Hansel and Gretel got lost in the woods. In these sentences, tired and Aw; are filling the subject com plem ent slot. And in contrast to the first group o f sentences, these two do not have an understood agent; there’s no “by” phrase th a t’s been deleted. So, in contrast to the passive sentences, here get is the m ain verb, not an auxiliary. The T ransitive-P assive R elationship. The ties between the transitive verb and the passive voice are so strong— there are so few exceptions— that we can almost define “transitive verb” in terms o f this relationship. In other words, a transitive verb is a verb that can undergo the passive transform ation. There are a few exceptions, including have, one o f our most comm on verbs. In only a few colloquial expressions does have appear in the passive voice: “A good time was had by all,” “I’ve been had.” But in most cases have sentences cannot be transformed: I had a cold. *A cold was had by me. Juan has a new car. *A new' car is had by Juan. O ther verbs that fit Pattern VII but are rarely transform ed into passive are lack (“H e lacks skill in debate”) and resemble (“Mar)7 resembles her m other”). Linguists sometimes classify these as “midverbs” and assign them to a separate sentence pattern. But on the basis of form (NP V N P,), we will classify these sentences as Pattern VII and simply look on them as exceptions to the passive rule. P atterns V III to X in Passive Voice. Ihe passive examples wc have seen so far are all Pattern VII. But of course, all of our transitive patterns can be transformed into the passive voice. In the case of Pattern VIII, which has
Chapter .5: Changing Sentence Focus
91
an indirect objecc in addition to che dircct object, we have w o options: Eicher of the w o objects can serve as the subjcct of the passive: Active: The judge awarded Prudencc first prize. Passive: Prudcnce was awarded first prize. or Passive: First prize was awarded to Prudence. W hen we diagram the version w ith Prudence as subject, the result looks exactly like an active Pattern VII: Prudence
was awarded
prize
*
H ere, where we have two objects, we have retained the direct object in the passive; in traditional gram m ar this slot is called the retained object. In order to identify che sentence pattern, co distinguish it from Pattern VII, we have to recognize the sentence as passive, and we do that by noting that the verb was awarded cannot be active (orhcwise, the auxiliary be would be followed by -ing). The diagram of the other version of Pattern VIII, with First prize as subjcct, looks exactly like Pattern VI: prize
was awa rdcd
- 3.
' Prudence
V

Again, the only way to identify it as a transitive verb is to recognize thac the verb is passive: The auxiliary be withouc -ing following is chc clue. W hen we cransform Paccerns IX and X, which also have two slots following the verb, we have only one choice for the passive: O nly the dircct object can serve as the subjcct in the passive voice: Active: The teacher considers Elizabeth bright. (Pattern IX) They' named their dog Sandy. (Patcern X) In the passive voice, the active object complement becomes a subject com­ plement. This transformation occurs because the original object becomes the subject: Elizabeth
is considered
bright
dog
Vs-
was nam ed
Sandy
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Part II: 'Ihe Grarmnar o f Basic Sentences
N ote that we have not included a by phrase— that is, the active subjects— in these passive versions. They could, o f course, be added. Again, in order to identify these last two sentences as Patterns IX and X, it is im portant to recognize the verbs as passive. Otherwise, they will be m istaken for linking verbs. T he simple fact that the verbs arc passive, however, im m ediately sends the message that they are transi­ tive patterns— only the transitive patterns can be transform ed into the passive voice.
Transform the following active sentences into the passive voice, retaining the same verb tense and aspect. 1. Many movie critics gave Avatar rave reviews. 2. The teacher is giving the third graders too much homework. 3. The judges have choscn three finalists for the science award. 4. These colorful murals have turned the staircase walls into an art museum. 5. Fans and sports writers often refer co Roger Federer as the greatest tennis player of all time. 6. Bach composed some of our most intricate fugues.
C hanging Passive Voice to Active. To transform a passive sentence into active voice, you need to perform three operations that essentially undo the three steps that produce the passive voice: 1. First, identifv or actor— the doer of the verbal action. / the agent, O If the agent is named, you’ll usually find it in a by prepositional phrase. If it’s not there, just add “someone”: A party is being planned by the film club. [Agent: the film club] The work should be finished by Friday. [Agent: someone] 2. Next, delete be + -en from the verb string: is being planned = pres + be + ing +
+jjlan
should be finished = past + shall + fit + -.«! + finish
Chapter 5: Changing Sentence Focus
3.
93
Rewrite the sentence with the agent in subject position, the revised verb in place, and the passive subject shifted to the direct objcct slot: The film club is planning a part}’. Someone should finish the work by Friday.
Change these passive sentences to the active voice. Remember that in some cases the agent may be missing, so you will have to supply a subjcct for the active, such as “someone.” Identify the sentence patterns for the active sentences you have produced. 1. The football team was led onto the field by the cheerleading squad. 2. The cheerleaders are chosen by a committee in the spring. 3. The new reporters had been warned by the managing editor about late submissions. 4. lhree finalists have been chosen for the science award. 5. Dental floss w*as manufactured for the first time in 1882. 6. The possibility of recession is being talked about in financial circles. 7. ihe play was called a smashing success. 8. The poison has been rendered harmless.
T H E P A S S IV E V O I C E I N P R O S E It’s possible that everything you’ve heard or read about the passive voice has been negative. Som etim es English teachers even declare it o u t of bounds. This edict comes about because passive sentences sometim es have a stilted quality; and, yes, ineffective passives can often be im ­ proved by being changed to active voice. But often the reason for the problem is not the passive voice itself; the reason lies elsewhere. It’s pos­ sible that an ineffective passive has the wrong subject, the wrong topic. In such a case, it’s the focus that’s the problem — not the mere fact that the sentence is passive. It’s fair to say that the main job of the passive voice is to provide cohe­ sion. The passive enables the writer to shift emphasis in the sentence so that the reader will put the focus where it should be— on the new informa­ tion. Below you will see the beginning o f a paragraph from the discussion of verbs in Chapter 2. N ote how the direct object slot in the first sentence, the new information (underlined), becomes the topic, the subject, o f the
94
Part II: The Grammar o f Basic Sentences
three following sentences. It has gone from being rhe focus in the opening sentence to being the old, or known, information— the topic under dis­ cussion— in rhe others. Because that subject is not the agent, the doer of the action, we make use of the passive voice. The passive verbs are shown in bold type. W hen the dictionaryj identifies a word as a verb,7 it lists --------------three forms: the base form (laugh), the past tense (laughed), and the past parti­ ciple (laughed). These three forms are traditionally referred to as the verb’s “three principal parrs.” The base form is also known as the infinitive; it is often written with to (to laugh), (p. 17) O th e r Passive P urposes. The passive voice may also be appropriate if the identity of the agent is obscured in history or simply has no bearing on the discussion: In 1905 the streets of Patterson, California, were laid out in the shape o f a wheel. Oregon’s economy is closely tied to the lumber industry. The passive voice is especially common— and deliberate— in technical and scientific writing, in legal documents, and in lab reports, where the researcher is the agent but to say so would be inappropriate: I increased the temperature to 450° for one hour. (Active) The temperature was increased to 450° for one hour. (Passive) In some instances the passive voice is simply more straightforward: Joe was wounded in Iraq. In some situations it appears that the purpose of the passive is to delib­ erately avoid mentioning the agent: It was reported today that the federal funds to be allocated for the power plant would not be forthcoming as early as had been antici­ pated. Some contracts on the preliminary work have been canceled and others renegotiated. Such “officialese” or “bureaucratese” takes on a nonhum an quality7 be­ cause the agent role has completely disappeared from the sentences. In the foregoing example the reader does not know who is reporting, allocating, anticipating, canceling, or renegotiating. This kind of agcntless passive is especially com m on in official news conferences, where press secretaries and other government officials explain what is happening w ithout revealing who is responsible for making it hap­ pen. 'Ihe faceless passive docs an efficient job o f obscuring responsibility,
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but it is neither efficient nor graceful for the writing that most of us do in school and on the job. Sometimes student writers resort to the passive voice in order to avoid using /, perhaps bccause the paper has too many of them already or because the teacher has ruled out the first-person point of view: The incessant sound of foghorns could be heard along the waterfront. But English is a versatile language: First person (“I could hear . . .”) is not the only alternative. H ere’s a version o f the sentence using sound as the verb: I h e foghorns sounded along the waterfront. Here’s one that describes the movement o f the sound: The incessant sound o f foghorns floated across the water. M any times, of course, the writer simply doesn’t realize that the passive voice may be the culprit producing the vagueness or wordiness o f that first draft. For example, the writer o f the following sentence ended a family Christmas story with no awareness o f voice at all: That visit from Santa was an occurrcnce that would never be forgotten by the family. The active version produces a tight, straightforward sentence: The family would never forget that visit from Santa. The writer could also have found an active sentence that retains visit as the subjcct: That visit from Santa became part o f our family legend. The passive voice certainly has a place in every kind o f prose. To avoid it simply for the sake o f avoiding it often results in a stilted, un­ natural voice. T H E T H E R E T R A N S F O R M A T IO N Like the passive voice, the there transformation provides the writer a way of changing sentence focus by altering the word order— in this case, by opening the sentence with the unstressed there, known as an expletive; the subjcct of the sentence follows be: There’s a fly in my soup. There is an error message on the computer screen.
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Pan II: Tl?e Grammar o f Basic Sentences
To diagram a there transformation, we must identify the underlying pat­ tern. As the diagram shows, there has no grammatical function in the basic sentence: ‘llic re
T here
W hen we use the there transform ation, we are taking advantage o f the natural rhythm o f language. In general, our language is a series of valleys and peaks, a fairly regular pattern o f unstressed and stressed syllables:
Sentences usually begin with an unstressed valley. And more often than not, that first, unstressed slot is the subject. But the there transformation changes that usual word order: W hen the unstressed there fills the opening slot, it delays the subject until that first peak position o f stress.
Ihe there transform ation applies when the subject o f the sentence is indefinite: “a fly” or “an error message” rather than “the fly” or “the error message.” The indefinite article is a signal that the subject o f the there transform ation is new inform ation; we use the definite article, the, for old, or known, information. W e might have occasion to say, There’s the fly I told you about. if a particular fly under discussion lands in the soup. But clearly this is a known fly, so this is not the unstressed there. The stress it carries marks
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i: as an adverb providing information o f place (it’s called the 'locative” adverb, from the word location). The same is true of There’s that error message again. In these sentences w ith definite subjects, we have sim ply shifted the order of the basic sentence pattern, as wc sometimes do to emphasize adverbials: Here’s your book. Right oft the end of the pier plunged the getaway car. The expletive there is always unstressed: the adverb there, when it opens a sentence, is nearly always stressed, providing an exception to the nor­ mal rhythm pattern of that opening unstressed valley we just saw. The adverb there, besides providing information of place, often acts as a kind o f pointer. For example, read the following pair o f sentences aloud and notice the difference in meaning and stress of the two theres: There's a piece o f the jigsaw puzzle missing. There it is, on the floor. You can almost see the finger pointing in the case o f the second there. In addition to the indefinite subject, the there transform ation usually has a form o f be either as the main verb or, in the case o f the transi­ tive and intransitive patterns, as an auxiliary. Pattern I (N P be A D V / TP) is the m ost com m on pattern we transform w ith there; Patterns II and III, in w hich be acts as a linking verb, will not accept the there transform ation. The form of be will, o f course, depend on the tense and on the number o f the subject, whether singular or plural: ’Ihere were some problems with the heat in our new apartment. There has been a problem with the plumbing, too. But an exception to the general rule of subject-verb agreement occurs with the there transform ation. A com pound subjcct, which we usually treat as plural, may take the -s form of be under some circumstances: 'Jhere was some great blocking and some fine running and passing i n Saturday’s game. In this sentence “there were” would be awkward, even though the subject is compound.
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Part II: ~fl)e Grammar o f Basic Sentences
The there transformation w ithout a form o f be is also possible, but such sentences are not very common: There came from the alley a low moaning sound. There followed a series o f unexplained phenomena. There remains an unanswered question. Listen to the difference between these sentences and those with be. These have a tight, controlled quality about them. Notice also that when a verb other than be follows there it shares the stress with the subject. You will read more about the rhythm o f sentences and about the there transform ation as a tool for the writer in Chapter 15- English language learners may want to review the distinction between the indefinite article “a” and the definite “the” on page 131.
Exercise
16
Identify the function of there in the following sentences. Is it the expletive or is it the locative adverb? Also identify the sentence patterns. 1. Ihere’s often a flock of blackbirds lining the telephone wire in our neighborhood. 2. There they are now. 3. There’s nothing to do tonight. 4. There's always TV to watch. 5. There’s Henry across the street. 6. Tliere he goes. 7. Isn’t there a spelling checker on your word processor? 8. There but for the grace of God go I. ■
.. ill ■ Mill llll...I III I l ll ll IIUBIII ■■IHIMI I III...I l l I ■ ... . . . . . . . . . . . . . . . . . . . . . III!. . . . . . . . . . . . . . . . . . . II III
I■
CLEFT SENTENCES Another sentence variation that provides a way to shift the focus of atten­ tion is the cleft transform ation, so called because it divides a clause into two parts: It cleaves it. The cleft sentence allows a writer to accomplish by means o f word order what a speaker can do by varying the point o f main stress or loudness. The following variations show how a speaker can change the focus or meaning of a sentence simply by putting stress on dif­ ferent words, that is, by saying certain words louder: MARY wrecked her motorcycle in Phoenix during the Christmas break. (It wasn’t Diane who did it.)
Chapter .5-' Changing Sentence Focus
99
M an7wrecked her M O TO RCYCLE in Phoenix during the Christ­ mas break. (Not her car.) Mar)' wrecked her motorcycle in PH O E N IX during the Christmas break. (Not in Albuquerque.) Mar)' wrcckcd her motorcycle in Phoenix during the C H R IST ­ MAS break. (Not Thanksgiving.) Because the conventions o f w riting do not include capital letters for words that should get main stress, as shown in the preceding sentences, the writer’s intended emphasis may not always be clear. The cleft trans­ form ation solves the problem . In one kind o f cleft sentence the main subject is if w ith a form o f be as the m ain verb. This use o f it is som e­ times called the “anticipatory it.' In reading the following sentences aloud, you’ll notice that you autom atically stress the word or phrase following was: It was Mary who wrecked her motorcycle in Phoenix during the Christmas break. It was her motorcycle that Mar)7wrecked in Phoenix during the Christmas break. It was in Phoenix that M aiy wrecked her motorcycle during the Christmas break. It was during the Christmas break that Mary wrecked her motorcycle. T he cleft sentence assumes background know ledge th at the w riter and reader share. In other words, you w ould not write “It was M ary who wrecked her motorcycle” unless the accident was already known to the reader. Another kind of cleft sentence uses a what clause in subject position. N ote that the added was separates the original sentence into two parts: Mary wrecked her motorcycle. W hat Mar)7wrecked was her motorcycle. Sometimes what shifts the original verb phrase into subject position. Again, a form of be is added as the main verb: A branch in the road caused the accident. W hat caused the accident was a branch in the road. Thick fog reduced the visibility7to zero. W hat reduced the visibility to zero was the thick fog.
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Part 11: The Grammar o f Basic Sentences
You’ll notice in both the deleft and what-dcks that rhe sentence pattern of the main clause has changed, a change that does not occur with the other transformations. The Appendix includes a diagram of the what-clek (p. 369). The cleft transformations produce sentences that are quite complicated structurally, with clauses filling ccrtain slots in the patterns. You’ll learn about these structures in later chapters. W e will not be concerned here with their diagrams.
Focusing Tools The title of this chapter, “Changing Sentence Focus,” calls attention to the pur­ pose of the structures described. All of rhese focusing tools— the passive voice, the there transformation, and the cleft variations— enable you as a writer to make sure that the reader puts the emphasis of the sentence where you intend it ro be. Unfortunately, it’s fairly standard practice for handbooks and, yes, teachers to describe these structures as problems to be fixed rather than as tools to be used, warning that sentences opening with “There is” or “There are” or “It is,” besidesbeing wordy, are also “guilty” of using be as the verb. The passive voice receives even stronger criticism, often based on the absence of a clear agent. Sometimes, of course, the agent is irrelevant, sometimes unknown, sometimes deliberately excluded. But there are also times when the passive voice actually puts extra focus on the agent by placing it at the end of the sentence in the “by” phrase: “’ihat famous game-ending home run was hit by Bobby Thomson.” Writers in earlier centuries had no qualms about using the passive voice. (Before 1907 it had never been mentioned as a usage issue.) You can find many passive sentences in the words of our Founding Fathers. For example, sixteen of the nineteen main clauses in the Bill of Rights are in the passive voice: shall not be violated, shall be examined, shall not be required, shall be held, are reserved, and so forth. O ur purpose in this chapter is to help you recognize those occasions when these focusing tools have a job to do. In Chapter 15 you’ll read more about them in connection with cohesion. (See pages 315—16, 320.)
c b a p tk r 5
Key Terms Active voice
Cleft sentence
Agent
Definice article
Case
Expletive there
Chapter 5: Changing Sentence Focus
Indefinite article
Retained objecc
//-cleft
Subject-verb agreement
Objecdvc ease
There transformation
Passive voice
What-cleft
101
Sentences f° r
Shift the focus o f the following sentences by using the structural varia­ tions you have studied in this chapter: the passive voice, the there trans­ form ation, and che cleft transform ations. W rite as m any variations as vou can. 1.
Ihe press has recently labeled our new senator a radical on domestic issues.
2.
During the 2010 election campaign, a new conservative movement called “The Tea Party” dominated che news.
3. The transcontinental railroad brought an end to wagon trains along the Oregon Trail. 4.
Many large firms arc now hiring liberal arts majors for management positions.
5.
Employers value liberal arts majors for their analytical ability.
6.
People are constantly teasing me about my southern accent.
7. Apparently they have never heard a southern accent around here before. 8.
Nutrition advocates are making positive changes to school menus.
9.
M any school cafeterias are now serving more fruits and vegetables because o f the alarming statistics on childhood obesity.
10.
The destruction o f the Amazon rain forest alarms a great many environmentalists.
11. A month of unseasonably warm weather almost ruined the ski season last winter. 12.
Several gangs of kids in the neighborhood are cleaning up the empty loc on the corner.
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Part U: Ihe Grammar o f Basic Sentences
QUESTION^ >
■
/ ° /'O J S G U S S l ° ^
1. Do we ever need the stand-in auxiliary do for a passive sentence? W hy or why not? 2. W hat do you know about a verb when it has w o forms o f be as auxiliaries? 3. In the Classroom Applications section of Chapter 4, you read about turning statements into questions using what we call tagquestions. Do the same with the following sentences— that is, add tag-questions: There’s a good movie on television to n ig h t,_____________ There were a lot of students absent today,______________ ? Now explain why some linguists prefer to call there the subject of the sentence rather than an expletive. Give other evidence to support or refute that position. 4. In Chapter 3 we looked briefly at sentence variations that help us distinguish verb-particle combinations (phrasal verbs) from verb-adverb combinations: We jum ped up. -* Up we jumped. W e made up. -*■ *Up we made. The cleft and it transformations, introduced in this chapter, can also be useful in identifying properties o f verbs: H e came by the office in a big hurry. He came by his fortune in an unusual manner. Where he came was by the office. *Where he came was by his fortune. Joe turned on the bridge and looked around. Joe turned on the light and looked around. It was on the bridge that Joe turned and looked around. *It was on the light that Joe turned and looked around. Here are some other pairs that look alike. Use transformations to demonstrate their differences: The student looked up the word. The teacher looked up the hall.
Chapter .5: Changing Sentence focus
103
Sharon callcd up the stairs. Karen called up the club members. An old jalopy turned into the driveway. Cinderella’s coach turned into a pumpkin.
CLASSROOM APPLICATIONS
1. Examine the following newspaper headlines. You’ll notice that some have incomplete verb phrases. Rewrite the headlines to complete the verbs, then identify their sentence patterns. (Note: You’ll have to pay attention to voice— active or passive— in identifying the patterns.) Dissidents form action committee. (P attern______________) Hurricane kills seven. (P attern________________) Six found guilty of extortion. (P attern________________) Team vies for championship. (P attern________________) Battle of Verdun remembered in ceremony. (Pattern_________________)
Candidates ready for runoff election. (P attern ___________ ) W om an injured in crash. (P attern________________) Fulbright scholarships awarded to two. (P attern _________) Check the headlines of your local paper. W hich patterns do you find? Do you find any difference in the patterns used for sports headlines and chose heading general news? 2. The following paragraph is from an article on whales by Virginia Morell in che February 2008 issue of Smithsonian: The hum pback’s haunting songs are am ong the m ost complex anim al vocalizations. They have a hierarchical syntax, one of the basic elem ents o f language, according to recent studies. That is, they sing units o f sound th at together form a phrase. T he phrases are repeated in patterns known as them es. Each song is composed o f anywhere from two to nine themes, and the themes are sune in a specific order. Some phrases sound like the low m oan of a cello, while others are more like the chirp o f a songbird, (p. 62)
Pan II: The Grammar o f Basic Sentences
N ote che three underlined clauses. In each case, the passive voice has enabled the writer to use a known clement in subject position, with the new inform ation— the reason for the scncence— in che predicate, the position of main focus. Is there a way the author could have been just as effective w ith­ out using the passive voice? Imagine chat you are che author— and your teacher has asked you to revise the paragraph, declaring the passive voice out o f bounds. W orking in groups, see if you and your classmatcs can improve on the original author’s version, using;
PART
III
Expanding the Sentence
n this section we will take up three methods o f expanding sentences: m odification, noun phrase substitution, and coordination. You first learned about modification in Chapter 2, when you added adverbs to verb phrases and adjectives to noun phrases and prepositional phrases to both. In Chapters 6 and 7 you’ll see other structures, as well as these, that func­ tion as adverbials and adjectivals. In Chapter 8 you’ll see verb phrases and clauses that fill noun phrase slots; in Chapter 9, modifiers o f the sentence as a whole; and in Chapter 10, the expansion o f the sentence and its parts by means o f coordination.
I
FORM AND FUNCTION O ne way to organize all o f these new details of sentence structure is to think in terms of form and function. The labels designating form that you have learned include the names of word classes such as noun, verb, adjecrivc, adverb, preposition, and conjunction; the various phrases you have come to recognize— noun phrase, verb phrase, prepositional phrase— are also form designations. We recognize, and can label, the form of a struc­ ture like the puppy as a noun phrase and on the porch as a prepositional phrase on the basis o f their forms. That is, we need not see these structures in sentences in order to recognize their forms. Until we give those struc­ tures a context, however, we have no way o f discussing their functions. In Chapter 3, you’ll recall, we saw a prepositional phrase functioning in two ways, as both an adjectival and an adverbial: The puppy on the porch is sleeping. The puppy is sleeping on the porch. Only when it’s in a larger structure can we discuss a word or a phrase in terms of both form and function. In the chapters that follow, the sentence 105
106
Part III: Expanding the Sentence
expansions include verb phrases and clauses functioning as adverbials and adjectivals and nominals. The following outline will be helpful to you in understanding the two­ sided analysis of form and function and in organizing the details o f sen­ tence expansions.
FORM W ord noun
FUNCTION Adverbial modifier of verb
verb adjective adverb
Adjectival subject complement object complement
Phrase noun phrase verb phrase gerund infinitive participle prepositional phrase Clause independent clause (sentence)
modifier o f noun N om inal subject subjcct complement direct object indirect object object complement objcct o f preposition appositive
dependent clause nominal
Sentence M odifier
adverbial (subordinate) adjectival (relative)
You’ll discover that all o f the general functions listed on the right— adverbial, adjectival, nominal, and sentence modifier— can be carried out by all o f the general forms listed on the lert— words, phrases, and clauses. As an illustration o f this principle, turn to the table o f contents and read the headings for Chapter 6. You will see that the chapter title names and defines a function: “Modifiers o f the Verb: Adverbials.” Ihe major sub­ headings name the five forms that carry out that function: Adverbs, Prep­ ositional Phrases, N oun Phrases, Verb Phrases, and Clauses. In this section o f the book we will again use the sentence diagram to illustrate the various ways o f expanding sentences, first with adverbials,
Part III: Expanding the Sentence
107
then with adjectivals, nominals, and coordinated strucrures. The sentences are beginning to get long and complex, it’s true; however, if you remem­ ber to consider the two-sided analysis of form and function, the diagrams will enhance your understanding. Each o f the various forms we have discussed— noun phrase, prepositional phrase, verb phrase, clause— has a particular diagram, no m atter what its function in the sentence. For exam­ ple, a prepositional phrase is always diagrammed as a two-part structure, with the preposition on the diagonal line and the objcct of the preposition on the attached horizontal line; a noun phrase is always diagrammed with the headword on the horizontal line and its modifiers attached below it. Always begin your analysis o f a sentence by identifying the underly­ ing pattern, one of the ten basic sentences you diagrammed in Chapter 3. Then analyze each of the slots to see how it has been expanded. If you take these expansions one step at a time, asking yourself questions about form and function, you’ll come to understand the system that produces the sentences o f your language. In these five chapters on sentence expansion, you will be building on your knowledge o f the basic sentence patterns. It might be a good idea at this point to revisit Chapter 3, to review the sentence patterns.
A P r £/j>
6
Modifiers of the Verb: Adverbials
C H A P T E R P R E V IE W W hen you studied the sentence patterns in Chapter 3, you learned that in addition to their various required slots all ten patterns can include “optional slots,” where we add inform ation about time, place, reason, manner, purpose, and so on. Except for Pattern I and a few other verbs where the adverbial o f time or place is required, the sentence patterns are gram m atical w ithout that inform ation; th a t’s w hat we mean by 'optional.” But o f course that doesn’t mean that the adverbial infor­ m ation is unim portant. In fact, that, information is sometimes the very reason for the sentence. In the introduction to Part III, you learned that the term “adverbial” names a function that is defined as “modifier o f the verb.” By the end of this chapter, you will be able to • Identify and use five structures that add adverbial information: single-word adverbs, prepositional phrases, nouns and noun phrases, verb phrases, and clauses. • Identify and correct dangling infinitives. • Distinguish between dependent and independent clauses. • Define and recognize the differences among complex sentences, compound sentences, and compound-complex sentences. • Punctuate adverbials.
108
Chapter 6: Modifiers o f the Verb: Adverbials
109
T H E M O V A B L E A D V E R B IA L S In the following sentence, each of die underlined structures— an adverb, a prep­ ositional phrase, and a clause— adds adverbial information to the verb gasped: I h e audience gasped nervously throughout the theater when the magician thrust his sword into the box. I h e audience gasped (How?) nervously. Ihe audience gasped (Where?) throughout the theater. The audience gasped ( When?) when the magician thrust his sword into the box. Even though all the adverbials in the preceding sentence follow the verb, there is really no fixed slot for most adverbials; in fact, movability is one o f their most telling characteristics— and, for the writer, one o f the most useful. In the preceding sentence, for example, there are several possibili­ ties for ordering the three adverbials: When the magician thrust his sword into the box, the audience nervously gasped throughout the theater. Throughout the theater the audience gasped nervously when the magician thrust his sword into the box. The position may depend on the writer’s emphasis, on the rhythm of the sentence, on its relation to the previous sentence, or simply on the desire for sentence variety. O ther structures that provide adverbial information are noun phrases and verb phrases. In this chapter we will take up each of these forms in its role as adverbial. ADVERBS The words we recognize as adverbs most readily arc the adverbs o f manner— the -ly words, such as nervously, quietly, and suddenly. These adverbs, derived from adjectives, usually tell “how” or “in what manner” about verbs: They gasped nervously
=
in a nervous manner
They talked quietly
=
in a quiet manner
It stopped suddenly
=
in a sudden manner
The manner adverbs are probably the most movable o f all the adverbials; they can appear before or after the verb, as well as at the beginning or end of the sentence: Suddenly the wind shifted. The wind suddenly shifted. 'Ihe wind shifted suddenly.
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Part III: Expanding the Sentence
Notice that all three versions of the sentence arc diagrammed che same; the only clue to word order is capitalization: wind
shifted
v
A single-word adverb can even come within the verb string, between the auxiliary word and the main verb: The roof was suddenly blown off by a strong gust of wind. O r between auxiliaries: 1 have actually been working on my term project. In all positions the m anner adverbs can be marked by qualifiers, words such as very, quite, so, and rather: Q uite suddenly the crowd grew restless. The old woman crooned very softly. The airline employees handled our luggage rather carelessly.
Like the adjectives they are derived from, these adverbs can be made com­ parative and superlative with more and most: M ore suddenly than the police expected, the crowd grew restless. The minister spoke most eloquently at the memorial service. Besides the Ay adverbs, many other single-word adverbs provide infor­ m ation of time, place, frequency, and the like: now, then, nowadays, today, often, always, sometimes, seldom, never, here, there, everywhere, and many others. 1 still jog here sometimes. 1 very seldom eat dessert.
Chapter 6: Modifiers o f the Verb: Adverbials
111
Some o f these, like the m anner adverbs, can be compared and qualified: I should jog more often. Nowadays Judd and Betty jog quite ofcen. Although movability is a characteristic of all single-word adverbs, the vari­ ous subclasses arc bound by certain restrictions as to order. For example, in the following sentence, the adverbials of place and time cannot be reversed: I am going there now. *1 am going now there. Now I am going there. *There 1 am going now. H ie rules governing the order and m ovement o f adverbs are quite com ­ plex, but as native speakers we are unaware of that complexity; our lin­ guistic computers arc programmed to follow the rules automatically.
Always The adverb always isn’t quite as movable as some of the orher time adverbi­ als: It doesn’t fit comfortably at the beginning or the end of the sentence. It likes the preverb position, where it may be given a beat of stress and has the meaning of habitually: I always order a medium pizza. Joe always works late on Fridays. Sometimes in that position it is given extra heavy stress— and when it is, the speaker is probably expressing annoyancc rather than explaining someone’s habitual behavior: Mac ALWAYS orders the excra-large pizza. Joe ALWAYS works late on Fridays. ....
Investigating Language
6.1
ihe adverbs of frequency, such as those in these six sentences, arc among our most movable. Tn terms of meaning, some are positive and some negative. 1. My friends and T have pizza frequemlv. 2.
Occasionally I order mushrooms.
3. Sometimes I order extra cheese.
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Part III: Expanding the Sentence
4.
Seldom do I order hot sausage.
5. Never will I order anchovies. 6.
I rarely finish the whole thing.
'Ihe movability of these adverbs enables us to change the emphasis in subtle ways. Interestingly, however, rhe six adverbs in this list don’t always behave alike. Notice what has happened in sentences 4 and 5: How do the auxiliaries in those two differ? What rule goes into effect with these “negative” adverbs? What will happen to sentence 6 when you attempt a shift to the opening position?
P R E P O SIT IO N A L PH RASES The prepositional phrase is our most common structure o f modification, appearing regularly as a modifier of both nouns and verbs, as wc have seen in our sample sentences throughout the chapters. Prepositional Phrase
Preposition
Object
throughout during for according co instead of over becausc of without
the theater the Christmas break my sake the weather report the elevator the rainbow his stubborn streak your cooperation
As you learned in C hapter 3, the diagram for the adverbial preposi­ tional phrase is always attached to the verb: We
fished

She
bank
work
does
>
w
knife
* 0 , . ^
Some prepositional phrases have modifiers that qualify or intensify them, just as adjeccives and adverbs do: H e arrived shorclv before noon. The house was built directly over the water.
Chapter 6: Modifiers o f the Verb: Adverbials
113
111 die diagram the modifier will be attached to the preposition:
Scntcnces often have more than one adverbial prepositional phrase: We hiked in the woods for several hours on Saturday. And like adverbs, adverbial prepositional phrases can occupy several posi­ tions, with those referring to time often more movable than those refer­ ring to place, especially when both appear in the same sentence: For several hours on Saturday we hiked i n the woods. O n Saturday we hiked in the woods for several hours. We are less likely to say: In the woods we hiked on Saturday for several hours. In general, an adverbial with a main focus will occupy a slot at or near the end o f the sentence. Rut no matter where in the sentence they appear— w hether at the beginning, the middle, or the end— in the diagram the adverbial prepositional phrases will be attached to the verb: WC
h ik e d

—
n
r
Saturday '
*
woods '
V
hours
17
Diagram the following sentences, paying particular attention to the adverbi­ als. Your first step should be co identify the sentence pattern. 1. In winter we burn wood for our heat. 2.
We can heat our house very efficiently in cold weather because of its O good insulation.
3. My roommate just went to the store for a loaf of bread. 4.
She’ll be here in a minute.
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Part III: Expanding the Sentence
5.
Computers throughout the world are constantly being invaded by viruses.
6.
Man is by nature a political animal. [Aristotle]
Bccausc prepositional phrases can modify both verbs and nouns, am­ biguity is fairly common. The prepositional phrase in the following sen­ tence, for example, could be interpreted as meaning either “with w hom ” or “which problems”: They discussed their problems with the teacher. T h cv
discussed
1 problem s
They
discussed
problems
« r
V , V
teacher
*.
Lcaclicr
In speech, meaning is rarely a problem, and when it is, the listener can ask for clarification. But the solitary reader has no one to ask, “W hat do you mean?” or “How’s that again?” So the writer has an obligation to make such questions unnecessary. Understanding when modifiers are ambiguous is important for writers; avoiding ambiguity is a requirement of clear writing.
Exercise
18
Rewrite each of the following sentences in two ways to show its two possible nings: 1. I’m going to wax the car in the garage. 2.
We watchcd the game on the porch.
3.
Fred tripped his teammate with the bat.
4.
Susan washed the stones she found in the river.
N O U N S A N D N O U N PHRASES Nouns and noun phrases that function adverbially form a fairly short list designating time, place, manner, and quantity. Here are some of them: W e walked hom e. ________________ I’m leaving M onday m orning. _______________ I’m going your way. ________________ Every day he studied two hours. _______________
Chapter 6: Modifiers o f the Verb: Adverbials
115
I travel a great deal. ______ W e are flying tourist class. . I sent the package airmail. . Ihe Boy Scouts hiked single file down the tra il._________________ He arrived chis evening. ________________ These noun phrases may look suspiciously like direct objects or subject complements, but if you remember to think about the kind of informa­ tion that adverbials contribute to the sentence, you should have no trouble in recognizing them as adverbials. In the blank following each sentence, write the adverbial question that the noun phrase answers. These noun phrases work like prepositional phrases— like prepositional phrases with missing prepositions. T he traditional grammarian labels them adverbial objectives and diagrams them as though they were the objccts in prepositional phrases: Wc
walked
I



home
sent
package

airmail


B o v Scouts

hiked

xx %'X
trail
In some o f these sentences the preposition is optional: {on) M onday m orning, {for) two hours, {by) airmail, {in) single file. This m ethod of diagramming the adverbial noun phrase acknowledges both its form — a noun headword on a horizontal line with or without modifiers— and its function— a modifier of the verb. I
he
m leaving
studied

Investigating Language
% day htrni
m orning
%
6.2
In Chapter 3, when you first studied the sentence patterns, you were advised co think in terms of the referents of the NPs in determining the sentence pat­ terns. For example, you can distinguish Pattern V, Carmen became a doctor [NP, V N PJ
116
Part 111: Expanding the Sentence
from Pattern VII, Carmen called a doctor [NPj V NP J by recognizing the relationship chat the two NPs have to each other. Thac is, when the NP that follows the verb has a referent different from chac of the subject, you can assume that it’s a direct object and that the verb is cransitive. In Chapter 5, you learned about another test for determining if a verb is transitive: Can you make the sentence passive? Can you say “A doctor was called (by Carmen)”? In this case, the answer is yes. This means that the verb is transitive and the scnccnce is Pattern VII. Now we come to a complication of sores—sentences that look like Pattern VII: Wc arrived home. I work Sundays. In both cases the verb is followed by an NP with a referent different from that of the subject. What test can you apply to show that arrived and work arc not transitive verbs? Here’s a pair that might fool you. How can you show that they belong co different patterns? W hat tests can you apply? Tern7is flying the plane. Terry is flying first class. You’ll want to bear in mind the kind of information that adverbials and direct objects concribuce, the kinds of questions that they answer. Consider also the possibility of an optional preposition.
Underline the adverbials in the following sentences and identify their forms. Then identify the sentence pacterns. In making your judgments, you’ll want to chink about the kind of information chat each slot contributes to the sentence. 1. Pete is working nights this week. 2.
I was awake che whole night.
3. I’ll see you soon. 4. This morning Pam threw away che lefcover spaghetti. 5.
George will do dishes next time.
6.
I love weekends.
7_
Bill works weekends.
8.
At the first sign of winter the birds flew south.
Chapter 6: Modifiers o f the Verb: Adverbials
117
VERB PHRASES The most common form of rhe verb in an adverbial role is the infinitive, the base form of the verb with to: M om cashed a check to give Tody her allowance. I went home early to relax before the party. Jennifer took on two paper routes to earn money for camp. Remember that the infinitives— to give, to relax, and to earn— are not sim­ ply verbs with to; they are entire verb phrases, complete with complements and modifiers. But unlike the predicating verb strings, these infinitive phrases have no tense, so they are called non-fmite— that is, infinitive. Underlying the first infinitive phrase is a Pattern V lll sentence: Mom gave Jody her allowance. M om
[ allowance
gave


Jody
<
' '
When we turn that predicate into an infinitive, the relationship of the comple­ ments and the verb stays the same, as the following diagram shows. We have a Pactcrn VIII infinitive, an adverbial that tells why, in a Pattern VII sentence: M om
cashed check

V give
allowance
Jody
At first glance you may confuse the infinitive w ith a prepositional phrase, such as to school or to the store; to appears in both constructions, and the traditional diagrams are similar. But there is an im portant differ­ ence in form: In the prepositional phrase, a noun phrase follows to; in the infinitive, a verb phrase follows to. Underlying the relax infinitive phrase in the second example is a Pat­ tern VI sentence; underlying the earn phrase in the third example is a Pattern VII sentence: I relaxed before the party. i
:
relaxed
Jennifer earned money for camp. Jennifer
earned
money
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Part III: Expanding the Sentence
The Pattern VI sentence is now a Pattern VI infinitive phrase; the Pattern VII sentence is now a Pattern VII infinitive phrase. The relax phrase has been added to a Pattern VI sentence {I went home early), the earn phrase to a Pattern VII (Jennifer took on two paper routes):
N ote, too, that the subjects o f the sentences are also the subjects of the infinitives. In the first and third sentences, where the infinitive phrases follow nouns, check and routes, they may appear to modify those nouns. The clue that says otherwise is the meaning “in order to ” that underlies almost all adverbial infinitives; they answer the question why. M om cashed a check in order to give Todv her allowance. I went home early in order to relax before the party. Jennifer took on two paper routes in order to earn money for camp. In fact, we often include in order, especially in the introductory position: In order to earn money for camp. Jennifer took on two paper routes. In diagramming che expanded version, you can treat it like a phrasal prep­ osition, with “in order to” on the diagonal line. There are exceptions. Occasionally an infinitive functions adverbially w ithout the meaning o f “in order to,” but such sentences are uncomm on in speech: The detective glanced out the window only to see the suspect slip around the corner. I arrived at the auditorium only co find every seat taken. These infinitives have an almost main-verb rather than adverbial quality. W c could, and probably would, more often say: The detcctive glanced out the window and saw the suspect slip around the corner. I arrived at the auditorium and found every seat taken.
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Ocher exceptions, which are fairly comm on idioms, occur with the verbs come and live. Here too the infinitive has main-verb scacus: I’ve come to believe in UFOs. I’ve come co understand your point o f view. You’ll live to regret that remark. D angling Infinitives. We noted that the subject o f the sentence is also the subjcct o f the adverbial infinitive. W hen this is not the case, the infini­ tive is said to “dangle.” In the following sentences, the infinitive phrases have no stated subject: T o keep farm machinery in good repair, a regular maintenance schedule is necessary. For decades the Superstition M ountains in Arizona have been explored in order to find the fabled Lost Dutchm an M ine. C ertain ly the problem w ith these sentences is not a problem of com m unication; the reader is not likely to m isinterpret their meaning. But in both cases a kind o f fuzziness exists that can be cleared up with the addition o f a subject for the infinitive: A farmer needs a regular maintenance schedule to keep the farm machinery in good repair. For decades people [or adventurers or prospectors have explored the Superstition M ountains in Arizona to find the fabled Lost D utchm an Mine.
The 'Split' Infinitive This term split infinitive is actually a misnomer (that’s why the quotation marks arc there in the heading). The infinitive is a single word, the base form o f rhe verb; and for all verbs except be, the infinitive has the same form as presenc tense. The word to that usually introduces rhe infinitive (sometimes called “the sign o f the infinitive”) enables a verb phrase to function as an adverbial or adjectival or nominal. The infinitive phrase will often include modifiers and complements. For example, note th at in the following Pattern V II sentence there’s an adverb in the position before the verb and a noun phrase as the direct object: W e finally located the road to the beach.
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Pan III: Expanding the Sentence
W hen wc rum this predicate into an infinitive phrase by adding to and changing the verb to its base (infinitive) form , it can become parr of another sentence. Here it functions as an appositive, renaming I p. It took almost an hour to finally locace the road to the beach. Here it’s the subject: To finally locate the road to the beach was a relief. Note that finally precedes the verb in the infinitive phrase, just as it docs in die sentence pattern that underlies it. It is that position, between to and rhe infini­ tive, rhat is called the “split” and sometimes mistakenly faulted as an error. Wc know, of coursc, that adverbials comc in many forms in addition to simple adverbs and thar they are movable. In the position before rhe verb, however, single-word adverbs are the most common; multi-word phrases are fairly rare. And they’re the ones thar tend to sound awkward. So it makes sense that they would sound awkward in infinitive phrases too. We might say O ur family now and then has waffles for dinner. But an infinitive phrase m ade from rhis sentence would be somewhat awkward; it would call attention to irsclf: We like to now and then have waffles for dinner. A reader would likely expect the adverbial now and then to either open or elose the sentence, rarher than to “split” the infinitive. However, although the adverbial between to and rhe verb may not be rhe most effective placement in some cases, it is not a grammatical error. And, in the case o f single-word adverbials, it is a rather common structure, as in the well-known “Star T rek” opening: “to boldly go where no man has gone before.”
Underline all the adverbial modifiers in the following sentences. Identify the sentence pattern of the main clause and any adverbial phrases. After doing that analysis, you should have no trouble diagramming the sentences. 1. Our cat often jumps up on the roof to reach the attic window. 2.
Sometimes she even climbs the ladder to get there.
3.
Last night my computer blinked ominously during an electrical storm.
4.
I immediately turned ic off.
Chapter 6: Modifiers o f the Verb: Adverbials
5.
121
We went to the mall last Saturday to check out che big sales.
6. Afterwards we staved home to watch che plavotf game with Uncle Dick.
P articiples as A dverbials. Although we have traditionally chought of che parciciplc as an adjectival (and chac is certainly its more common role), some participles and participle phrases clearly have an adverbial funccion, pro­ viding informacion of time, place, reason, and manner, as other adverbials do: My uncle made a fortune selling real estate. {How?) 'Ihe kids came running out of the house. (How? Where?) I h e adverbial participle phrase is diagramm ed below the verb, as other adverbials are: uncle
>
made
V
kids
i fortune
*
^
real estate
carnc
%
house
CLAUSES W hat is a clause? W hen is a clause adverbial? The label clause denotes a form: a group o f words with a subject and a predicate. The ten sentence patterns described in Chapter 3 have chis form. The branching diagram, you’ll recall, illustrates the two parts: Sentence
Subject
Predicate
In other words, the ten sentence pacterns are essentially clause patterns. From the sta n d p o in t o f m echanical conventions, we can define sentence as a word or group o f words thac begins with a capital letter and ends with a period or other terminal punctuation. A more complete definition would read as follows: A sentence is a w ord or group o f w ords based on one or m ore subject-predicate, or clause, patterns; the w ritten sentence begins with a capital letter and ends with terminal punctuation.
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Part Til: Expanding the Sentence
This definition eliminates “W ow!” and “The very idea!” and “ Rats!” as sentences, but ic includes commands, such as “Help!” with its underlying subject-predicate 'You help m e.” All sentences, then, are clauscs, but not all clauses are sentences. At the opening of this chapter we saw a when clause in the sentence about the magician: The audience gasped nervously throughout the theater when the matrician thrust his sword into the box. ------ ----------------------------------------------------------------W ith o u t the w ord when, this clause w ould be a com plete sentence. T h e su b o rd in a tin g c o n ju n c tio n when, how ever, tu rn s it in to a de­ pendent clause— in this case, a d e p en d en t clausc fu n ctio n in g as an adverbial. The term dependent clause, in contrast to independent clause, refers to any clause that is not itself a complete scntcnce. Another set of contrast­ ing labels traditionally given to clauscs (in addition to independent and dependent) is main and subordinate. In later chapters we will see other de­ pendent clauses, some that function as adjectivals, modifying nouns, and others as nominals, filling N P slots. In traditional terms, any sentence that includes a dependent clause of any kind is known as a complex sentence. A sentence w ith two or more independent clauscs is a compound sen­ tence. And one with a dependent clause and more than one independent clausc is called compound-complex. The m ost com m on sub o rd in atin g conjuctions th a t introduce ad­ verbial clauses arc if, after, because, before, since, so, until, when, and while. H ere in the adverbial chaptcr you will see examples o f clauses that answer such adverbial questions as when and why, as you’ll see in the following sentences: You should eat some breakfast before you take that exam. Pay close attention to your e-mail because a virus could be lurking there.
You
should cat 1 breakfast '
(you)
Pay Vo
6
'

vou
take
1 exam
<
e-mail
virus
^
Vo,
could be lurking
Chapter 6: Modifiers o f the Verb: Adverbials
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At first glance these sentence diagrams may look complicated, but as you can see, they are simply two sentence patterns connected by the subordinator that introduces the adverbial clause. N ote too that the adverbial because clausc itself includes an adverbial— che adverb there.
Diagram the sentences, paying particular attention to all the sentence pat­ terns, those of adverbial verb phrases and clauses, as well as of main clauses. Remember, too, that any adverbial that includes a verb (as clauses and verb phrases do) can also include other adverbials. 1. We will be visiting Yellowstone Park this summer, when we drive across the country in our new hybrid. 2.
Last year we stayed at Silver Falls State Park for three days during our vacation in Oregon.
3. Whenever our dog sees lightning or hears thunder, he scratches frantically at the door to get our attention. 4.
Is Mike really moving to Memphis co look for a job after he graduates?
5.
1 never cake the subway home at night because my family worries about me.
6. After our building was burglarized twice in one month, we searched the ads to find a new apartment.
P U N C T U A T I O N O F A D V E R B IA L S You may have noticed in che examples that some opening adverbials are set off by commas and some are not. Their punctuation is sometimes a m atter o f choice, especially in the case of phrases. Generally a short prepo­ sitional phrase or noun phrase or an adverb will not be set off: Saturday m orning we all pitched in and cleaned the garage. By noon we were exhausted. Hastily they gathered their books and left the room. W ith longer prepositional phrases there is a choice: At the top o f the hill the hikers sat down to rest. At the end o f a long and exhausting morning, we all collapsed.
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Part III: Expanding the Sentence
When rhe end of rhe adverbial slot is not readily apparent, the comma will be needed to prevent misreading: D uring the winter, vacation days are especially welcome. In the middle of the night, winds from the north brought subzero temperatures and the end o f Indian summer. The two opening adverbial structures that are always set off by commas are verb phrases and clauses— no m atter what their length: T o earn money for camp, Jennifer took on two paper routes. To succeed, you’ll need self-discipline. W hen the speech finally ended, the audience broke into applause. W hen an adverbial interrupts the verb phrase for a special effect, it will be set off by commas: I finally bought, on my birthday, a brand new car. The stranger asked me, quite openly, for my credit card number. W hen the opening phrase is parenthetical— more dearly a com m ent on the whole sentence than a straightforward adverbial— then a comma is called for: According to all the polls, the incum bent was expected to win. O n the other hand, not everyone was surprised at rhe outcome of the election. Luckily, no one was hurt. The punctuation o f sentence modifiers is discussed in Chapter 9.
investigating Language
6.3
It’s not at all unusual for inexperienced writers to punctuate subordinate clauses as complete sentences. It’s probably the most common sentence frag­ ment that teachers encounter: ihe children have been quite bored this summer. Because the swim­ ming pool has been closed since July. Apparently the drought is not over yet. Although we had a lot of rain last spring. In the second example, w hat’s the difference betw een although and apparently?
Chapter 6: Modifiers o f the Verb: Adverbials
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If you listen carefully to the intonation of subordinate clauses and com­ plete sentcnccs, you will hear the difference. Read the clauses aloud: because you were here since Joe went away if he knows the truth Now read them without che subordinator: You were here. Joe went away. He knows the truth. You can probably hear the pitch of your voice dropping at the end of the last three. In the set with subordinators, your pitch would normally stay more level on the last word. (Even if you didn’t read them with that contrast, you probably could do so to illustrate the difference.) Ihere’s another way of reading that first group: as if they were answers to questions. In fact, such sentence fragments are common in conversation: Q. Why did you come back?
A. Because you were here.
Q. How long have you lived alone?
A. Since Joe went away.
Q. Will Mike ever forgive you?
A. If he knows the truth.
Docs this reading help explain why writers make punctuation errors? W hat can a writing teacher do to help students understand and correct their punc­ tuation? (You can read about known and new information in Chapter 15 on pages 311-312.) CHAPTER 6
Key Terms Adverb
Independent clausc
Adverbial
Infinitive
Adverbial clause
M ain clause
Adverbial infinitive
Movability
Adverbial noun phrase
Prepositional phrase
Adverbial participle
Sentence
Adverbial prepositional phrase
Sentence fragment
Ambiguity
Split infinitive
Clausc
Subordinate clause
Dangling infinitive
Subordinating conjunction
Dependent clausc
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Part III: Expanding the Sentence
Sentences r° t
PRACTICE
U nderline rhe adverbials in the following sentences and identify their forms. For additional practice, identify the sentence patterns and diagram the sentences. Rem em ber also to identify the sentence patterns o f the adverbial verb phrases and clauses. 1.
By the end of the fifth inning, the playoff game had already bccome boring.
2. W hen the fall foliage shows its colors in New England, thou­ sands o f tourists go there to enjoy nature’s astonishing display. 3.
O n Halloween night the neighborhood children rang every7 doorbell on the block to fill their bags with goodies.
4.
The recent crisis in mortgage foreclosures may have occurred because most home loans these days pass through a nationwide chain of brokers, lenders, and investors.
5. According to the National Highway Traffic Safety Administra­ tion, almost 80 percent of crashes and 65 percent o f near crashes involve some form o f driver inattention. 6. To cut down on traffic accidents, some cities have recently declared the use o f cell phones off-limits for drivers. 7.
Cowards die many times before their death. [Shakespeare]
8.
Be silent always when you doubt your sense. [Alexander Pope]
9. Susan plans to stay home on Friday afternoon to fix a special gourmet dinner for her roommates. 10.
D uring the m onth o f December there are always dozens of holiday specials on television.
11. Where were you when I needed a shove to get my car to the garage for repairs? 12.
Never in the field of hum an conflict was so much owed by so many to so few. [Winston Churchill] Q U E ST IO N
/<>r 0 I S C U S S 0 ^ 1. How would you analyze the following sentences, which were spoken in a television interview by an attorney whose client had been accused of murder?
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You’re not talking a traffic ticket here. You’re calking some­ body’s life. In considering the sentence patterns and the referents of the noun phrases, you might think that talking is a transitive verb. Is it? 2,
How do you account for the difference in meaning o f the fol­ lowing sentences? W hy is “in the m ountains” so important? After his retirement, Professor Jones lived for six months in the mountains. After his retirement, Professor Jones lived for six months.
3.
As you know, single-word adverbs are often movable, produc­ ing a num ber o f variations in a sentence. H ow many acceptable variations can you produce by adding the adverb frequently to the following sentence? I have had colds this year. Arc there any slots in the sentence where frequently is clearly unacceptable?
CLASSROOM APPLICATION
Compose a cinquain (pronounced “sin-cane”)— a five-line poem in which the num ber of syllables increases with each line— about an action or feeling; in other words, your topic is a verb. For the five lines, use the five forms o f adverbials you studied in this chapter: adverb, prepositional phrase, noun phrase, verb phrase, and clause— preferably in that order. The title of your poem will be the verb (or, possibly, a verb + direct object or a verb + subject complement) that you’re expanding with the five adverbials. Here is an example: W a itin g
Here For you O ne last time To plead my case Because you promised to listen Here are some possible titles for you to try: Sleeping, Studying Grammar, Worrying, Playing Soccer, Feeling Special, M aking Friends, Skiing, Thinking.
A P T f /j,
7
Modifiers of the Noun: Adjectivals
C H A P T E R P R E V IE W The traditional definition o f adjective is “a word that modifies a noun.” Like the word adverb, however, adjective refers to a word class with par­ ticular characteristics, not to a grammatical function. That traditional definition, then, turns out to denote an adjectival-, the topic of this chapter. By now you’ve probably come to realize that the adjective is only one of many structures that modify nouns. In this chapter, you’ll examine other forms and structures that function as adjectivals. By the end of this chapter, you will be able to •
Understand the ways noun phrases can be expanded.
•
Identify and punctuate preheadword modifiers: determiners, adjectives, nouns, and paiticipks.
•
Recognize and use postheadword modifiers: prepositional phrases, relative clauses, and participial phrases.
•
Identify and correct dangling participles.
•
Understand the distinction between restrictive and ?ionrestrictive modifiers.
•
Recognize when infinitives, noun phrases, and adverbs function as postnoun modifiers.
As you know, a noun phrase occupies at least one slot in every sentence pattern— that of subject. In six o f the ten patterns, noun phrases occupy one or more slots in the predicate as well: direct objcct, indirect object, subject complement, and object complement; the noun phrase also serves as the object o f the preposition. M ost of the NPs used in the sample sentences have been simple two-word phrases: determ iner + headword 128
Chapter 7: Modifiers o f the Noun: Adjectivals
129
[the students, a scholar, an apple, their homework). But in the scntcnccs wc actually speak and write, the noun phrases are frequently expanded with modifiers— not only with adjectives, the basic noun modifier, but with other forms as well. In preheadw ord position we use nouns as well as adjectives— and, as we’ll see later in the chapter, single-word participles: Wc live next door to an orange house. My cousin lives in a brick house. In postheadword position we use prepositional phrases, participial phrases, and relative clauses: The house on the corner is new. (prepositional phrase) That house covered with ivy looks haunted, (verb phrase) (his is the house that Jack built, (clause) W e can think o f the noun phrase as a series of slots (in much the same way as we looked at the expanded verb), w ith the determ iner and noun headword as the required slots and the modifiers before and after che headword as optional: NOUN NP = Dct
(___ )
(___ )
HEAD-
(___ )
(___ )
(___ )
W ORD Filling the headword slot in the noun phrase is, o f course, the noun, the word signaled by the determiner. (In the previous list of sample sentences, the word house fills the headword slot of the underlined noun phrases.) Traditional grammarians define noun as “the name o f a person, place, or thing”— a definition based on meaning. That definition works in a lim­ ited way. But a better way to identify nouns, as you learned in Chapter 2, is to put your innate language ability co work: Is che word signaled by a determiner— or could it be? Can you make it plural? Also, an understand­ ing o f the system of pre- and postnoun modifiers in the noun phrase will make the identification o f the noun headword an easy matter. Recognition of the headword o f the noun phrase can also help in pre­ venting problem s of subjcct-verb agreement. Such problems can arise when a postheadword modifier includes a noun itself: *'fhe stack of instruction forms wprc misplaccd. *The complicated instructions on the new income tax form really confuses me.
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Part III: Expanding the Sentence
W ith just a few exceptions, it is the num ber, either singular or plural, of the headword in the subject noun phrase that dictates the form of the verb in the present tense. In the preceding sentences, the writer has used the wrong noun in milking the verb selection. Stack and instructions arc the headwords; forms and form are simply parts of postnoun modifiers. T he stack was misplaced.
The stack o f instruction forms was misplaced. T he instructions really confuse me.
T he complicated instructions on the new incom e tax form really confuse me. The exceptions to this system involve noun phrases with certain collective nouns and pronouns in which the modifier rather than the headword deter­ mines the verb: A bunch of my friends aie coming over for dinner. Some of the cookies are missing. Some of the cake is missing. This topic, along with other details of determiners, is discussed further in the “Determ iner” section o f Chapter 13. T H E D E T E R M IN E R Ihe determ iner, one o f the structure classes, is the w ord class that sig­ nals nouns. This class includes articles, possessive nouns, possessive pronouns, demonstrative pronouns, and numbers, as well as a variety o f other common words. W hen you see one of these words, you can be fairly sure you’re at the beginning of a noun phrase. The native speaker rarely thinks about determiners; they are automatic in speech. But for the writer, the determiner’s role is something to think about. For example, as the first word of the noun phrase, and thus frequently the first word of the sentence and even of the paragraph, the determiner can provide a bridge, or transition, between ideas. The selection of that bridge can make subtle but important differences in emphasis: This attem pt at reconciliation proved futile. The attem pt at reconciliation . . .
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Their a tte m p t. . . One such a tte m p t. . . All their attempts . . . Those attempts . . . In selecting determiners, wricers have the opportunity not only to make such distinctions but also to help their readers move easily from one idea to the next in a meaningful way. Some nouns, o f coursc, arc used w ithout determiners: proper nouns [John, Berkeley), noncountable nouns {salt, water), abstract nouns (justice, grief), and sometimes plural count nouns (apples, students). You will read more about these categories in Chapter 12.
[”a(n)/the Ihe distinction between the indefinite article, a (or its variation an), and the definite the is a critical one, not only in the selection of the there transfor­ mation but in other contexts as well. We select the indefinite a at the first mention of a noun, when the specific referent of the noun has not yet been established; but for subsequent mentions, the definite the takes over: I read a good book last weekend. 1 bought the book for only a quarter at a garage sale. The sale was just down the block. Notice that at their second mention, the referents of those nouns have become specific, particular. BeggHaagjaeagamaBamaagaiaaBBaB— B gsasssam a—aB— n i r r « a c ; e —
— a—
■
A D JE C T IV E S A N D N O U N S These two word classes generally fill the slots between the determiner and the headword. W hen the noun phrase includes both an adjective and a as m odifiers, th ey appear in that order; they ca n n o t b e reversed: DETERMINER the
ADJECTIVE
NOUN
beautiful
the
HEADWORD h o u se
brick
h o u se
our
little
n eigh b or
b oy
an
an cien t
m arble
b ath tu b
that
nervous
test
p ilo t
Bill’s
n ew
k itch en
table
W e do not say, “Bill’s kitchen new table” or “O ur neighbor little boy.” It’s fairly common in traditional descriptions of grammar to see these pre­ headword nouns labeled as adjectives. However, it is only their function that
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Part III: Expanding the Sentence
undergoes a change, not their form. Instead, we recognize what is called functional shift. 'Ihis is the same phenom enon described in the previous chapter, where we saw nouns modifying verbs— in other words, function­ ing as adverbs do. They retain their identity as nouns while functioning adverbially. The adjective slot frequently includes more than one adjective; all of them modify the headword: the fun ny brown m onkey
the little old man
You’ll notice that there are no commas in the preceding noun phrases, even though there are several modifiers before the noun. But sometimes commas are called for. A good rule o f thum b is to use a com m a if it is possible to insert and between the modifiers. W e would not talk about “a little and old m an” or “a funny and brown monkey.” However, we would say “a strange and wonderful experience,” so in using these two adjectives without and, we would use a comma: a strange, wonderful experience That comma represents juncture in speech— a pause and slight upward shift in pitch. Read the following pair o f sentences aloud and listen to the difference in your voice: O n the tabic stood a little black suitcase. O n the table stood an ugly, misshapen suitcase. In general, the system calls for a com m a betw een two adjectives when they arc o f the same class— for instance, w'hen they arc both abstract qualities such as “stran g e” and “w o n d e rfu l” or “ugly” and “m isshapen.” However, in the earlier example— fu n n y brown monkey— the adjectives fu n n y and brown are not alike: “fu n n y ” is an abstract, changeable quality, a subjective quality; “brow n” is a concrete, perm a­ nent quality. The adjective can also be qualified or intensified: the extremely bright young lady a really im portant career decision
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P ren o u n Participles. W e can also use participles to fill the adjective slot between the determiner and the headword: O ur snoring visitor kept che household awake. The barking dog across the street drives us crazy. A rolling stone gathers no moss. Because participles are verbs, chey are also com m only m odified by adverbs: O ur loudly snoring visitor kept the household awake. The peacefully sleeping baby was a joy to watch. W e submitted a carefully conceived plan to the administration. Somecimes we have occasion to use a hyphen to make it clear that the adverbial modifies the prenoun participle, not che headword: a half-baked idea the Spanish-speaking community a well-developed paragraph the fast-moving train The hyphen rule here is fairly straightforward: The -ly adverbs (such as loudly, peacefully, and carefully) do not take hyphens; other adverbs (such as well and fast) do take hyphens. O th e r classes o f words also need hyphens when the first m odifier applies not to the headword but to the second modifier: high-technology industries two-word verbs all-around athletes free-form sculpture Anocher occasion for hyphens in che preheadw ord position occurs when we use a complete phrase in the adjective slot: an off-the-wall idea
a middle-of-the-road policy
the end-of-the-term party
my back-to-back exams
In a sentence diagram, these hyphenated modifiers are treated as single entities: aihlct.cs
idea
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Part III: Expanding the Sentence
W h e n a phrasal m o d ifie r fills th e su b jec t c o m p le m e n t or an e n d in g adverbial slo t in th e sen ten ce p attern, how ever, the h y p h en s are generally o m itted : O u r part }7 w ill be at th e en d o f the term .
My exams during finals week are back to back. In certain idioms they would probably be retained: H er idea seemed off-the-wall to me. The policy he subscribes to is strictly middle-of-the-road. T he position in the sentence can also affect the earlier hyphenated examples: The paragraph was well developed. The industry did research in high technology.
Investigating Lanquaqe
7.1
Both hyphens and commas can make an important difference in meaning. A. You can hyphenate the following sentence in two ways to show two different meanings: 1. Ih e researchers studied ten year old children. 2. The researchers studied ten year old children. Hyphenate sentence 1 co make it clear that the children are of school age. In sentence 2 use the hyphen to show that the children arc still babies. B.
Explain the difference the comma makes in terms of both meaning and word function: Becky is a pretty, intelligent student.
Diagram the sentence in two ways, showing the meaning with and without the comma.
jjjercise
22
A. Label the determiner (D) and the headword (H) to each underlined noun phrase in the following paragraph. Identify the form (adjective, noun, participle) of any modifiers that fill the slots between the determiner and headword.
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Some movie reviewers say Ihe Social Network is a riveting, ambitious example of modern filmmaking. The films central premise is that a worldwide social revolution began bccause two middle-class college boys wanted to meet girls. Early in the film a brilliant sequence cuts back and forth between Harvard student Mark Zuckcrbcrg and his Facebook cofounders working away while a wild parry is taking place at one of the exclusive college clubs that Zuckerberg desperately wants to belong to. But instead of making a derisive contrast between the gccks with their computers and ^ .e be^utifi,. '-oung things at play, the sequence is really depicting a future entrepreneur and billionaire hard at work making history while the born-to-rule kids are getting drunk. B. Underline the determ iner and headword of each noun phrase in the following sentences. Identify the form o f any modifiers that fill slots between them. Punctuate the noun phrases with commas and hyphens, if ncccssary. 1. The department’s personnel committee met in the main office this morning. 2. O ur whole family is impressed with the new Sunday brunch menu at the cafeteria. 3. Serena’s daughter found an expensive looking copper colored bracelet in the subway station. 4. Ih e bicycle safety commission will discuss the new regulations at their regular meeting this noon. 5. Her lovely gracious manner was apparent from the start. 6. Any mother could easily perform the job of several air traffic controllers. 7. The rising interest rates should be a serious concern for every cost conscious citizen.
The postheadword position in the noun phrase may contain modifiers of many forms; when there is more than one, they appear in this order: Det
T the
HEADW ORD
I
airplane
Prepositional Phrase
I
on the far runway
Participial Phrase
Relative Clause
------
^
waiting to cake off
which was hijacked by terrorists In this section we will look at all of these structures that follow the head­ word, beginning with the most comm on postnoun modifier, the prepo­ sitional phrase.
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P an III: Expanding the Sentence
PR E P O SIT IO N A L PH RASES The adjectival prepositional phrase, which modifies a noun, is in form identical to the adverbial prepositional phrase described in Chapter 6. In its adjectival role the prepositional phrase identifies the noun headword in relation to time, place, direction, purpose, origin, and the like: The house on the corner is new. The security guard in our building knows every tenant personally. I have always admired the lovely homes along Sparks Street. The meeting during our lunch hour was a waste of time. Jack is a man o f many talents. An adjectival prepositional phrase helps to identify a noun or pronoun by answering the questions “Which one?” or “W hat kind of?” Which house is new? The one on the corner. Jack is what kind of man? One of many talents. Because the prepositional phrase itself includes a noun phrase, the adjectival prepositional phrase demonstrates the recursiveness of the lan­ guage— the embedding o f one structure in another o f the same land. Such recursiveness occurs in many parts of the scntcnce: a clause within a clause, a noun phrase within a noun phrase, a verb phrase within a verb phrase. In the case of the adjectival prepositional phrase, wc nearly always have a noun phrase within a noun phrase. And we needn’t stop with one embed­ ding; we could continue branching that. N P at the bottom of the diagram with another Det + N + PP, which would produce yet another NP:
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137
Such strings, though fairly common, especially at the end o f the sentence, are sometimes open to ambiguity: M y sister manages the flower shop in the new brick building near the park on Center Street. O ur linguistic computer most readily associates a modifier with the near­ est possible referent:
manages
shop
°
V*
C enter Street
If a different m eaning is intended— if, for example, it is the building rather than the park that is on Center Street— the writer must make that clear: “the flower shop in the brick building on Center Street that is near the park.”
23 Underline the adjectival prepositional phrases in the following sentences. If any of them are ambiguous, rewrite them in two ways to show their two pos­ sible meanings o unambiguously. c> 1. A young man with a cast on his left foot hobbled down the street. 2. I will meet you in the lobby of the museum near the visitors’ information booth. 3. Hie party after the game at Bob’s house must have been a riot. 4. The threat of computer viruses is causing concern among scientists. 5. The computer world is being threatened by an enemy from within. 6. The textbook for my science course was written by a Nobel laureate from Stanford. 7. The bank will make loans to businesses of any size. 8. The candidates with the weakest qualifications usually have the most complaints about the selection process.
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Part III: Expanding the Sentence
R E L A T IV E C L A U SE S Like the adverbial clause that modifies verbs, the relative clause (also called the adjectival clause) is a dependent clause. In its adjectival func­ tion, the relative clause identifies the noun or pronoun it modifies— and almost always appears immediately after that noun or pronoun: The arrow that has left the bow never returns. Relatives are persons who live too near and visit too often. Like adjectival prepositional phrases, relative clauses answer the questions “W hich one?” or “W hat kind oft” Which arrow? Ihe one that has left the bow. W hat kind o f persons? lhosc who live too near and visit too often. In form, a relative clausc is a scntcncc pattern, complete with a subjcct and a predicate. Ihe only diffcrcncc between a relative clausc and a com­ plete scntcncc is the introductory word, the relative pronoun {who, whose, whom, which, or that). Like other pronouns, the relative pronoun has an antecedent, the noun that it refers to and replaces. The traditional dia­ gram clearly shows the relationship o f the clause to the noun it modifies: arrow
V
returns
V V
:
^i i that
has left
Three features of the relative pronoun will help you to recognize the relative clause: (1) The relative pronoun renames the headword of the noun phrase in which it appears; in our example, arrow is the antecedent o f that. (2) The relative pronoun fills a sentence slot in its own clause; in the example, that is in the subject slot. And (3) the relative pronoun intro­ duces the clause, no matter what slot it fills. Let’s look at another example of a relative clausc introduced by that, perhaps our most common relative pronoun: Ihis is the house that Jack built. This
Jack
is
house
*
built
j
that
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139
As the diagram shows, that opens its clause, even though it functions as the direct objcct. In referring to people, we generally use who rather than that; and when it functions as an object in its clause, the form we use is whom, the objective case: A man whom I knew in che army phoned me this morning. The clerk at the post office, to whom T complaincd about our mail service, was very patient with me. m an
Y knew
V
phoned



me
P.O.
m orning '
patient
clerk
>
% w h om
complained
W
I- -
N oticc in the sccond preceding example that whom is the object o f a preposition. You may have noticed that the preposition, not the relative pronoun, is the first word in the relative clause. This is the only instance where the relative is not the immediate clause opener— that is, when che relative pronoun is the object o f a preposition. The following sentence illustrates the possessive case of who. Like other possessive pronouns (such as my, his, their), whose functions as a deter­ miner in its clause: The student whose notes I borrowed was absent today. student
was
absent
Vo
borrowed
The dotted line connects the pronoun to its antcccdcnt, the student; in other words, “whose notes” means “the student’s notes.” Another common relative pronoun is which: Huckleberry Finn, which we read in high school, is a classic rhar often causes controversy.
140
Part III: Expanding the Sentence HII i i i we
read

classic
v: i i
chac
which
V
is
causes
controversy
high school
You’ll read more about which later in the chaptcr, in connection with punctuation. H ie following example illustrates an im portant feature of scntcnccs in which the relative pronoun that is the direct object in its clausc: You can choose a color that you like. You will note that this sentence would be equally grammatical without that: You can choose a color vou like. The relative that is often deleted, but the deletion is possible only when the pronoun functions as an object in its clause, not when it acts as the subject. 'Ihe objective case relative, whom, like the relative that, can often be deleted too: A woman [whom] my mother knew in high school has invited me to dinner. Even though the relative pronoun is deleted, it will have a place on the diagram; it is “understood.” Ihe deleted word can be shown in brackets, or it can be replaced by an x:
You
can clioosc! color
w om an I has inviced
V ' I
s x
you

like

me
dinner
x m oiher I knew

[whom]
I
Usaae Grammarians and language experts have been discussing the question of when and whether to use who or whom for well over two hundred years, with citations that stretch from Shakespeare to the conversations of our own day: Who wouldst thou strike? (The Two Gentlemen o f Verona, 1595)
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Consider who the King your father sends, To whom he sends, and whac’s his embassy. (Love’s Labour’s Lost, 1595) Who shall 1 mail the check to? Who did you invite for dinner? In all four of chese examples, the pronoun who functions as the direct object in its clause. Coumless grammar books, dating as far back as 1762, maintain that who is incorrect in that position, that whom is called for. Why? Because in Latin grammar, the direct object and the objcct of a preposition require the objective case, not the subjective. Bur William Safire, in his New York Times column “On Language” (June 30, 1996), contends that at the beginning o f a sentence, whom comes across as an affectation. In politics, formality went out with necktics, and what is comfort­ able co che listener’s ear is to be preferred in address. Safire agrees with many linguists who recognize chac at the beginning of a scntcncc or clause who is natural in speech and chac whom is natural only after a preposition: To whom shall I mail the check? If the preposition comes at che end of the sentence, however, wc will probably hear who in speech: Who shall I mail the check co? The written language is a different issue. A writer can usually find a way to avoid both the affectation of whom and the “ungrammacical” who when the objective case is called for: Where shall I mail che check? Who should receive the check? Another usage issue connected with substitutes for whom concerns the use of that when referring to people: A woman that my mother knew in high school has invited me co dinner. Most handbooks consider this use of that unacccpcable for formal writing, prescribing che use o f who when referring co people. In this sentence, the correct form would be che awkward whom. Here the obvious solution is co dclece the pronoun, as the previous diagram illustrates. However, when the relative clause is set off by commas, the pronoun cannot be deleced: Jane Barnard, whom my mother knew in high school, has invited me to dinner. You can probably find a way co revise this sentence in order to avoid che awkward use of whom.
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Part III: Expanding the Sentence
All the relative pronouns fill slots in the clauses that nouns normally fill. However, some adjectival clauses are introduced not by relative pro­ nouns but by the relative adverbs where, when, and why. In these clauses the relative adverb replaces an adverbial structure in its clause. The relative adverb where introduces clauses that modify nouns o f place: Newsworthy events rarely happen in the small town where I was born.
was born
Note in the diagram that the relative adverb where modifies the verb was born in its own clause; however, the clause itself is adjectival, modifying town. When clauses modify nouns of time: I will be nervous until next Tuesday, when results o f the audition will be posted. 1
will be
I nervous
Tuesday
results
V

will be posred audition
- r ~

Why clauses modify the noun reason-. I understand the reason why
largo got the lead in the sprin' plav.
Where, when, and why clauses are often equally acceptable, and sometimes smoother, without the relative adverb: I understand the reason Margo got che lead. I will be nervous uncil the day che resulcs are posted.
Chapter 7: Modifiers o f the Noun: Adjectivals
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9 Underline the relative clauscs in che following sentences. Identify (1) the noun that the clause modifies; (2) che role of che relative pronoun in ics clausc; and (3) the sentence pattern of the clause. 1. The scory of chc pioneers who traveled overland to the West in the mid-1800s has bccomc an American epic. 2. Although the Oregon Trail is only one of three distinct emigration routes that the pioneers traveled, its name symbolizes the entire wagon emigration. 3. An important landmark for che cravclcrs in Nebraska was Chimney Rock, which appeared on che discanc horizon for many days. 4. At Interpretive Centers along the trail, today’s auto travelers will learn the stories of the pioneer families who braved the hardships of the 2,000-mile journey on fooc. 5. In many places from Missouri to Oregon, today’s cravelers can view actual ruts that those long-ago wagon wheels carved into the prairie. 6. Ac the Continental Divide, which was the halfway point in their journey, a large contingent of gold seekers left the main trail and headed souchwesc co follow che California Trail. 7. A third route was the Mormon Trail, which led to the Great Salt Lake, where the followers of Brigham Young from Nauvoo, Illinois, established chcir home. 8. Most of the pioneers on chc main trail were farmers and their families who had been promised free land in chc fertile Willamcccc V'alley of Oregon. 9. The overland wagon trail came to an end soon after 1869, when two golden spikes were pounded into place in the transcontinental railway. 10. On today’s highways, travelers can also follow the trail of the Pony Express, which became obsolete in 1861 with the click of the transcontinental telegraph. Noce: Your ceachcr may also want you to diagram these sentences. Having analyzed the clauses, you’ve done most of the work already!
PA R T IC IP IA L PH R A SE S You’ll recall that the formula describing the noun phrase includes three postheadword modifiers:
Dec Adi N oun H EA D W O R D
Phrase
Phrase
Clause
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Part III: Expanding the Sentence
You’ve been seeing the prepositional phrase as an adjectival since Chapter 2: the neighbors from Korea the president’s announcem ent about the meeting And in the previous section you studied the relative clause: the man who lives across the street If we changc the form of the verb in the relative clause by adding be + -ing, the man who is living across the street, we can easily demonstrate that the adjectival participial phrase is essentially a reduced relative clause: the man living across the street This noun phrase, with its participial phrase as a modifier, will fit in any nominal slot of the sentence: I know the man living across the street, (dircct object) The man living across the street seems very nice, (subject) I often visit with the man living across the street, (objcct of the preposition) Like the other adjectivals, in the diagram the participial phrase is at­ tached below the noun. The participial phrase begins on a diagonal line, which then bends to become a horizontal line. The horizontal line will accom m odate any com plem ents an d /o r modifiers the participle may have. You’ll notice that the diagram of the participial phrase looks exactly like the predicate of the sentence (or relative clause) that underlies it: m an
'Ihe clause— and the participial phrase— are Pattern VI. Here arc two further examples o f participial phrases, the first a transi­ tive verb, the second a linking verb: 'Ihe students taking the SAT look nervous. Do you recognize those boys acting so foolish?
145
C hapter 7: M o d ifiers o f the N o u n : A djectivals students
look
fng
nervous
D o recognize boys
f w
SAT
'r
%
r 'n g foolish
Note rhat rhe participles are diagrammed exactly like the predicates of the sentences that underlie them: students
arc taking ISA']'
bovs
are acLinz
foolish
vAgain, you will recognize that the participial phrases are reduced versions of clauses: The students who arc taking the SAT look nervous. Do you recognize the boys who are acting so foolish? The only difference between the verb in the clause and the verb in the participial phrase is the presence or absence o f the auxiliary be and tense. As the examples illustrate, transitive participles will have direct ob­ jects (taking the SAT), and linking-vcrb participles will have subject com plem ents (acting so foolish). And all participles, just like verbs in all the sentence p attern s, may be m odified by adverbials o f various forms. In the following sentence, we have added the adverbial noun phrase this morning. look
srudenrs
'n g
nervous
SAT

m orning
%
Here are three key points that will help you understand participles: 1. Verbs from ail four classes— be, linking, intransitive, and transitive— can function as participles. 2. The noun phrases in all the N P slots can include participles (or participial phrases) as modifiers: dircct objects, subject complements, object com plem ents, indirect objects, objects o f prepositions, as well as subjects.
M6
Pan III: Expanding the Sentence
3. The noun that the participle modifies is its subject; that is, the relationship between the headword of the noun phrase in which the participle is embedded and the participle itself is a subjectverb relationship. In the diagram, the participle is connected to its own subject.
Turn each of the following sentences into a noun phrase that includes a participial phrase as a postnoun modifier. Use the noun phrase in a scntcncc. Example: Two dogs are fighting over the bone. NP: two dogs fighting over chc bone Sentence: I recognize those two dogs fighting over the bone. 1. An expensive sports car is standing in the driveway. 2. The babv is sleeping upstairs in the crib. 3. Ihe fans are lining up at chc ticket office. 4. The students arc searching the Internet. 5. The fullback was charging through che line. 6. The teachers are walking the picket line.
Passive Participles. The participles we have seen so far are die -ing form of the verb (traditionally called the present participle); as you would expect, die clauses underlying them arc also in die active voice. Another common form of the adjectival participle is the -en form. This form, which is traditionally called the past participle, might be more accurately called die “passive participle.” The houses designed by Frank Llovd W right arc national treasures. Ihe car being driven bv the front-runner has developed engine trouble.

houses
s
gned
has developed
'
KLW.
1 trouble
/ f l 8 driven
front -runner
Like the -ing participles, the -en participles are also reduced clauses: The houses that were designed by Frank Lloyd W right arc national treasures. That car that is being driven by the front-runner has developed engine trouble.
Chapter 7: Modifiers o f ihe Noun: Adjectivals
147
Both of these underlying relative clauses are in the passive voice. (Note that in the last example, the active voice version of the verb includes be + -ing: is driving. W hen be + -en is added to make it passive, the resulting verb has two forms o f be as auxiliaries: is being- driven.) Remember, wc produce a passive sentence by adding be + -en to the verb, so a passive verb is always the -en form. W hen we turn such sentences into participles, they will automatically have the -en form. M ovable Participles. W e can think o f the postheadword slot in the noun phrase as the “home base” of the participic, as it is o f the relative clause. But unlike the clause, the participial phrase can be shifted to the beginning of the sentence when it modifies the subject: Built by Frank Lloyd Wright in 1936. the Kauffman house at Fallingwater is one of Western Pennsylvania’s most valued architectural treasures. Carrying heavy packs on their backs, the hikers were exhausted when they reached the sum m it of Black Butte. The participial phrase that modifies the subject can also be shifted to the end o f the sentence: The students cheered noisily for the basketball team, standing up throughout the game. In both o f these alternative positions, at the beginning or end of the sentence, the participial phrase gets special emphasis. It is com m only known as a free m odifier. Clearly, however, it has a connection to its subject. N o m atter where it appears in the sentence, the adjectival participial phrase is attached in the diagram to its own subject, the headword of the noun phrase in which it appears:
rhev
reached
sum m it
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Part 111: Expanding the Sentence
The Participle as O bject C om plem ent. You’ll recall from Chapter 3 chat two o f the required slots in the sentence patterns, w o functions, are filled bv adjectivals: the subjcct complement slot in Patterns II and IV and the object complement slot in Pattern IX. In most cases, these slots arc filled by adjectives: The tcachcr seems angry, (subject complement) W e found the teacher unreasonable, (object complement) W e did see some examples, however, of prepositional phrases as subjcct complements: The tcachcr was in a bad mood this morning. The piano sounds out of tunc. W e could easily comc up with prepositional phrases as objcct com ple­ ments as well: Wc found the teacher in a bad mood this morning. I consider your behavior out of line. The objcct complement slot can also be filled by a participlc: I could feel my heart beating .aster.
I could feel
heart

/N
Again, we make use o f the pedestal in the diagram to place the participle’s characteristic bent line in the object complement slot on the main line. W hat this diagram says is that “my heart beating faster' is not a single noun phrase; it is two separate structures. You can test diis conclusion by substituting a pronoun for the dircct objcct: I could feel it beating faster. Clearly there are two slots following the verb, both of which are required for the sense of the sentence. The distinction between the participle as object complement— a sepa­ rate slot— and the participle as a modifier in the direct object slot may be subtle: The police found the murdered witness. Ihe police found the witness murdered.
Chapter 7 Modifiers of the Noun: Adjectivals
149
Again, you can determine the num ber o f slots following the verb by sub­ stituting pronouns: The police found him. The police found him murdered. A fairly reliable way to determine if the sentence has an object comple­ m ent is to insert to be: I could feel my heart to be beating faster. The police found him co be murdered. The resulting sentences may not be the most natural way o f expressing the object complement, but they arc certainly grammatical.
26 Underline the participles and participial phrases in the following sentences; identify cheir sentence patterns. Diagram. 1. The award given even1year to the outstanding volunteer has been announced. 2. Being a philosopher, she can propose a problem for every solution. 3. He has all the gall of a shoplifter returning an item for a refund. 4. The hostess gave the departing guests some leftover food for cheir pets. 5. Finding the price reasonable, they rented the apartment on the spot. 6. Congress shall make no law abridging the freedom of speech or of che press. 7. Some agencies will not fund research involving genetic manipulation. 8. Ihe teachers’ union has finally approved the last two disputed sections of the contract offered by the school district.
The introductory participial phrase provides a good way to add variety' to sentences, to get away from the standard subjcct opener. But it carries an important restriction: The participle can open the sentence only when its subject is also the subject o f the sentence and is located in regular subject position. Otherwise, the participle dangles.
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Part III: Expanding the Sentence
A dangling participle, in other words, is a verb in search of a subject: “Having found the rent reasonable, the apartment turned out co be perfect. (It was not the apartment that found the rent reasonable!) A com m on source o f the dangling participle is the sentence with a “delayed subject.” Two com m on delayers are the there transform a­ tion and the it cleft, which you saw in C hapter 5, in connection with sentence focus: *Having moved the patio furniture into the garage, there was no longer room for the car. *Knowing how much work 1 had to do yesterday, it was good of you to come and help. In the previous sentence the subject of the participle, you., is there, but it’s in the predicate rather than functioning as the sentence subject. As readers and listeners, we process sentences with certain built-in expectations. We expect the subject of an introductory verb to be the first logical noun or pronoun. Incidentally, moving a participle to the end of the scntcncc will not solve the problem if the subjcct has been omitted. Even there, we expect the subject of the sentence to be the subject of the participle as well: *There was no longer room for the car, having moved the pauo furniture into the garage. Often the most efficient way to revise such sentences is to expand the participial phrase into a complete clause: After we moved the patio furniture into the garage, there was no longer room for the car. It was good of you to come and help yesterday when you learned how much work I had to do. Another common source of the dangling participle is the passive sentence: “Having worked hard since 6:00 a . m ., the project was completed before noon. H ere the problem arises because the passive transform ation has deleted the agent of the verb completed, which is also the subject of the participle. Transforming the sencence into the active voice will solve the problem: Having worked hard since 6:00 before noon.
a .m
.,
we completed the project
Chapter 7: Modifiers o f the Noun: Adjectivals
Exercise
151
27
Rewrite the following sentences ro eliminate the dangling participles. 1. Needing considerable repair, my parents were able to buy the house for little money. 2. Having misunderstood the assignment, my paper got a low grade. 3. Covered with the grime of centuries, the archeologists could not decipher the inscription. 4. Searching for change in her purse, the bus left without her. 5. Having spent four hours on the operating table, a double bypass was performed on the patient’s severely blocked arteries. 6. Once considered only an average player, Chris’s game has improved greatly in the last three months. 7. Breaking in through the window of the girls’ dormitory, the dean of men surprised several members of the football team. 8. Seen (rom miles away, you might mistake the mountain for a cloud.
Participles as Adverbials or Adjectivals. Some participial phrases have characteristics of both adverbials and adjectivals: Standing near a huge puddle, Jan got thoroughly splashed. Here the opening verb phrase could be expanded into either an adjecti­ val who clause (Jan, who was standing near a huge puddle, got thoroughly splashed) or an adverbial while clause (While she was standing near a huge puddle, Jan got thoroughly spashed). The sentence w ould be correctly analyzed either way. See also the discussion o f adverbial participles (page 121). P U N C T U A T I O N O F C L A U SES A N D P A R T IC IP L E S The question regarding punctuation of clauses and participles is the ques­ tion of restrictive versus non restrictive modifiers. Put simply, the question is “Should I set off the phrase or clause with commas?” In answering this question, the writer m ust think about the referent of the noun being modified. Is it clear to the reader? In the case of a singular noun, is there only one possible person (or placc or thing, etc.) to which the noun can refer? In the case of plurals, are the limits understood? If there is only one, the modifier cannot restrict the n o u n ’s m eaning any further: T he modifier is therefore nonrestrictive and will be set off bv
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Part III: Expanding the Sentence
commas. It might be useful to think of these commas as parentheses and the modifier as optional; if it’s optional, wc can assume it’s not needed to make the referent of the noun clear. If the referenc o f the noun is not clear co the reader— if there is more than one possible referenc or if the limits are noc known— che purpose of the modifier is quire different: to restrict the meaning o f che noun. Thus the modifier in this case is restrictive and is noc sec off by commas. You may find the terms defining and commenting easier to understand than restrictive and nonrestrictive.' Does the modifier define (restrict) the noun or docs it merely comm cnt on (not restrict) it? N oticc the difference in the p u n ctuation o f the following pair of sentences: The football players wearing shiny orange helmets scood ouc in che crowd. The football players, wearing shiny orange helmets, scood ouc in the crowd. In che first sentence the purpose of the parcicipial phrase is ro define which football players stood out in the crowd. W e could illustrate the situa­ tion by depicting a crowd of foocball players on the field, some of whom are wearing shiny orange helmets; they are noticeable— they stand out in the crowd o f football players— because the others are wearing drab, dark helmets or perhaps no helmets at all. In the second sentence the modifier merely comments on the players— ic does noc define chem. An illuscracion of chis sicuacion mighc show a group of orange-helmered foocball players signing aucographs in a crowd of children; those players would stand out in chat crowd with or without orange helmets. The modifier does not tell which football players stood out in the crowd; they all did. (And, inciden­ tally, they were all wearing orange helmets.) Context, o f course, will make a difference. W hat does the reader already know? For example, out o f context the clause in the following sentence appears to be restrictive: The president who was elected in 1932 faced problems that would have overwhelmed the average man. O rdinarily we w ould say that che noun phrase the president has many possible referents; the who clause is needed to make the referent clear; it defines and restricts the president to a particular man, the one elected in 1932. But what if the reader already knows the referent?
1 These term s are used by Francis Christensen in Notes Toward a N ew Rhetoric (New York: H arper & Row, 1967), pp. 95 11.
Chapter 7: Modifiers o f the Noun: Adjectivals
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Franklin Delano Roosevelt took office at a time when the outlook for the nation was bleak indeed. The president, who was elected in 1932, faced decisions that would have overwhelmed the average man. in this context the clause is simply commenting; the referent of the noun phrase the president is already defined by the time the reader gets to it. M any times, however, context alone is an insufficient determinant; only the writer knows if the clause defines or comments. The reader can only take the writer’s word— or punctuation— at face value: The rain began with the first drumbeat. Only the band members who were wearing rain gear stayed reasonably dry. Everyone else at the parade, spectators and marchers alike, got wet. W ithout commas the clause restricts the meaning of the noun phrase the band members; it defines those band members who stayed dry. W ith com­ mas the clause suggests that all the band members were wearing rain gear. In the case of participial phrases that modify the subject, the writer has a useful test for deciding if they are defining or commenting: Can the modi­ fier be shifted to the beginning or end of the sentence? If that shift does not change the meaning, the modifier is nonrestrictive, simply commenting. Ihe restrictive participial phrase will remain within the noun phrase, whereas the nonrestrictive phrase can introduce the sentence and sometimes follow it: Wearing rain gear, the band members stayed reasonably dry. In the case o f the relative clause, che relative pronoun provides some clues for punctuation: 1. The adjectival that clause is always restrictive; it is never set off by commas. 2. The which clause is generally nonrestrictive; it is set off by com ­ mas. You can test a which clause by substituting that: If it works, the clause is restrictive and should not have commas, and if not, it is nonrestrictive. n o t e : There is an exception to this general rule about that in restrictive and which in nonrestrictive clauses: Only which functions as the object o f a preposition; that docs not. So the relative pronoun in that position will be which whether che clausc is restrictive or nonrestrictive: T probably won’t get either o f the jobs for which I applied. Pat got a terrific new job, for which I also applied. 3. If the relative pronoun can be deleted, the clause is restrictive: Ihe bus (that) I ride to work is always late. The woman (whom) I work with is always early.
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Part III: Expanding the Sentence
The next w o rules apply to both clauses and phrases: 1. After any proper noun the modifier will be nonrestrictive. H erbert Hoover, elected president in 1928, was the first president born west o f the Mississippi River. 2. After any common noun that has only one possible referent, the modifier will be nonrestrictive: My youngest sister, who lives in Oregon, is much more domestic than 1. The highest m ountain in the world, which resisced the efforts of climbers until 1953, looks truly forbidding from the air.
s a s irs Identify the postheadword modifiers in the following sentences as restrictive or nonrestrictive by adding commas if needed. 1. In 1440 Johannes Gutenberg who had initially trained as a goldsmith developed a technology that changed the world of printing. 2. A printing press using movable metal type was faster, cheaper, and more durable. 3. Movable type often regarded as the most important invention of the second millennium changed die way people read books. 4. Before printed texts became widely available, reading was often a communal event where one person would read to a group of people. 5. Any book printed before 1501 is called an incunabulum which literally means “swaddling clothes.” 6. 1‘odav professional digital printers use an electrical charge that transfers toner or liquid ink to the material on which it is printed. 7. Inexpensive home and office printing is only possible because of digital processes that bypass the need for printing plates. 8. Text messaging which is called SMS (for short message service) in Europe and Asia has become an increasingly popular and efficient form of communication. 9. SMS is hugely popular in India where companies provide alerts, news, cricket scores, railway bookings, and banking services. 10. School authorities in New Zealand approved a policy that made text-messaging language acceptable for vear-end exam papers.
Chapter 7: Modifiers o f the Noun: Adjectivals
7.55
M U L T IP L E M O D IF IE R S So far most of the senuenccs used to illustrate adjectivals have had a single postheadword modifier, either a clause or a phrase. But we often have more than one such modifier, and when wc do, the order in which they appear is well defined: prepositional phrase, participial phrase, relative clause: the security guard [in our building] [who checks out the visitors] the woman [from London] [staying with the Renfords] the D C -10 [on the far runway] [being prepared for takeoff] [which was hijacked by a group o f terrorists] In a traditional diagram, all the noun modifiers in both pre- and post­ position are attached to the headword:
D C - 10
A change in the order of modifiers would change the meaning: the D C -10 being prepared for takeoff, which was hijacked by a group of terrorists on the far runway Here the prepositional phrase no longer specifies which D C -10; it has be­ come an adverbial modifier in the relative clause, modifying was hijacked. In this version DC -10 has only two postheadword modifiers, not three: DC-10 r'
prepared
which takeoff
was hijackcd
V
V
1.56
P an III: Expanding ihe Sentence
Jusc as am biguity may result from a string o f prepositional phrases, these m ultiple m odifiers, too, are som etim es open to m ore than one interpretation: the driver of the bus standing on the corncr a friend of my sister who lives in Tam pa In context these noun phrases may or may not be d e a r to the reader. In any case, the ambiguity is easily avoided: the driver o f the bus who was standing on the corner the driver o f the bus parked at the corncr my sister’s friend from Tampa my sister in Tam pa’s friend (or, my sister in Tampa has a friend who . . . )
O T H E R P O S T N O U N M O D IF IE R S Infinitives. Hie infinitive— the base form o f the verb preceded by to— can serve as a modifier in rhe postheadw ord position. As a verb, it will have all the attributes of verbs, including com plem ents and modifiers, depending on its underlying sentence pattern: the way to be helpful the time to start the party after the play to honor the director the best place in San Francisco to eat seafood way
tim e
“ As the last w o examples illustrate, the infinitive can be separated from the headword by another modifier. These examples also illustrate another com m on feature o f the adjectival infinitive: Its subject may not be the
Chapter 7: Modifiers o f the Noun: Adjectivals
J.57
noun it modifies; its subjcct is frequently just understood— the object in an understood prepositional phrase: That was a nicc thing [for you] to do. Fisherman’s W harf is not necessarily the best place in San Francisco [for one] to eat seafood. N o u n Phrases. Nouns or noun phrases o f time and place can follow the headword: the party last night the ride home These adjectival noun phrases are diagrammed just as the adverbial noun phrases are— on horizontal lines:
Adjectives. Qualified adjectives and com pound adjectives, which usually occupy the preheadword position, can follow the headword if they are set off by commas: the neighbors, usually quiet the neighborhood, quiet and peaceful Like the nonrestrictive participles, these nonrestrictive adjectives can also introduce the sentence when they modify the subject: Usually quiet, the neighbors upstairs are having a regular brawl tonight. Q uiet and peaceful, the neighborhood slept while the cat burglars made their rounds.
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P an III: Expanding the Sentence
The diagram docs not distinguish between pre-and postheadword m odi­ fiers— except for the capital letter. But the purpose of the diagram, after all, is to show the structural relationships, not the word order. A dverbs. Even adverbs can occupy the postheadword position in the noun phrase: Ihat was my idea cxactlv. The people here have no idea of conditions there.
-
29
Identify all the postnoun modifiers in the following sentences and label them by form. A sentence may contain more than one postnoun modifier. 1. Curling is a game in which players slide circular, handle-topped granite stones across the ice toward a target. 2. The sport, which originated in Scodand and the Netherlands, combines the skills of bowling and shuffleboard with the strategies of billiards and chess. 3- It is played on an ice rink that is 42 yards long and 10 vards wide, in teams of four players to a side. 4. Each player propels two stones toward a target that is 38 yards away. 5. Curling stones are made from a very special granite called Blue Hone, which is known for its toughness and resiliency. 6. Players “deliver” their stones with a twist of the wrist, imparting the curling action for which the game is named. 7. The third and fourth players on a team look for ways to knock the opponents’ stones out of bounds. 8. An importan t piece of curling equipment is the broom, used by players to melt the ice slightly in the path of a teammate’s stone. 9. The winning team is the one whose stones are closest to the center of the target; for each stone that is closer, one point is scored. 10. The sport is extremely popular in Canada, where there are more than a million curlers, who play both at local clubs and on a thriving cash circuit.
Chapter 7: Modifiers o f the Noun: Adjectivals
1.59
CHAPTER ?
Kev Terms Adjcctival
Headword
Adjectival clause
In ton ation
Adjectival infinitive
Nonrestrictive modifier
Adjectival prepositional phrase
Participial phrase
Adjcctivc
Participle
A dverbial participle
Passive participle
Antecedent
Possessive case
Case
Postheadword modifier
Dangling participle
Preheadword modifier
Demonstrative pronoun
Relative adverb
Determiner
Relative clause
Functional shift
Relative pronoun
Free modifier
Restrictive modifier
Sentences f°r
PRAC.TlC.'f-
Draw vertical lines between the slots of the sentence patterns. M ark the headword of each N P with an X, the determiner with a D; underline the pre- and postheadword modifiers; then label each according to its form. Circle any pronouns that fill N P slots. For further practice, identify the sentence patterns and diagram the sentences. Remember that all verb phrases and clauses functioning as adverbials and adjcctivals also have identifiable scntcncc patterns. 1. The clown, acting silly to entertain the children, was not very funny. 2. A weed is a plant whose virtues have not been discovered. [Ralph Waldo Emerson]
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P an 111: Expanding the Sentence
3. My neighbor’s husband, who is a strong union man, would not cross the picket line that the clerical workers organized at the mill where he is a foreman. 4. The company’s reorganization plan, voted down last week, called for the removal o f all incum bent officers. 5. At m idnight Cinderella’s beautiful coach, in which she had been driven to the ball, suddenly became a pum pkin again. 6. According to the Sierra Club, the equivalent o f eleven barrels of oil is saved for every ton of plastic bags reused or recycled. 7. Drawing on my fine comm and o f the English language, I said nothing. [Robert Benchley] 8. The play’s the thing wherein I’ll catch the conscience of the king. [Shakespeare] 9. Uneasy lies the head that wears the crown. [Shakespeare] ] 0. Calling Pearl Harbor Day a day that would live in infamy, President Roosevelt asked Congress for a declaration of war. 11. Having been a police officer in downtown Nashville for thirty years, my neighbor grew restless after he retired from the force. 12. This is the cat that killed the rat that ate the malt that lay in the house that Jack built.
q JESTIO(Y£
IT 3 . = / °r -DJSCUSS0 > 1.
Generate a noun phrase according to each of the following formulas: A.
det + adj +
B.
d e t + a d j - r n o u n + h e a d w o r d + c la u s c
C.
det + adj +
D.
det + noun +
headw ord
headw ord
+ participial phrase
+ prep phrase + part phrase
headw ord
+ part phrase + clause
Use your NPs in scntcnces as follows: Use A as the direct object of a Pattern VII sentence. Use B as the object o f a preposition. Use C as an indirect objcct. Use D as the dircct object in a relative clause.
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2. In our dcscriprion o f die noun phrase, we saw rhat rhe headword slot is filled by a word that is a noun in form. W ould you con­ sider these underlined noun phrases as exceptions to the rule? The rich are different from other people. I was late for our meeting. You clean the upstairs, and I’ll do the downstairs. 3. Explain the source of the ambiguity' in the following sentence: My brother is considered the area’s best foreign car mechanic. 4. In this chapter we discussed the recursive quality o f the noun phrase— that is, the embedding of one noun phrase in another. Give a sentence in which a relative clause is embedded in another relative clause; give another in which a participle is embedded in another participial phrase; another with a participle in a relative clause; another with a relative clause in a participial phrase. 5. Linguist Francis Christensen, quoted in the discussion of punctuation, suggests that restrictive modifiers make one statement and imply the opposite. W hat opposite statements can you infer from die following? All the students with an average of 90 or higher will be excused from the final. The flight controllers who saw the strange lights in the sky became firm believers in UFOs. The customers who witnessed the fight were called to testify. How would the meaning of these sentences change if the post­ noun modifiers were set off by commas? 6. W hat is the source of the ambiguity in the following sentences? Tony buried the knife he found in the cellar. Fred tripped his teammate with the baseball bat. Diagram each sentence in two ways to show its two possible meanings. 7. In what way does this famous line from M ilton appear to violate the rule regarding the placement of relative clauses? They also serve who only stand and wait. 8. In The Book o f Lists (Morrow, 1977), David Wallechinsky, Irving Wallace, and Amy Wallace describe a comma “that cost the government w o million dollars before Congress could rectify the error.” Here’s the expensive sentence: All foreign fruit, plants are free from duty. The clerk who wrote the rule was supposed to use a hyphen instead o f a comma. Explain the difference.
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CLASSROOM APPLICATIONS
1. There are very few, if any, nouns that cannot function as modi­ fiers of other nouns. Here’s a vocabulary exercise to test this statement. Begin with a common noun, such as light or tree or house. Use it as a modifier; then use the noun you modified as a modifier. See how long you can keep the chain going— perhaps around the room at least oncc. For example, tree farm , farm building, building code, code word, word game, game player, player piano, piano bench, bench warmer, warmer oven, oven light. . . If you get stuck, you can go back and change a word to start a new' path. 2. Ihe term “sentence combining” refers to a popular method of teaching sentence structure in which writers learn to combine short sentences in various ways, lhis method is based on the work of the transformational linguists, who hold that ever}7modifier in the noun phrase is actually a basic scntcnce. For example, chis sentence, The silly, awkward clown is entertaining the children, combines three basic sentences: I h e clown is entertaining the children. The clown is silly. Ihe clown is awkward. There are other ways in which these same three sentences could be combined. Here are w o ; try for at least a dozen: The silly clown entertaining the children is awkward. The awkward clown who is entertaining the children is silly. Using your knowledge o f both adverbial and adjectival modifiers, combine the following groups o f sentences in as many ways as you can. (Again, try for at least a dozen!) Becky stood before the magistrate. Beck)' felt nervous. The danccrs kept time to the raucous music. The dancers wore strange costumes. The dancers acted crazy. The young man waited for the train The train was very late. The young man looked impatient. The young man paced back and forth on the station platform.
AP T f ^
8
The Noun Phrase Functions: Nominals
CHAPTER PREVIEW In the previous two chapters you saw how the basic sentence patterns can be expanded by adding optional modifiers of various kinds— words, phrases, and clauses that function as adverbials and adjectivals. In this chapter you will learn how the N P slots can be expanded by using structures other than noun phrases. W e begin this chaptcr by reviewing the various roles that NPs play in our basic sentence patterns, including an optional N P slot called the appositive. Then we examine in detail how to fill these same slots with verb phrases and dependent clauses instead of noun phrases. By the end o f this chapter, you will be able to • Identify and use appositives. • Recognize gerunds, nominal infinitive phrases, and nominal clauses and identify their functions. • Recognize and correct dangling gerunds. • Understand the subjects o f gerunds and infinitives. • Distinguish nominal clauses from adverbial and adjectival clauses. • Identify and write sentences with delayed subjects. • Understand these terms: expletive, nominalizer, interrogative, subordinator, and anticipatory it.
163
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Part III: Expanding the Sentence
T H E N O M I N A L SLOTS You have already learned that the terms adverbial and adjectival denote functions. An adverbial is any form— any word, phrase, or clause— that does what an adverb does— that is, modify a verb. Adjectival refers to any structure that does what an adjcctive usually does— modify a noun. But you’ll notice that we have not used the parallel -al term for noun, nom inal, until now. U p to this point, all o f the required slots in the sentence patterns labeled N P, such as subject and direct object, have been filled w ith noun phrases (and sometimes with pronouns, which stand in for NPs). 'We did this m ainly for simplicity. But now that we’re going to study other forms that fill the required sentence slots, it’s time to intro­ duce the term nominal. All of those N P slots you learned about in Chapter 3 are actually nomi­ nal slots. Adverbials and adjectivals have only one function each— to mod­ ify a verb or modify a noun. But nominals perform a variety of functions, most o f which are required to produce a complete grammatical sentence: Subject: M y best buddy lives in Iowa. Direct object: I visited my best buddy last Christmas. Indirect object: I sent my best buddy a card for his birthday. Subject complement: The town’s new mayor is my best buddy. Object complement: I consider Rich my best buddy. Object o f a preposition: The town has a lot o f respect for my best buddy. As you will see, these slots can be filled w ith forms other than N Ps— namely, verb phrases and dependent clauses. But before we get to those other forms, let’s look at one more nominal function, one that does not show up in the sentence patterns— an optional nom inal slot called the appositive.
APPOSITIVES An appositive is a nom inal companion, a structure (usually an NP) that adds information to a sentence by renaming another nominal. It is some­ times called “a noun in apposition.” My best buddy, Rich, lives in Iowa. The prosecutor cross-examined the next witness, the victim ’s ex-husband. You can easily understand the optional nature o f the appositive: These sentences w ould be gram m atical w ithout the added inform ation. O n
Chapter 8: The Noun Phrase functions: Nominals
165
the diagram the appositive occupics a place rig h t next to the noun, or o th er nom inal stru ctu re, th a t it renam es, w ith the headw ord in parentheses:

prosecuror
buddy (Rich)
lives


cross-examined
Iowa
witness (ex-husband)
%
c f V '
A, v> X
V i-
Nfc
v—
As the diagram clearly illustrates, the appositives add inform ation to the noun phrase, as adjectivals do. But they are different from other adjec­ tivals in that they can substitute for the nouns that they rename: Rich lives in Iowa. The prosccutor cross-examined the victim ’s ex-husband. If the appositive renames the subject, it can be used to introduce the sentence: An ex-Marine who once played professional football, the prosecutor was an intim idating presence in the courtroom.
P u n c tu a tio n o f A ppositives. The distinction between restrictive and nonrestrictive modifiers, which you learned in connection with participial phrases and relative clauses, also applies to appositives. W hen the apposi­ tive defines (restricts) the m eaning of the nom inal it renames, no com ­ mas are needed. An altered version of the first example will illustrate the distinction: M y buddy Rich lives in Iowa. In the earlier example, the added name simply comments: My best buddy, Rich, lives in Iowa. I h e adjective best makes all the difference. M y best buddy obviously refers to one specific person, just as my only buddy would. M y buddy., however, has a general reference; the added name makes the referent o f the noun
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Part 111: Expanding the Sentence
phrase specific, actually defining the phrase my buddy. You can hear the contrast when you read the two sentences aloud.
Underline the noun phrases chat are functioning as appositives. Remember, an appositive noun phrase has the same referent as the nominal it renames. 1. Folk songs, simple ballads sung to guitar music, bccame very7 popular in the 1960s. 2. One of the best-known folk singers of that period was Arlo Guthrie, son of the legendary songwriter Woody Guthrie. 3. An offbeat film about illegal trash dumping, Alice’s Restaurant was inspired by Arlo’s song of the same name. 4. The theme of many Arlo Guthrie songs, the search for personal free­ dom, is still appealing today. 5. Gillian Welch, a contemporary folk singer and songwriter, combines simple ballad-like melodies with topical lyrics in two very popular CDs, Soul Journey and Time (Ihe Revelator). 6. 1 went to the concert with my friend Casey, who is Gillian Welch's biggest fan.
In C hapter 1 5, we take up the use o f colons and dashes in connec­ tion with appositives. And in the following sections o f this chaptcr, we include appositives in form s other than noun phrases— verb phrases and clauses.
N O U N PHRASE SU BS T IT UTE S Three o th er structures can perform the gram m atical functions th at noun phrases generally perform : the gerund phrase, the in finitive phrase, and the nom inal clause. O u r study of these nom inal form s— these substitutes for N Ps— will focus on their five prim ary functions: subject, direct object, subject com plem ent, object o f a preposition, and appositive.
GE R U N D S In Chapter 4 you saw the -ing form of the verb combined with a be auxil­ iary functioning as the predicating, or tensed, verb: The children are playing in the woods.
Chapter 8: Ihe Noun Phrase Functions: Nominals children
167
are playing
woods
' * H ere the diagram clearly shows the sentence as P attern VI, w ith the intransitive verb are playing m odified by an adverbial prepositional phrase. In the previous chapter you saw the -ing verb functioning as a noun modifier, called the participle; and you’ll recall that the noun the parti­ ciple modifies is also the participle’s subject: Tlie children playing in che woods look happy. In this chapter we will use the same -ingverb as a nominal to fill an N P slot. In this function, it is called a gerund: Plaving in the woods is the children’s favorite activity. Here the gerund phrase is the subject o f the sentence. W e can think o f gerunds as names. But rather than nam ing persons, places, things, and events, as nouns generally do, gerunds name actions or behaviors or states o f m ind or states o f being. And because they are verbs in form , gerunds will also include all the complements and modifiers that tensed verbs include. In our gerund example, playing is modified by an adverbial prepositional phrase, in the woods, just as it was as a main verb. Even though sentences with gemnds in the NP slots may look more compli­ cated than those you’ve seen before, the system for analyzing diem is the same. You do that by identifying the sentence pattern. The first step is to locate the predicating verb. No matter what strucmre fills the subject slot, you can determine where it ends by substituting a pronoun, such as something or it: Playing in the woods is the children’s favorite activity. In other words, It is the children’s favorite activity. Now you’ve identified the predicating verb, is, a form of be. Next you’ll see that a noun phrase {the children sfavorite activity) follows, so you know the sentence is Pattern III.
168
Part III: Expanding the Sentence
'flie next seep is to identify the form of the structure filling that “it” slot. You can recognize Playing in the woods as a gerund because it begins with an -ing verb form. (You can usually identify the form o f a structure by looking at the first word.) In diagramming the gerund when it fills a slot in the main clausc, we simply attach the phrase to the main line by means o f a pedestal, just as we did in Chapter 3 when a prepositional phrase filled the subject comple­ m ent slot. The line for the gerund itself has a small step at the left, which identifies the -ing verb as a gerund: Playing
Following are examples of other N P slots occupied by gerund phrases. Direct object: Both adults and teenagers enjoy playing computer games. —i
playing

games
Subject complement: My favorite pastime is playing computer games.
Chapter 8: The Noun Phrase Functions: Nominals
169
Object o f a preposition: I work oft a lot o f tension by playing computer games. I
work off
loc *>
r! I
playing

V -
games
ci
Appositive: M y favorite pastime, playing computer games, is inexpensive but time-consuming. playing

games
inexpensive
pastim e
( / ' )
«
tim e-consum ing
X
%
The P attern o f th e G erund. In these sentences with the gerund phrase playing computer games, the gerund playing has a direct object {playing what?), so wc can identify the underlying sentence, w ith its one slot fol­ lowing the verb, as Pattern VII: X is playing computer games. The predicating verb in every pattern has the potential for becoming a gerund phrase when it is turned into the -ing form: Pattern III: My little brother is a pest, {being a pest) Pattern VIII: Tony gave the landlord a bad tim e, {giving the land­ lord a bad time) Pattern IX: W e painted the bathroom orange, {painting the bath­ room orange) In the following sentences, those -/rag-verb phrases have become gerunds filling N P slots: My little brother enjoys being a pest, (direct object) After giving the landlord a bad time. T ony regretted his behavior, (objcct of a preposition) O ur bright idea, painting the bathroom orange, was a decorating disaster, (appositive)
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Part III: Expanding the Sentence
I t’s im portant to note that just because the function o f the verb phrase changes— from p red icatin g verb to n o m in al— its sentence p a tte rn does not change. The three gerunds remain Patterns III, V III, and IX, respectively.
A. Identify the gerund phrases in the following sentences, and indicate the function (subject, dircct object, subject complement, object of a prep­ osition, appositive) that each one performs in its sentence. Also identify the sentence patterns of the main clause and of the gerund phrase. Diagram the sentences. 1. flying a supcrsonic jet has been Sally’s dream since childhood. 2. The coach enjoys playing practical jokes on his players. 3. The speaker began by telling a few jokes. 4. My hardest accomplishment last semester was staying awake in my eight o’clock class. 5. Leaving rhe scene of the accident was not a good idea. 6. Two witnesses reported seeing the suspect near the entrance of the bank. 7 . The cost of going to college has risen dramatically in the last ten
years. 8. Thinking a problem through requires time, solitude, and concentration. B. Compose sentences that include the following verb phrases as gerunds. Try to use each gerund phrase in at least two different functions. taking grammar tests
giving people a helping hand
being punctual
lying on the beach
................................................ ..........
investigating Language
8.1
Compare these pairs of sentences: Her job was selling computers in a discount store. She was selling computers in a discount store. My brother is getting into trouble again. My problem is getting into law school.
i hitiii im r 11
Chapter 8: the Noun Phrase Functions: Nominals
171
How do the pacccrns of the two sentences in each pair differ? W hat are the predicating verbs? Which ones contain gerunds? How would the diagrams for each be different? Marking off the sentence slots with vertical lines will help to show the differences in the sentence patterns. You can also try substituting pronouns to help you sec where the NP slots begin and end.
The S u b ject o f th e G e ru n d . The subject o f the gerund— that is, the person or agent performing the action expressed in the gerund— is usu­ ally not part o f the gerund phrase itself. However, ir is often the same as the subject o f the sentence, as in item 2 in Exercise 31, where “coach” is the subject o f both “enjoys” (the m ain verb) and “playing” (the ger­ und). Sometimes the subject can be inferred from another w'ord in the sentence, as in item 4, w'here “my” indicates who had trouble “staying awake.” The subject o f the gerund will usually be left unstated when it names a general, rather than a particular, action or behavior, as in items 7 and 8 in Exercise 31. But sometimes the subject can be expressed in the gerund phrase itself. W hen it is, it will often be in the possessive case: His drinking is excessive. I objected to Teremv’s taking on another part-time iob. Your compLinink .bout the work will not make it any easier. A lth o u g h the possessive case m ay so m etim es s o n n d excessively formal or even incorrect, it is the form considered standard in formal writing. In the diagram, the subject o f the gerund is diagrammed like a deter­ miner and attached to the step on the left: - r ------j
drinking
D a n g lin g G e ru n d s. T he following sentences are likely to elicit an “aw k” from your com position teacher. W h a t is it th at makes them awkward? Upon seeing the stop sign, the car screeched to a halt. By proofreading my papers, my grades improved greatly. The ingredients should be assembled before starting to bake a cake.
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Part III: Expanding the Sentence
You probably recognized that these sentences aren’t strictly logical: They suggest that the car saw the stop sign, the grades proofread the papers, and the ingredients baked the cake. W e call that problem the “dangling gerund,” a problem that occurs when the subject of the gerund is not stated or clearly implied. These sentences have the same fuzzy quality that dangling participles have. Dangling gerunds usually turn up when the gerund serves as the object in an opening or closing prepositional phrase. To clear up a dangling ger­ und, you can revise the sentence in one of two ways: 1. Make sure that the subject o f the main clause is also the subjcct of the gerund: Upon seeing the stop sign, 1 brought the car to a screeching halt. By proofreading my papers, I improved my grades greatly. 2. T urn rhe prepositional phrase with the gerund into an adverbial clause: Assemble the ingredients before you start to bake a cake.
Improve the following sentences by providing a clear subject for the gerund. 1. After finishing the decorations, the ballroom looked beautiful. 2. Your revising time will be reduced by following a few helpful pointers. 3. In making a career decision, your counselor will be a big help. 4. By signing this waiver, no claims against the owner can be made. 5. O ur backpacks got really heavy after hiking up that steep mountain trail.
'Ihe verb go is used with a great many -ing verbs, but, interestingly, those verbs are limited to recreational activities of various kinds: T.ct’s go hunting (fishing, bowling, swimming, shopping, jogging, etc.). We don’t say “Let’s go gardening,” “Let’s go cooking,” or “Let’s go doing homework.”
Chapter 8: Ihe Noun Phrase Functions: Nominals
173
1 his is one o f those “w hy” questions that wc have no answer for! Another is what to call that -ing verb that follows L et’s go. B e c a u se^ is nearly always intransitive, the activity can probably be interpreted as an adverbial, a participle functioning adverbially. But because that -ing verb names an activity, we could also make a case for calling it a ger­ und. Perhaps the best answer is to recognize its special usage and call it an idiom.
IN F IN IT IV E S Another form of the verb that functions as a nom inal is the infinitive phrase— the base form o f the verb with to. Like the gerund, the nominal infinitive names an action or behavior or state of being. In fact, the infini­ tive closely parallels the gerund and is often an alternative to it: Gerund: Remaining neutral on this issue is unconscionable. Nom inal infinitive: To remain neutral on this issue is unconscionable. You have already seen infinitives functioning as m odifiers o f verbs (Chapter 6, “Adverbials”) and as modifiers of nouns (Chapter 7, “Adjec­ tivals”). In this chapter you will see the nominal infinitive functioning as subject, direct object, subject complement, and appositive: Subject: To be a successful farmer these days requires stamina and perseverance. Direct object: My cousin wants to be a successful farmer. Subject complement: My cousin’s ambition is to be a successful farmer. Appositive: My cousin’s ambition, to be a successful farmer, requires stamina and perseverance. It requires stamina and perseverance to be a successful farmer. As with gerunds, you can substitute a pronoun to help you decide what nominal slot the infinitive phrase fills: Something requires stamina and perseverance. My cousin wants something. M y cousin’s ambition is this. Infinitives, like gerunds, are verb forms; they may include com ple­ m ents and/or adverbial modifiers. And like gerunds, infinitive phrases can be derived from all the sentence patterns. O u r “farm er” infinitive
174
Part HI: Expanding the Sentence
is Pattern III. In the first example it fills the subject slot in a Pattern VII sentence: be
/

farm er
requires
perseverance
In the diagram, the infinitive phrase, like the gerund, is connected to the main line with a pedestal. The infinitive itself is on a two-part line exactly like that o f a prepositional phrase. (It’s easy to tell the differ­ ence, however: In the infinitive phrase, to is followed by a verb, not by a noun phrase.) The second appositive example makes use o f the anticipatory it to change sentence focus, much like the z;-cleft that you saw in C hapter 5: farm er
requires
It
=i }
persevcrencc
In the following sentence, a Pattern VII infinitive phrase functions as an appositive: M y job, to hand out the diplomas, was a last-minute assignment. Vo
job
■ hand out diplom as
(S' )
was

assign m cnr
V The action expressed in the infinitive phrase renames the subject, M y job; it tells what the job is.
Chapter 8: Ihe Noun Phrase Functions: Nominals
Exercise
175
33
Identify the sentence pattern of each infinitive phrase and its function in the sentence. Diagram the sentences. 1. Ruth plans to give her father a necktie for Christmas. 2. Our only hope is to beg for mercy. 3. To walk across campus alone at night could be dangerous. 4. Both candidates desperately want to become president. 5. Winston Churchill had a rule to never rake strong drink before lunch. 6. A mother bird will attempt to distract predators from the nest. 7. My friend Rcnato likes to shock people with his outrageous political views. 8. To know him is to love him.
The S ubject o f th e Infinitive. In most o f the infinitive sentences we have seen so far, the subject of the tensed verb is also the subject o f the infinitive. For example, in item 7 o f the previous exercise, “My friend Renato likes to shock people with his outrageous political views 'friend is the subject o f both likes and to shock. But when an infinitive has a general meaning, the scntcncc may not include that infinitive’s actual subject, especially if the infinitive occupies the subject slot: To listen to Norah lones is pure delight. In some cases, however, the subject o f the infinitive will be expressed in a prepositional phrase: For Conchita to win this match would be a miracle. For the district attorney to take part in this discussion is a conflict of interest. Conchita and district attorney are the subjects of the infinitives to win and to take part. Prepositional phrases with embedded infinitives also occur in the direct object position after verbs like hope, like, want, and prefer: C onchita’s fans would like for her to win this m atch. We are hoping for our legislature to make a wise decision about school taxes.
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P an III: Expanding the Sentence
In che diagram for these sentences, the vertical line betw een the object o f the preposition and the infinitive indicates the subject—verb boundary:
legislature
•-.e:
decision
wm I match
Y«. We are hoping
fans ■ a ould like
Some verbs that can appear in such sentences are also grammatical with­ out the preposition for: Conchita’s fans would like her to win this match. In these examples we have treated the infinitive and its subject as a single unit filling the direct object slot: Conchita’s fans would like something. We are hoping something. But in the following sentence, there are two slots: We asked the uninvited guests to leave the party. In this sentence, we have both a “som eone” and a “so m eth in g ” fol­ lowing the verb; so rather than analyze the sentence as P attern VII, we would explain it as Pattern V III, with the “som eone” as an indirect object:
We
asked
'
leave
party
Js. guests
You m ight argue that the verb asked is not a “give” verb, as most Pat­ tern VIII verbs are, and that uninvited guests isn’t really a “recipient,” as
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most indirect objects are. However, the w o slots clearly have different referents, so the Pattern VTII formula, with its N P , and NP., seems to fit. W e can also transform the sentence into passive voice to show that to leave the party occupies a separate slot from the uninvited guests: The uninvited guests were asked to leave the party. Ocher verbs that follow this pattern include tell, advise, invite, require, order, and expect.
Underline the nominal verb phrases— both gerunds and infinitives— in the following sentences. Then identify the function of each nominal verb phrase. Finally, diagram the sentences. Be sure to think about sentence patterns. 1. The best thing would be for you to tell the truth. 2. By remaining silent, you arc merely making the situation worse. 3. It would be foolhardy to ignore the judge’s order. 4. Raising the company’s national profile was the new owner’s long-term goal. 5. Our composition teacher instructed us to write three drafts of every assignment. 6. I appreciate your proofreading this final version for me. 7. I like to watch the goldfinches at the bird feeder in the morning. 8. The baby’s crying upset the rest of the passengers.
N O M IN A L CLAUSES In the preceding sections you have seen examples o f verb phrases— ger­ unds and infinitives— filling N P slots. In this section you will see that nominal clauses can do so as well: I understand that several students have launched a protest. I wonder what prompted their action. These nominal clauses (also called “noun clauses”) are further examples of dependent clauses, just as adverbial and adjectival clauses are: They do not function as complete sentences, as independent clauses do.
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Pan III: Expanding the Sentence
The trick of substituting a pronoun co determine the boundaries of the N P slot is especially useful when the nominal slot it filled by a clausc, as in the two previous examples: I understand something. I wonder something. The pronoun substitutes for the entire nominal slot. These two examples also illustrate the two kinds of introductory words chac signal nominal clauses: the expletive that and interrogative words such as what. The diagrams will show a basic difference between them: thar
SCLldeilLS
have launched protesr
<^ V understand 1 >
V
what
prompLed i action
> w onder
1 /
I h e interrogative what fills a grammatical role in the clause it introduces— in this case, that of subject; the expletive does not. {Diagramming note: Ihe pedestal can be attached to the nominal clause wherever it is convenient to do so. Ihe expletive is placed above che clause it introduces and attached with a broken line, again wherever convenient.) The Expletive That. 'Ihe term expletive refers to a sentence elemenc that plays no grammatical role itself; it’s an added element that enables us to manipulate a structure for reasons of emphasis and the like, ihe expletive that makes it possible to embed one sentence as a nom inal in another sencence. This use o f that is sometimes labeled a nominalizer. In the previ­ ous example, the Pattern VII sentence “Several students have launched a protest” becomes the direct object in another Pattern VII sentence. The diagram illustrates the addcd-on quality7of che explecive. The explecive that can cum any declarative sentence into a nominal clause: ’Ihe guests from El Paso will arrive soon. The common cold is caused by a virus.
-------- ► I hope that the guests from El Paso will arrive soon. -------- Thac che common cold is caused by a virus has been clearly established by science.
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W hen the that clause fills the direct object slot, as in the first example, the sentence may be grammatical without the expletive: I hope the guests from El Paso will arrive soon. W hen the clause is in the subject position, however, the expletive is required: *The common cold is caused by a virus has been clearly established by science. N om inal that clauses can also function as subject com plem ents and appositives, as the following examples illustrate: Subject complement: Your assumption is that interest rates will remain relatively low. Appositive: Ihe reviewer’s criticism, that the characters lack convic­ tion' is fully justified.
35 Create a nominal that clause to fill the following slots. Identify the function of the clause that you’ve added. 1. You should know ________________ _____________________ . 2.
. makes everyone angrv.
3. My parents realize . . has not occurred to them.
4. 5. The cruth is .
disturbs me.
6. The fact__
Investigating Language
8.2
Nominal clauses that begin with the expletive that should not be confused with adjectival clauses that begin with the relative pronoun that. Compare the following examples: Nominal clause: I know that I reminded vou about the deadline. Adjectival clause: You ignored the reminders that 1 gave vou. Because the expletive that plays no grammatical role in its clause, the nomind clause will be a complete sentence without the that: I reminded you about the deadline. But the relative pronoun that does have a role to play within its clause; if you remove it, the remaining words won’t be a complete sentence: *1gaveyou.
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Part HI: Expanding the Sentence
You can also distinguish between that clauses by replacing the that with which. If the clause is adjectival, the sentence will still be grammatical: You ignored the reminders which I gave you. But if you subscicute which for the expletive that in a nominal clause, the result will be clearly ungrammatical: *1 know which I reminded you about the deadline. Here are some more sentences with clauses introduced by that. Decide which clauses are nominal (introduced by an expletive) and which arc adjec­ tival (introduced by a relative pronoun): The color that you chose for the walls docsn’c match the rug. Milcon suspects that someone has been using his computer. ihe books that I need for chemistry class are expensive. I suppose that the books that I need for art history will be expensive to o ._______________ , _______________ The idea that I need your help is absurd._______________ The idea that you proposed to the committee is a brilliant one. He gave her a look that you could have poured on a waffle. [Ring Lardner]_______________ You can check your answers by doing a diagram co make sure that you’ve identified the that correctly. .T .g '
n a m m ___ aw...... ■___
m sm sss^i
=
.... a s s a —
m am ssssss .... .. ..
.......-
Interrogatives. O ne of rhe sample sentences we saw earlier included a nominal clause introduced by che incerrogative what: I wonder what prompted their action. O th e r interrogatives, or q u estio n w ords, chat in tro d u c e n om inal clauses are who, whose, whom , which, where, w hen, why, and how. Unlike the expletive, the interrogacive always plays a gram m atical role in its own clause. In the previous example, what functions as the sub­ ject o f prompted. In the following sentence, w hat is che direct object in its clause:
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181
I wonder what rhe students are demanding. students
are dem anding w hat
* 1
w onder
I ^
In both o f these examples, the what clause functions as the direct object. Another common function of nominal clauscs introduced by interrogativcs is that of subject, as shown in che next two examples: Where you are going is no business o f mine. Where is an interrogative adverb, so it acts as an adverb in its clause. The interrogative pronoun who will be the subject in its own clause: Who will be at the party remains a mystery. Who can also be the subject complement in its clause. Here the clause fills che direct object slot: I don’t know who that stranger is. In the following sentences which and what function as determ iners in their clauses; both clauses fill the direct object slot: I wonder which brand of vogurt has the least fat. I can’t decide what brand I should buy. Nominal clauses introduced by interrogatives can also function as ob­ jects o f prepositions and as appositives: Object o f a preposition-. Clarice knows a lot about how computers work. Appositive-. Hie dean’s question, why the students didn’t object sooner, has not been answered. S ^ S S S S lg S ^ ^ ^ ^ ^ ^ g £S5aSf£gSgBBgBgSSBaSSSSa3SBBBBB3SaSBS^gBSSBSSBSBaBBS3
36 Both when and where hold membership in two word classes. As subordi­ nating conjunctions they introduce adverbial clauses; as interrogatives they introduce nominal clauses. Idencify the function o f the where and when clauses in the following sentences. Are they adverbial or nominal? If the clause is nominal, identify the NP slot it fills. Also idencify the sentence patterns of both the independent and dependent clauses. 1. Julie could noc remember where she had left her keys. 2. Rob lost his keys when he misplaced his backpack.
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Part III: Expanding the Sentence
3. When I get in lace, my roommate gets upsec. 4. When I get home is my own business. 5. The srarship Enterprise ventures where explorers have never gone before. 6. W hen you decide where we are having dinner, give me a call. 7. When you don’t know where you are going, any road will rake you there. 8. They have finally decided where the wedding will be held. 9. W hen I am an old woman, I shall wear purple. [Jenny Joseph] 10. The police asked where we were when the accident occurred.
Y es/N o In te rro g a tiv e s. In C hapter 3 you read about our tw'o kinds o f questions: those chat ask for specific inform acion, the so-called ^ -q u e s tio n s ; and yes/no questions. Here we’ve seen those same inter­ rogative words used to introduce nom inal clauses, filling N P sloes in sentences. W e also have nominal clauses based on yes/no qucscions, intro­ duced by cwo expletive-like elements, i f and whether (or not): I can’t remember if I turned off the television. W hether or nor I turned it off doesn’t really matter. W e consider these introductory words as expletives because, like the expletive that, they play no part in the clause; they simply act as operators that allow us to use yes/no questions as nominal clauses: if
W hether or not
turned off television
%
can’t rem em ber A .
turned off I it
/
doesn’t m atter
Unlike the expletive that, which can sometimes be om itted, these intro­ ducers o f interrogative clauses will always be included.
Exercise
37
Underline the nominal clause in cach of the following sentences. Then identify its function in the sentence: What NP slot does it fill? Diagram the sentences. 1. Until yesterday I never realized how awesome a redwood tree could be. 2. 'Ihe main complaint about his prescntacion was that it was too short.
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183
3. W hat Carlos said about his cousin is unfair and inaccurate. 4. Our psycholog)- teacher is writing a book about why people fear intimacy. 5. iMy sister told her children that they could have a dog. 6. Who invented calculus is a matter of some dispute. 7. We could not tell which twin was F.laine. 8. Percy wondered if we could conic for the weekend. 9. 1 wish he would explain his explanation. [Lord Byron] 10. The decision that they should replay the point upset both contestants.
P u n c tu a tio n o f N o m in al Clauses. As m any o f the previous examples and exercise items illustrate, sentences with nom inal clauses can get fairly long. But with one exception, the punctuation of these sentences remains exactly the same as the punctuation of the basic sentence: no single commas between the sentence pattern slots. The exception occurs when the direct objcct is a direct quotation. The standard convention calls for a comma between a verb like say or reply and the quotation: He said, “I will meet you at the gym at five o’clock.” in this sentence the quoted passage is essentially a nominal clausc in direct object position.
38 Underline the nominal clauses, gerund phrases, and nominal infinitives in the following sentences, and identify the function that each performs in the sen­ tences. Also, put parentheses around all adverbials: one-word adverbs, prepo­ sitional phrases, noun phrases, infinitive phrases, and clauses. And finally, put square brackets around all adjectival phrases (prepositional and participial phrases) and relative clauscs. 1. In 1874 Major Walter Wingfield registered his patent in London for the equipment and rules of an outdoor lawn tennis game that was the first version of what we play today. 2. Some fans dislike how graphite rackets and synthetic strings have transformed the game of tennis. 3. Multiplying the advantage of a powerful serve has taken away the finesse and strategy that many spectators enjoy. 4. Introduced in 1970, the tiebreak system revolutionized the sport of tennis by making the matches shorter and more attractive.
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Part III: Expanding the Sentence
.5. In the 1980 Wimbledon final, Bjorn Borg failed to convert seven match points in a fourth-set. tiebreaker, which John McEnroe won. 6. Unless Serena Williams is injured, it’s nearly impossible to beat her, because she really hates losing. 7. Roger Fcderer’s goal is to win twenty major championships before he retires. 8. Two years after getting married and having a baby, Kim Clijsters won her second U.S. Open title. 9. Instead of using a conventional shot, Maria Sharapova often prefers to liit a powerful “swinging volley” when approaching the net or attacking a lob. 10. Although cheir opponents claim that Bob and Mike Bryan possess “twin chemistry,” the brothers, who have won more doubles titles chan any men's team in professional tennis, reject the idea thar common DNA has resulted in uncommon results.
N O M IN A L S AS DELAYED SU BJEC TS W e have seen nominal clauses chac fill the subject slot, some of which have a formal quality more characteristic o f writing than spccch; in fact, such sentences are uncommon in speech: That the common cold is caused by a virus has been clearly escablished. That Sherry lefc school so suddenly was a shock to us all. In conversation we are more likely co delay the information in that opening clause, substituting for the subject what is called the anticipatory it. It has been clearly established that the common cold is caused by a virus. It was a shock to us all that Sherry left school so suddenly. The infinitive phrase as subject can also be delayed in this way, as you saw earlier in the discussion of infinitives: To play compuccr games is fun.
-------- ► It is fun to play computer games.
To be a succcssful farmer requires stamina and perseverance
-------- It requires stamina and perseverance to be a succcssful farmer.
The anticipatory it allows us to change the stress o f the sentence, in much the same way that we saw with the cleft sentence in che discussion of sencence cransformations in Chaprer 5 (pages 99-100). This use o f it as a cool for writers is discussed in Chapter 15 (pages 315-316).
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185
CHAPTER 8
Key Terms Anticipator}' it
Independent clause
Appositive
Infinitive
Clause
Interrogative
Dangling gerund
Nom inal
Delayed subject
Nom inal clause
D ependent clause
Nominal verb phrase
Direct quotation
Subordinating conjunction
Expletive that
Tensed verb
Gerund
f°r p r a c t i c e Draw vertical lines co show the sentence slots. Label the form of the struc­ ture that occupies each slot. Identify the sentence pattern for each verb phrase and clause. Diagram the sentences. 1. I wonder what JefPs problem is. 2. I think that I know what the solution to JefFs problem is. 3. Chondra said that she w'ould call me today when the audition results were posted. 4. In rejecting Plessy vs. Ferguson in its 1954 Brown decision, the Supreme Court declared that separate educational facilities are inherently unequal. 5. W here you will be in ten years is a question you probably think about sometimes. 6. The defendant’s claim that he was kidnapped by aliens did not impress the jury. 7. T know how men in exile feed on dreams. [Aeschylus] 8. The hen is an egg’s way of producing another egg. 9. My roommate, who will graduate this m onth, wonders why finding a job in his field, business management, is so difficult.
186
Part III: Expanding the Sentence
10. 1 haven’c figured out which Shakespeare play is my favorite. 11. According to the U.S. Customs Scrvicc, smuggling birds from the Caribbean has become a bisi business. 12. O ur biological rhythms play a crucial role in determining how alert wc feel. qaJ£STIO;/£
? /<>r D I S C U S S ^ 1. W hy is the appositive set off with commas in the second o f these two sentences? M ark’s brother George coaches basketball in Indiana. M ark’s brother, George, coaches basketball in Indiana. W hich sentence tells you that Mark has only one brother? Which sentence implies that Mark has more than one brother? Why does the following sentence need commas? 'Ihe senator’s husband, Reuben, accompanied her to W ashington. 2.
Consider the differences in meaning in these two pairs o f sen­ tences. How do you account for these differences? Do che differ­ ences involve different sentence patcerns? Mel scopped to talk to Walt. Mel stopped talking to Walt. Mel started talking to Walt. Mel started to talk to Walt.
3.
Show by a diagram how the following w o sentences are differ­ ent. Identify their sentence patterns. I went co work. 1 want to wrork.
4. Your undem anding of participles and gerunds will help you understand and explain the ambiguity o f these two sentences: Flying planes can be dangerous. I don’t like burping babies.
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Diagram each of them in two ways to show their w o meanings. 5. W hat are w o possible meanings of the following ambiguous sentence? The shooting o f the hunters was a wanton act. In what way is the traditional diagram inadequate to account for that ambiguity? 6.
In Chapter 5 we examined the passive voice of predicating verbs. Can gerunds and infinitives be passive?
7.
The traditional grammarian would label the who clause in this famous line by Shakespeare an adjectival clause. Why? W hy is it not nominal? H ow would you as a wenty-first-ccntury speaker word this statement? W ho steals my purse steals trash.
8.
Perhaps the best way to explain this ^/■-filled sentence is to diagram it. I know that that that that that student wrote is wrong.
CLASSROOM APPLICATIONS
The following can be organized as either oral or written activities, per­ haps as timed group competitions: 1. The fact that verb phrases and clauses can fill N P slots gives the language great embedding capabilities. For example, a gerund phrase could easily fill the direct objcct slot in a nominal clause. Picture the diagram:
A A
Here’s a six-word sentence that would fit: I know that Joe enjoys swimming.
188
P an III: Expanding the Sentence
Now try cwo ocher patterns:
A ___ A
1
(Hint: Bear in m ind that che explecive that can cum almosc any sentence into a nominal clause. Now wrice a sencence wich a gerund in che posicion shown— as subjecc or direcc objecc; then turn chac sencence inco a nominal clause. In che firsc example, the sentence “Joe enjoys swimming” has been embedded as the direct object following the verb know.) 2. This time your task is che opposice of #1: Wrice a sentence in which a nominal clause is embedded in a gerund phrase. 3. Wrice a sentence in which an adjectival clause is embedded in a nominal clause. 4. Wrice a sencence in which an adverbial infinitive phrase is embedded in a gerund phrase. 5. W rite a sencence in which a gerund phrase is embedded in an adverbial clause. Note: These exercises can be organized for group or individual com ­ petition in the class. To add to the challenge, the copic o f the sen­ tences can be specified: W rite about baseball, summer, winter sports, health, rap music, competition, the election campaign, movies, and so forth. And, of- course, other specific directions could be included: Use a nominal who clausc; use rhe passive voice; include w o preposicional phrases; include an indirecc objecc, and so forch.
AP Tf^>
9
Sentence Modifiers
C H A P T E R P R E V IE W H ie modifiers and nom inals you studied in the three preceding chap­ ters add inform ation th at expands units w ithin the sentence: adverbi­ als (C hapter 6), adjectivals (C hapter 7), and noun phrase substitutes (C hapter 8). The structures you will study in this chapter, however, have no dircct connection to a particular sentence slot; instead, the inform ation they add relates to the sentence as a whole. 'I he fact that these structures lie outside the boundaries of the main sen­ tence does not diminish their importance in terms o f meaning. Sentences may be grammatical without the independent structures described in this chapter, but that fact does not lessen the impact they have on the meaning or intent of the discourse. By the end o f this chapter, you will be able to • Distinguish between adverbial adverbs and sentence-modifier adverbs. • Identify and use six structures that function as sentence modifiers: vocatives, interjections, subordinate clauses, absolute phrases, appositives, and relative clauses. • Punctuate subordinate clauses. • Recognize elliptical clauses and revise ineffective ones. • Identify broad reference clauses and rewrite unclear ones.
Like the modifiers of nouns and verbs, modifiers of the sentence as a whole also come in the form of single words, phrases, and clauses. Because most of the single-word modifiers are adverbs in form, you may be tem pted to label them adverbials. However, as the following pair o f 189
190
Part III: Expanding the Sentence
sentences illustrates, there is a clear contrast in meaning between (1) the adverb as adverbial and (2) the adverb as sentence modifier: 1. M ark did not explain the situation clearly. 2. Clearly, Mark did not explain the situation. The adverbial savs something about the verb, about the manner in which M ark did the explaining: -ly adverbs are called “m anner adverbs.” The sentence modifier, on the other hand, indicates the attitude of the writer toward the message stated in the m ain clause, a signal that provides a guidepost for the reader. '1his kind of message expressing the writer’s feel­ ing or attitude is called m etadiscourse; in other words, discourse about the discourse. W e will look more closely at the topic of metadiscoursc in Chapter 15 (pages 327-329). The diagrams make the difference in meaning clear: Clcarlv M ark
did explain
V
siruation
%
M ark
did explain
<>
situation
*
Ihere are a num ber o f tests you can apply to verify the difference, f or example, the adverb in sentence 1 can be m oved to the preverb position: Mark did not clearly explain che situation. W e probably w ouldn’t make the same change in 2, but if we did, we would have to include the commas, to retain the parenthetical meaning: M ark did not, clearly, explain the situation. Ihe commas would also stay if we moved the sentence modifier to the end: Mark did not explain the situation, clearly. The substitution o f close synonyms would also clarify the difference: Obviously, M ark did not explain the situation. *Mark did not explain the situation obviously. M ark did not explain the situation very well. *Very well, M ark did not explain the situation. N ot all single-word sentence modifiers are as easy to dem onstrate as this one, where a clear contrast in m eaning exists between clearly in its
Chapter 9: Sentence Modifiers
191
rvvo roles. But many adverbs do have this same parenthetical quality, this metadiscourse function: Invariably, the dress or pair o f shoes I like best is the one with the highest price tag. Luckily, the van didn’t get a scratch when it hit the ditch. U ndoubtedly, we will see interest rates gradually rise. The book you want is out ot print, unfortunately. But not all sentence modifiers are separated by commas: Perhaps the entire starting lineup ought to be replaced. Here it is fairly clear that perhaps raises a question about the idea o f the sentence as a whole. If it were moved to a position within the sentence, it would probably be set off by commas: The entire starting lineup, perhaps, ought to be replaced. So the absence of a comma after an introductory modifier does not rule it out as a sentence modifier; but neither docs the presence o f a comma rule it in. As we saw in the earlier chapters on noun and verb modifiers, both adjectivals and adverbials can sometimes be shifted to the opening position. That shift does not in itself make them sentence modifiers. For example, in the following sentences the introductory phrases arc adjecti­ val, modifiers o f the subject: H ot and tired, we loaded the camping gear into the station wagon for the long trip home. I ;mping noticeably, the runner rounded third base and managed to beat the throw at home plate. Verb modifiers in introductory position are somewhat more open to interpretation as sentence modifiers, because adverbials do tend to add inform ation that relates to the whole idea. Tn C hapter 6 wc classified phrases like the following as modifiers o f the verb, although adm ittedly the designation is somewhat arbitrary; a case could be made for such m od­ ifiers to be classified as sentence modifiers rather than adverbials: To polish his skills for his trip to Las Vegas. Tim plays poker every night. A1most even M onday m orning. I make a vow to start counting calories. O n a day like today. I prefer to stay in bed. T he less clearly a modifier is related to a particular part o f the sen­ tence, the more clearly we can classify it as a modifier of the sentence as a
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Part III: Expanding the Sentence
whole. English has many idiomatic expressions— unvarying formulas that have an independent or parenthetical quality— that are clearly sentence modifiers. Unlike the previous three adverbial examples, the introductory modifiers in the following sentences are not added for inform ation such as when or where or why: Frankly. I didn’t expect sailing to be so m uch work. To our amazement, the driver o f the Corvette walked away from the accident. To mv regret. I’ve never seen the Grand Canyon. Speaking o f the weather, let’s decide on the place for our picnic. To tell the tru th . I have never read Silas Mainer. Besides the adverb, these examples include two prepositional phrases, a participial phrase, and an infinitive phrase. You m ight think that the last two sentence modifiers in the list, which are verb phrases in form, look suspiciously like the danglers that we have seen in earlier discussions o f gerunds and infinitives and participles. But it’s probably accurate to say that, in contrast to those earlier examples, speaking o f the weather and to tell the truth have achieved the status o f independent idiomatic expressions, or set phrases. A nother set phrase that is becoming fairly com m on in spoken news reports— having said that— has that same almost-dangling effect. Speakers use this phrase as a transition device, usually to an idea in support o f the topic under discussion or sometimes to a new topic: Having said th a t, the economic indicators tell us a different story. Having said that, we can’t forget the long-term effects of the deficit. These set phrases are diagrammed apart from the rest o f the sentence with their usual pattern:
tell truth
I
have read I S.M.
said i that
indicators
tell
story
Chapter 9: Sentence Modifiers
Usage M atters
193
'Hopefully'
Beginning in the 1960s, the adverb hopefully got the attention of a number of prominenc language commentators, who condemned its usage as a sentence modifier in sentences like this: Hopefully, wc will get to the theater before the play starts. Here the writer means “T hope” or “It is to be hoped.” However, the critics— along with many writers of grammar and usage books— maintained chat be­ cause hopefully is a “manner” adverb, it can mean only “in a hopeful manner.” (Interestingly, the criticism did not extend to che —ly adverbs such as clearly and obviously, wliich we have included in our discussion of sentence modifiers.) By the 1990s, however, che Ami-hopefully vogue had faded. Several of the critics publicly admitted they had changed their minds; for others, however, the battle goes on. The 2004 edition of The Associated Press Stylebook still denounces the usage: “Do not use it to mean it is hoped, let us [hope] or we hope” (page 117). In The Oxford Dictionary o f American Usage and Style (2000), author Bryan A. Garner maintains that “the battle is now over.” However, he goes on to ex­ plain chat “some stalwarts continue to condemn the word, so that anyone using it in the new sense is likely to have a credibility problem with some readers” (p. 172). In other words, don’t be surprised to see your teacher’s red circle around hopefidly if you have used it as a sentence modifier. But bear in mind that current usage— along with the opinion of many language professionals— is on your side.
N O U N S O F D IR E C T A D D R E SS : T H E V O C A T IV E S Another structure set off by a comma is the noun or noun phrase o f direct address, known as a vocative: Ladies and gentlemen, please be seated. Jennifer, your date is here. Although the vocativc is not a modifier in the same sense that other struc­ tures are, in that it does not modify' the meaning o f the sentence, it docs have a relationship to the sentence as a whole. And like other modifiers, it can come at the beginning, middle, or end of the sentence: We certainly hope, my dear friends, that you will visit again soon. I promise you w on’t see me here in court again, vour honor. Tell us, Mr. President, how your new’ tax plan will benefit the economy.
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Part 111: Expanding the Sentence
The purpose of the vocative, as the term “direct address” implies, is to direct the writer’s or speaker’s message to a particular person or group. (In most cases it’s the speaker’s message: This structure is much more common in speech than in writing.) And, as the foregoing examples illustrate, the vocative can express the attitude o f the writer or speaker and reflect the tone, whether formal or informal, serious or light, familiar or distant. In that sense, certainly, the vocative is a “sentence modifier”: It can affect the meaning o f the words. The vocatives are diagrammed just as the other sentence modifiers are, on a line set apart from the main clause.
IN T E R JE C T IO N S The interjection— usually a single word or short phrase— can also be con­ sidered as a modifier o f the sentence as a whole: O h . don’t frighten me like that! W ow ! That’s not what I expected. The traditional view o f grammar treats the interjection as one o f the eight parts of speech, probably because there is no other way to categorize such “nonwords” as oh and ah and wow and ouch. However, many words that we recognize as nouns and verbs are also used as exclamatory sentence modifiers o f this kind: Heavens. I don’t know what to say. Good grief! D on’t confuse me with the facts! My w ord! This will never do. I.ike the vocatives, interjections are much more likely to occur in speech than in writing (other than written dialogue). It m ight seem logical to consider these actual words as interjections, the same as we treat oh and wow; however, we do not put all such “inter­ jections” into a single parts-of-speech class, as the traditional gram m ar­ ians do. Such a classification distorts the principle on which we make judgm ents about word categories. Except for oh and ah and whew and a few others, we recognize interjections strictly by their exclamatory, or emotional, function in the sentence. It’s true, of course, that the familiar definitions given to the traditional eight parts of speech are not necessar­ ily consistent in their criteria; for example, nouns and verbs are defined according to their meaning (as names and as actions) and adjectives and adverbs by their function (as modifiers). Nevertheless, out of all eight traditional “parts of speech,” only the interjection category is denoted strictly by sentence function, rather than as a word type; that is, the other seven traditional parts of speech (noun, verb, adjective, adverb, pronoun,
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preposition, and conjunction) are names o f word classes. It is for this reason that the interjection is not included in our inventory of structure words, described in Chapter 13, but, rather, is included here as a function, one kind of sentence modifier. Interjections, like the other sentence modifiers, are diagrammed on a separate line.
Exercise
39
Underline any sentence modifiers in the following sentences. 1. Amazingly, the money held out until the end of the month. 2. Ih e twins look amazingly alike. 3. Well, I plan to stay, myself. 4. Myself, I plan to stay well. 5. Strangely, he seemed to look right through me. 6. I thought he looked at me strangely. 7. W ithout a doubt our team will win the league championship. 8. We will no doubt win the league championship. 9. I told my friend I was not interested in her scheme. 10. I told you, my friend, that I am not interested.
S U B O R D IN A T E CLAUSES In C hapter 6 we looked at the adverbial clauses, recognizing that they, too, often seem to relate to the sentence as a whole rather than to the verb specifically. Those introduced by where, when, before, and after seem to be the most “adverbial” o f all in that they convcy information o f time and place about the verb; but certainly we could make an equal case for classifying even these as sentence modifiers. S ub o rd in ate clauses intro­ duced by such subordinators as if, since, as, and although seem even more clearly to modify the idea of the whole sentence, bccause the subordinator explains the relationship of one idea to another: I f you promise to be there. I’ll go to Sue’s party. I’ll go with you, although I would rather stay hom e. The phrasal subordinators, too, may relate one complete clausc to another: Provided that the moving van arrives on schedule, we’ll be ready to leave by three o’clock. All the members o f the city council, as fa r as I know, voted in favor of the new dog ordinance.
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(See page 281 for a list of the simple and phrasal subordinators.) Some o f the interrogatives and indefinite relative pronouns introduce conditional clauses that are clearly sentence modifiers: Whatever decision you eventually make. I’ll support you. Whichever route we take, there’s no way we’ll get there on time in this traffic. No matter how much overtime I work, my paycheck never seems to stretch far enough. The subjunctive z/clauses that we saw in Chapter 4 can also join this list o f clauses that say something about the sentence as a whole: If I were vou. I’d skip the party. Punctuation o f Subordinate Clauses. In opening position the subordi­ nate clause is always set off by a comma; in closing position, punctuation is related to meaning. As a general rule, when the idea in the main clause is conditional upon or dependent upon the idea in the subordinate clause, there is no comma. For example, the idea of the main clause— the open­ ing clause— in the following sentence will be realized only if the idea in the subordinate clause is carried out; thus here the main clause depends on the i f clause: I’ll go to Sue’s party i f you promise to be there. But in the next sentence the subordinate clausc does not affect the fulfill­ m ent of the main clause: I’m going to the party that Sue’s giving on Saturday night, even though I know I'll be bored. The distinction between these two functions is comparable to the restrictive/ nonrestrictive distinction we examined in connection with adjectivals in Chapter 7. Jf the subordinate clause “defines” the situation, it will not be set off from the main clause; if it simply “com m ents,” it will take the comma. In general, even though and although are preceded by commas; ifis not. The point to be made here is that the subordinator relates the idea in its clause to the idea in the m ain clause, so the subordinate clause clearly functions as a modifier of the sentence as a whole— even though it is not preceded by a comma. But in opening position, the clause is always fol­ lowed by a comma. The use o f the comma with final subordinate clauses is probably one o f the least standardized o f our punctuation rules. The final criteria m ust be readability and clarity for the reader.
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Add commas to the following sentences, if neccssary. 1. We left the party as soon as wc politely could. 2. Jim agreed to leave the party early and go bowling with us although he was having a good time. 3. When the storm is over we can head for home. 4. We might as well put on the coffee since we’re going to be here for another hour. 5. I know that Jerry and 1 will never be able to afford that much money for rent even if it does include utilities. 6. I won’t be able to stay in this apartment if the rent goes any higher. 7. I won’t be able to stay in this apartment even if the rent stays the same. 8. If you can’t stand the heat get out of the kitchen. [Harry Truman] in
i
ii

min im u m
in n i i i n m I'ni'aiimm iiiii'M ii'n n m n
nil
I'i
E lliptical C lauses. M any subordinate clauscs are ellip tical— that is, certain understood words are left out: W hile [we were] waiting for the 5uests to arrive, we ate all the good hors d ’oeuvres ourselves. W hen [I am] in doubt about the weather. I always carry an umbrella. As a reader, you have no problem understanding either of those elliptical clauses: In both cases the missing words, the subject o f the elliptical clause, show up as the subject o f the main clause. W h at w ould happen if that understood subject did not show up? The result would be a fuzzy sentence, similar to those we have seen with dangling participles and gerunds and infinitives. Like rhe opening verb phrase, the elliptical element sets up ccrtain expectations in the reader; it’s the writer’s job to fulfill those expectations. Consider what you expect in the main clause following these elliptical openers: * nen late for work, the subway is better than the bus. “If kept too long in hot weather, mold will grow on the bread. “W hile driving to the game on Saturday, an accident tied up traffic for over an hour. As with many of the dangling structures we have seen, the message o f the sentence may be clear; but there’s simply no reason for a writer to set up a situation in w-hich the reader must make the connections— and must do so in a conscious way. Those connections are the writer’s job.
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In some cases only the elliptical version is grammatical: I’m a week older than Bob. My sister isn’t as tall as I. or I’m a week older than Bob is. My sister isn’t as tall as I am . W e would never include the entire clause: *I’m a week older than Bob is old. *My sister isn’t as tall as I am tall. In both of these examples, we are comparing an attribute of the subjects o f the two clauses. But the ellipses in such com parisons can produce ambiguity when the main clause has more than one possible noun phrase for the subordinate clause to be compared with: The Packers beat the Patriots worse than the Panthers. Joe likes Mary better than Pat. In these sentences we don’t know w hether the comparison is between subjects or objects because we d o n ’t know w hat has been left out. W e don’t know whether The Packers beat the Patriots worse than
the Packers beat the Panthers. or the Panthers beat the Patriots. Joe likes Pat. or Pat likes Mary.
See the Appendix for diagrams illustrating these clauses (page 370). The comparison in the clauses with a s .. as can become a problem when an alternative comparison is added. Here is how such comparisons should read: O ur team is as good as, or better than, the Wildcats. But sometimes the writer (or speaker) omits the second as: *Our team is as good, or better than, the Wildcats. *My sister is just as strong, or stronger than, you. 'These omissions do not result in ambiguity, but the sentences clearly have a grammatical problem— an incomplete comparison. Incidentally, these clauses of com parison are actually m odifying adjectives— older, tall, worse, better, good, and strong— the qualities that are
Chapter 9: Sentence Modifiers
being compared, rather chan modifying the sentence as a whole. We are discussing them here with the sentence modifiers because of the shared elliptical feature.
A. Rewrite the three sentences on page 197 to include a subject in the elliptical clause. You may have to make changcs in the main clause as well. 1. When lace for work, che subway is better than the bus. 2. If kept too long in hot weather, mold will grow on the bread. 3. While driving to the game on Saturday, an accident tied up traffic for over an hour. B. Now rewrite the following sentences, supplying the words missing in the clliptical clauses. Are the sentences clear? 1. I picked up a Midwestern accent while living in Omaha. 2. My accent is not as noticeable as Carlo’s. 3. Holmes hit Ali harder than Norton. 4. If necessary, strain che juice before adding the sugar. 5. While waiting at the train station in Lewistown, there was no place to sit. 6. If handed in late, your grade will be lowered 10 percent. 7. Love goes toward love, as schoolboys from their books. But love from love, toward school with heavy looks. [Shakespeare] 8. The weather in Little Rock is not as humid as New Orleans.
A B SO LU T E PHRASES The absolute phrase (also known as the nominative absolute) is a struc­ ture independent from the main sentence; in form the absolute phrase is a noun phrase thac includes a postnoun modifier. The modifier is com ­ monly an -en or -ing participle or participial phrase, but it can also be a prepositional phrase, an adjective phrase, or a noun phrase. The absolute ph rase introduces an idea related to the sentence as a whole, not to any one of its parts: O ur car having developed engine trouble, we stopped for the night at a roadside rest area. The weather being warm and clear, we decided to have a picnic. Victory assured, the fans stood and cheered during the last five minutes o f the game.
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Absolute phrases are of two kinds— with different purposes and differ­ ent effects. (Moreover, both are structures generally used in writing, rather than in spccch.) The preceding sentences illustrate the first kind: the abso­ lute that explains a causc or condition. In che first sentence, the absolute phrase could be rewritten as a because, when, or since clausc: W hen our car developed engine trouble, or Since our car developed engine trouble, or Bccause our car developed engine trouble,
' we stopped for the night. . . . „
The absolute construction allows the writer to includc the inform ation without the explicitness that the complete clause requires. In other words, the absolute phrase can be thought o f as containing all the meanings in the three versions shown here rather than any one of them. In the following sentence the idea in the because clause could be inter­ preted as the only reason for the picnic: Because the weather was warm and clear, we decided to have a picnic. The absolute construction, on the other hand, leaves open the possibility of other reasons for the picnic: The weather being warm and clear, we decided to have a picnic. It also suggests simply an attendant condition rather than a cause. Perhaps the m ost fam ous absolute phrase is the one found in the Second A m endm ent to the U.S. C onstitution. A nd, as wc know, it is open to more chan one interpretation: A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. The author m ight have been well advised co use a structure other than the absolute phrase: A full clause or a separate sentence could have forestalled the controversy that surrounds the am endm ent’s m eaning. W e should note, too, that the convention of comm a use has changed in the intervening years; two o f those commas are superfluous by today’s standards. In the second kind of absolute phrase, illustrated by the sentences following, a prepositional phrase (above his head), adjective phrase (alert to every passing footstep), or noun phrase (a dripping mess), as well as a
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participle (trembling), may serve as the postnoun modifier. This second kind o f absolute adds a detail or point o f focus to the idea stated in the main clause: Julie tried to fit the key into the rusty lock, her hands trembling. I h e old hound stood guard faithfully, his ears alert to everv passing footstep. Hands above his head, the suspect advanced cautiously toward the uniformed officers. H er hair a dripping mess, she dashed in out o f the rain. This technique o f focusing on a detail allows che writer to move the reader in for a close-up view, just as a filmmaker uses the camera. The absolute phrase is especially effective in writing descriprion. Notice how the authors of the following passages use the main clause o f the sentence as the wide lens and the absolute phrase as the close-up: There was no bus in sight and Julian, his hands still jammed in his pockets and his head thrust forward, scowled down the em pty street. F l a n n e r y O ’C o n n o r ,
Everything That Rises Must Converge
The m an stood laughing, his weapons ac his hips. St e p h e n C ra n e,
Ihe Bride Comes to Yellow Sky
To his right che valley continued in its sleepy beauty, m ute and understated, its wildest autumn colors blunted by the distance, placid as a water color by an artist who mixed all his colors with brown. J oyce C
arol
O
a tes,
The Secret Marriage
The traditional diagram of the absolute simply shows the noun phrase on a line separate from the m ain clausc, w ith the headw ord on the horizontal: Hands
head
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Part III: Expanding the Sentence
3 42 Underline any absolute phrases in the following sentences. Is die modifier ol the headword an adjective, a prepositional phrase, a noun phrase, or a participle? 1. The cat lay by the fire, purring contentedly, her cail moving from side to side like a metronome. 2. Chuck and Margie kicked their way through the fallen leaves, their arms draped across each ocher’s shoulders. 3. The rain having persisted for over an hour, the game was officially stopped in the sixth inning. 4. Michelle lounged in front of the fire, her book open on the floor, her eyes intent on the flames. 5. He saw the city spread below like a glittering golden ocean, the streets tiny ribbons of light, the planet curving away at the edges, the sky a purple hollow extending into infinity. [Anne Tyler] 6. Then the boy was moving, his bunched shire and the hard, bony hand between his shoulder-blades, his toes just touching the floor, across the room and into the other one, past the sisters sitting with spread heavy thighs in the two chairs over the cold hearth, and to where his mother and aunt sat side by side on the bed, the aunt’s arms about his mother’s shoulders. [William Faulkner]
A P P O S IT IV E S You’ll recall chat one o f che nominals described in Chapter 8 is the apposi­ tive, a structure that in form is often a noun phrase: O ur visitor, a grev-haired lady of indeterminate age, surprised us all when she joined in the volleyball game. In this example, the appositive renam es the subject o f the sentence. But sometimes we use a noun phrase to rename or, more accurately, to encapsulate the idea in the sentence as a whole. W e call these structures sentence appositives: He waved his pink right hand in circles- ;~is favorite gesture. J o h n F o w le s ,
The Magus
W e often use a dash to set off the sentence appositive: The musical opened to rave reviews and standing-room-only crowds— a smashing success. A pair of cardinals has set up housekeeping in our pine tree— an unexpected but welcome event.
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Like the absolutes, which are also noun phrases in form, these sentence appositives are related to the sentence as a whole, but their purpose is quite different: They simply label, or restate, the idea o f the main clause; they do not introduce a new, subordinate idea, as both kinds of absolute phrases do. The rhetorical effects o f sentence appositives are discussed further in Chapter 15, page 319-
R E L A T IV E C L A U SE S Most relative clauses are modifiers o f nouns, and most are introduced by a relative pronoun that refers to that noun: Joe’s car, which he bought iust last week, looks like a gas guzzler to me. In this sentence the antecedent o f which is the noun car; the noun is modified by the clause. But in some sentences which refers not to a particular noun but to a whole idea; it has what we call broad reference. In the following sentence, the antecedent of which is the idea of the entire main clause: Joe bought a gas guzzler, which surprised m e. All such broad-reference clauses are introduced by which, never by who or that, and all are nonrestrictive— that is, they are set off by commas: Tom cleaned up the garage without being asked, which made me suspect that he wanted to borrow che car. This summer’s heat wave in the Midwest devastated the corn crop, which probably means higher meac prices for next year. M any writers try to avoid the broad-refcrcnce relative clause, instead using which only in the adjectival clause to refer to a specific noun. In inexperienced hands the broad-reference which clause often has the vague­ ness associated with dangling modifiers: I broke out in a rash, which really bothered m e. In this sentence the referent of which is unclear; which could refer co either the rash or the breaking out. There are a num ber of alternatives in which the meaning is clear: Breaking out in a rash really bothered me. The rash I got last week really bothered me.
20/t
P an III: Expanding the Sentence
Even chough they are noc particularly vague, the earlier examples, too, can be revised in ways that avoid the broad-reference which: W hen Tom eleaned up the garage without being asked, I suspected that he wanted co borrow rhe car. T om ’s cleaning up the garage without being asked made me suspecc chac he wanted co borrow the car. This summer’s heat wave in the Midwest, which devastated the corn crop, probably means higher meat prices for nexr year.
Exercise
43
Rewrite the following sentences to eliminate the broad-referencc which. 1. I had to clean the basement this morning, which wasn’t verymuch fun. 2. Otis didn’t want to stay for the sccond half of the game, which surprised me. 3. Ihe president criticized the Congress rather severely in his press conference, which some observers considered quite inappropriate. 4. The first snowstorm of the season in Denver was both early and severe, which was not what the weather servicc had predicted. 5. W e’re having company for dinner three times this week, which probably means hot dogs for the rest of the month.
CttAPTEK q
Key lerms Absolute phrase
Metadiscourse
Broad-reference clause
Relative clause
Direct address
Sentence appositive
Elliptical clause
Sentence modifier
Idiomatic expression
Subordinate clause
Independent modifier
Vocative
Interjection
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Sencences f°r f'R A C T ^' Draw vertical lines to set off sentence modifiers; identify them by form. If the sentence modifier is, or includes, a verb phrase or clause, identify its sentence pattern. 1. My brother will finish basic training next m onth if everything goes smoothly. 2. If you don’t mind, I want to be alone. 3. Speaking of travel, would you like to go to Seattle next week to see the Scahawks play? 4. Incidentally, you forgot to pay me for your share o f the expenses. 5. The weather being so beautiful last Sunday, we decidcd to go to Silver Creek Falls for a picnic. 6. The invitations having been sent, we started planning the menu for M aria’s birthday party. 7. Jennifer stayed in bed all day, her fever getting worse instead of better. 8. The giant redwoods loomed majestically, their branches filling the sky above us. 9. Luckily, Sunday was a nice day, so we didn’t miss our weekly hike. 10. Freddie suggested we take a taxi instead of the subway— a splendid idea. 11. O ld Town was festive, indeed— the stores decorated with brightcolored banners, the air alive with music, the streets crowded with people. 12. If I can stop one heart from breaking, I shall not live in vain. [Emily Dickinsonl
q U E S T IO ^ 4
/r° r
^fSCU SSlO ^
1. Many of the simple and phrasal subordinators listed on page 281 introduce clauses that could be interpreted as either sentence modifiers or verb modifiers. How would you classify
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Pan III: Expanding the Sentence
the underlined clauses in the following sentences— as sentence modifiers or as verb modifiers? Why? I’ll return your book as soon as I finish it. H e’ll lend me the money provided that I use it for tuition. The dog looked at me as if he wanted to tell me something im portant. Nero fiddled while Rome burned. 2. The following sentences are both illogical and ungrammatical. W hat is the source o f the problem? The summer temperatures in the Santa Clara Valley arc much higher than San Francisco. Ihe Pirates’ stolen-base record is better than the Cardinals. 3. Ihe following sentence is less elliptical than those you just read, but it’s equally fuz7.y. W hat is the source o f its problem? The people of Atlanta are much friendlier than they arc in New York. 4. Consider the pronouns in these clliptical clauses. Are they the correct form? Is it possible that both sentences are correct? I think my little sister likes our cat better than me. I think my little sister likes our cat better than I. 5. How do you explain the difference in meaning between the following sentences, which appear so similar on the surface? Discuss the effect o f the understood elliptical clause in the second sentence. Are both sentences negative? I have never been happy with our living arrangement. I have never been happier with our living arrangement. 6. The little comma can carry a great deal o f meaning. Explain why it’s so im portant in this sentence. You should call the boss, Herbert. W hat happens to the meaning of the sentence when the comma is removed? Use your knowledge o f sentence patterns in thinking about the two meanings. 7. As you consider the ambiguity of the following sentence, think about two o f the topics you have studied in this chapter and in the previous one, vocatives and appositives: I am taking a trip with Mildred, my dear friend. Rewrite the sentence in two ways to show its meanings unambiguously.
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CLASSROOM APPLICATIONS
1. Com bine the following pairs o f sentences, reducing one of them to a sentence modifier. Experiment with variations. Example: 1 was lucky. I knew how to swim. Luckily. 1 knew how to swim. 1. The door was closcd. We climbed in the back window. 2. The guests departed. W e resumed our normal house­ hold routine. 3. Consider the circumstances. He was luck}' to escape alive. 4. Felice is the best tenor in the choir. That’s my opinion. 5. I’ll tell you the truth. I don’t like your new' haircut. 6. She did not complete her thesis. That is unfortunate. 7. The copy machine has been malfunctioning. That was apparent. 8. It doesn’t m atter what you say. Graham is going to quit school. 2.
One popular technique for teaching writing, which dates back to the schools of ancient Greece, is known as modeling. Smdents learn to write by copying the form of sentences, using the same blueprint while supplying new words. For this exercise, you are to model the following sentences, some of which you saw earlier as examples of absolute phrases. Remember the comparison of the absolute to the close-up view; the main clause provides the wide-angle shot. Example: 1he man stood laughing, his weapon at his hips. [Stephen Crane] M odeled version: The woman sat smoking, a black poodle in her lap. 1. W ith a breathy shriek the train pulled away, the crowd cheering, waving at the caboose until it was out o f sight. [E. Annie Proulx] 2. Ihere was no bus in sight and Julian, his hands still jam m ed in his pockets and his head thrust forward, scowled down the em pty street. [Flannery O ’Connor]
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3. He smiled to himself as he ran, holding the ball lightly in front of him with his two hands, his knees pum ping high, his hips twisting in the almost girlish run of a back in a broken field. [Irwin Shaw] 4. Soon afterwards they retired, M am a in her big oak bed on one side o f the room, Emilio and Rosy in their boxes full o f straw and sheepskins on the other side of the room. [John Steinbcck]
C 'r'A P TE/ f
10
Coordination
C H A P T E R P R E V IE W T hroughout the previous chapters you have been seeing coordination within scntcnccs, both in the samples for discussion and in the text itself. In fact, the sentence you just read includes one such structure, a compound prepositional phrase connected by the correlative conjunction both—and. We make these connections at every level— word, phrase, and clause; in speech we do so automatically. In this chapter we will take up several features o f compound structures within the sentcncc and then look at the coordination o f whole sentences, with special emphasis on the punctuation conventions that apply to them. By the end of this chapter you will be able to • Punctuate coordinate structures within sentences. • Recognize elliptical coordinate structures and revise unclear ones. • Use correct subject-verb agreement with coordinate noun phrases in the subject slot. • Identify and use parallelforms with coordinate constructions. • Use the three methods for creating compound sentences: coordinat­ ing conjunctions, semicolons, and colons. • Understand the difference between coordinating conjunctions and conjunctive adverbs.
C O O R D IN A T IO N W IT H IN T H E SE N TE N C E P u n c tu atio n . A simple punctuation rule applies to nearly all the com­ pound pairs of words, phrases, and clauses that occur w ithin the sen­ tcncc: We use no comma with the conjunction. N otice in the following 209
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Part III: Expanding the Sentence
examples chat no comma appears even when the two parts being joined arc fairly long: O n Hom ccoming weekend our frat party started at noon and lasted until dawn, (compound verb phrase) I will buy either the blue dress with the long sleeves or che green print with a matching jacket, (compound noun phrase) He said that he would get here sooner or later and chat 1 shouldn’t start the rehearsal w ithout him , (compound nominal clause)
noon
I
chat
An exception co the rule against commas with com pound elemencs occurs when che conjunction is but: I have visited a lot of big cities, hut never Los Angeles. I worked hard all nighc, but just couldn’t finish my project. M y new white dress is beautiful, hui not very practical. There's a dear disjunction w ith but, resulting, of course, from ics m ean­ ing: Ic introduces a contrast. Furthermore, the phrase introduced by but could almost be thought o f as an elliptical clause, anochcr reason that che comma seems logical: I worked hard all nighc, but [1] just couldn’t finish my project. My new white dress is beautiful, buc [ic is] not very practical.
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Another exception to the comma restriction occurs when we want to give special emphasis to the second clement in a coordinated pair: I didn’t believe him, and said so. M y new white dress is beautiful, and expensive. This emphasis will be even stronger with a dash instead of a comma: I didn’t believe him— and said so. M y new white dress is beautiful— and expensive. W e also use commas with a series o f three or more elements: W e gossiped, laughed, and sang together at the class reunion, just like old times. These com m as represent the pauses and slight changes o f pitch that occur in the p ro d u ctio n o f the series. You can hear the com m as in your voice when you com pare the two— the series and the pair. Read them aloud: We gossiped, laughed, and sang. W e laughed and sang. You probably noticed a leveling o f the pitch in reading the pair, a certain smoothness that the series did not have. In the series with conjunctions instead of commas, you’ll notice that same leveling: We gossiped and laughed and sang together at the class reunion, just like old times. W hen conjunctions connect all the elements, we use no commas. In the series of three, some writers— and some publications as a matter of policy— use only one comma, leaving out the serial com m a, the one immediately before and: W e gossiped, laughed and sang togecher at the class reunion, just like old times. Perhaps chey do so on the assumption that the conjunction substitutes for the comma. But it really does not. In fact, this punctuation misleads the reader in two ways: It implies a closer connection than actually exists be­ tween the last two elements o f the series, and it ignores the pitch change, however slight, represented by the comma. The main purpose o f punctua­ tion, after all, is to represent graphically the meaningful speech signals— pitch, stress (loudness), and juncture (pauses)— that the written language
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otherwise lacks. Thar small pitch change represented by the comma can make a difference in emphasis and m eaning.1
Exercise
44
Punctuate the following sentences. 1. Pete sanded the car on Friday and painted it with undercoating on Saturday. 2. Even though the car’s new paint job looks terrific now I suspect it will be covered with rust and scratches and dents before ncxc winter. 3- I spent a fortune on new tires shock absorbers and brake linings for the car last week. 4. Ihe car that my grandfather had back in the 1960s and 1970s a 1959 Chevy required very little maintenance and no major repairs during the ten or more years he drove ir. 5. I have decided to park my car until gas prices go down and to ride my bicycle instead. 6. I don’t suppose I’ll ever be able to afford either the down payment or the insurance on a new Corvette che car of my dreams.
Elliptical C oordinate Structures. Elliptical structures are those in which som ething has been left out. You’ll recall from the discussion in the previous chapter that fuzziness or ambiguity sometimes results when the “understood” element is not, in fact, understood. The same kind of problem can occur with coordinate structures. O ne common ellipsis is the elimination of the second determiner in a coordinate noun phrase: Ihe cat and dog are sleeping on the porch. A problem can arise when the noun phrase includes modifiers: O ur new cat and dog arc sleeping on the porch. The clear implication of the noun phrase is that both the cat and the dog are new. If that’s not the case, then dog needs its own determiner: O ur new cat and our dog arc sleeping on the porch. or O ur dog and new cat are sleeping on the porch. ' The Chicago M anual of Style, fifteenth edition, concurs w ith this view of the serial comma.
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Postnoun modifiers can also be the source of ambiguity in coordinate structures: Visitors to this area always admire the flower gardens and stately elms on campus. W ithout a determiner for elms, the reader is justified in inferring that both the flowers and trees are on the campus, although it’s certainly possible chat che writer had a different intention. The problem of am biguity is much more blacanc when boch noun phrases have decerminers: Visicors co this area always admire the flower gardens and the stately elms on campus. Now the reader has no way to decide what on campus modifies. If only the elms are on campus, the writer can either reverse the two noun phrases or add another modifier so chac boch locacions are clear: . . . che scacelv elms on campus and the flower gardens. . . . the flower gardens near City Hall and the stately elms on campus. Here’s a similar problem sentence, one with an ambiguous by phrase: Penn State’s administracion building, Old Main, is besc known for its presidential portraits and fitsl murals by Henry Varnum Poor. Wich or wichouc che decerminer for murals, this sentence is ambiguous. Another problem can occur with numbers as determiners: There were six men and women waiting in line. There were six dogs and cats on the porch. There were six mothers and daughters at the mother-daughter reception. Wc don’t, of course, know whether the noun phrases include six or twelve people or animals. There are many possibilities for structural ambiguity, where the reader simply has no way o f knowing the writer’s intention. Coordinate struc­ tures are especially open to misinterpretation. Tt’s the job o f the writer to make sure that che meaning is clear. Subject-Verb Agreement. W hen nouns or noun phrases in che subjecc sloe are joined by and or by che correlacive both-and, che subject is plural: M y roommate and his brother arc coming to the wedding.
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P an III: Expanding the Sentence
However, the coordinating conjunction or and the correlatives either-or and neither—nor do not have the additive m eaning o f and; w ith or and nor the relationship is called disjunctive. In compound subjects with these conjunctions, the verb will be determined by the eloser member of the pair: Neither the speaker nor the listeners were intimidated by the protestors. Either the class officers or the faculty advisor makes the final decision. Do the class officers or che faculty advisor make che final decision? Does che faculty' advisor or the class officers make the final decision? If the correct sentence sounds incorrect or awkward because of the verb form, you can simply reverse che compound pair: Eicher che faculcy advisor or the class officers make the final decision. W hen both members o f the pair are alike, of course, there is no question: Either the president or che vice presidenc is going co introduce the speaker. Neither the union members nor che managemenc represencacives were willing co compromise. For m ost verb forms, you’ll rccall, there is no decision co be made abouc subject-verb agreem ent; the issue arises only when che -s form o f the verb or auxiliary is involved. In che following sencences, there is no -s form: Eicher rhe class officers or the faculty advisor will make the final decision. Either the faculty advisor or che class officers will make the final decision. A nother situation that somecimes causes confusion about num ber— th at is, w hether the subject is singular or plural— occurs w ith subjects chac include a phrase in tro d u ced by as w ell as or in addition to or along with: *The sidewalk, in addition co che driveway, need to be repaired. *The piano player, as well as the rest of the group, usually join in the singing. *Mike, along with several friends, often help ouc at che bakery on weekends.
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These additions to the subjcct are parenthetical; they are not treated as part of the subject. To make the subject com pound— to include them — the writer should use a coordinating conjunction, such as and: The sidewalk and the driveway need to be repaired. The piano player and the rest o f the group usually join in the singing. Mike and several friends often help out at the baker)’ on weekends.
Parallel S tructure. An important requirement for coordinate structures is that they be parallel. A structure is parallel when all the coordinate parts are of the same grammatical form. The conjunctions must join compara­ ble structures, such as pairs of noun phrases or verb phrases or adjectives: The short blonde woman and her apricot poodle seemed to belong together. Ihe stew smells delicious and tastes even better. The entire cast gave powerful and exciting performances. Unparallel structures occur most commonly with the correlative con­ junctions: hoth-and, either-or, neither-nor, and not only-but also. For example, in the following sentence, the two coordinators introduce struc­ tures o f different forms: *Either they will fly straight home or stop overnight, in Dubuque. Being able to picture the diagram can be helpful in preventing such unpar­ allel structures. W ith the sentence above, you’ll discover that the conjunc­ tion line would connect a complete sentence (they will fly straight home) and a verb phrase {stop overnight in Dubuque). Because the two structures are not parallel, the diagram simply won’t work. A diagram o f rhe following sentence w on’t work cither: *I’ll either take a bus or a taxi. The conjunction line would have to connect a verb phrase and a noun phrase; again the two structures are not parallel. Such problems are easy to correct. It’s just a m atter of shifting one part of the correlative pair so that both introduce the same kind of construction: Ihey will either fly straight home or stop overnight in D ubuque. I’ll take either a bus or a taxi. Further examples of the correlative conjunctions are given on page 279.
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Part III: Expanding the Sentence
Exercise
45
Rewrite the following scnccnces, paying particular attention to unparallcl structures and agreement errors. 1. I can’t decide which activity I prefer: to swim at chc shore in July, when the sand is warm, or jogging along country roads in October, when rhe aucumn leaves are at their colorful bcsc. 2. I almost never watch television. There is eicher nothing on chac appeals to me or the picture disappears at a crucial moment. 3. I neither enjoy flying across the country nor particularly want to take the train. 4. Either the members of the school board or the superintendent make the final decision. 5. The recipe was cither printed wrong, or I misread it. 6. I was unhappy with what he said and chc way he said it. 7. The coach announced an extra hour of drill on Saturday and that the practice on Sunday would be canceled. 8. My history class, as well as both English classes, require a term paper. 9. Aunt Rosa has promised to fix her famous lasagna for my birthday dinner and will also bake my favorite cake. 10. For the picnic we brought baskets of chicken and lemonade.
C O O R D IN A T IN G C O M P L E T E SE N T E N C E S W e have three m ethods o f jo in in g in d ep en d en t clauses to produce com pound sentences: (1) using coordinating conjunctions; (2) using the semicolon, either with or w ithout conjunctive adverbs; and (3), for lim­ ited situations, using the colon. Conjunctions. The com pound sentence with a coordinating conjunction such as and shows up at an early stage o f the writer’s development: W e went co che fair, and wc had a good time. Robby is mean, and T don’t like him. Such sentences can, o f course, be effective when they are used sparingly, but they will strike che reader as immacure when overused. The compound
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sentence is most effective when the coordinate ideas have relatively equal importance— when the two ideas contribute equal weight: I disapprove of her spending money on lottery tickets, and T told her so. Ihe curtain rose to reveal a perfectly bare stage, and a stillness settled over the audience. Pete filled the bags with hot roasted peanuts, and I stapled them shut. N ote that the punctuation rule that applies to the com pound sentence differs from the rule regarding internal coordinate constructions. Between the sentences in a compound sentence wc do use a comma with the con­ junction: between the parts of a coordinate structure within the sentence we do not. W hen the clauses of a com pound sentence are quite short and closely connected, however, we sometimes omit the comma. The follow­ ing sentence, for example, would probably be spoken w ithout the pitch change we associate with commas: October came and the tourists left. T h e c o o rd in a to rs a n d and or can lin k a series o f three or m ore scntcnccs: Pete filled the bags, and I stapled them shut, and M artv packed them in the cartons. The kids can wait for me at the pool, <21 they can go over to the shopping center and catch the bus, or they can even walk home. In these two sentences, the first conjunction can be replaced by a comma: Pete filled the bags, I stapled them shut, and M arty packed them in the cartons. But usually joins only two clauses: Jill wanted me to wait for her, but I refused. But can introduce the final clause when and ox or joins the first two: Pete filled the bags, and I stapled them, but M arty refused to lift a finger. The kids can wait for me at the pool, or they can walk to the bus stop, but I really think they ought to walk home.
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Part HI: Expanding the Sentence
Sem icolons. W hen a semicolon connects cwo coordinate clauses, rhe conjunction can be omitted: Pete packed the hot roasted peanuts into bags; I stapled them shut. The curtain rose; a suillness settled over the audience. The semicolon is also used when a conjunctive adverb introduces the sec­ ond clause. Noue, too, uhau the conjunctive adverb is set oft by a comma: We worked hard for the Consum er Party candidates, ringing door­ bells and stuffing envelopes; however, we knew they didn’t stand a chance. We knew our candidates didn’t have a hope of winning; neverthe­ less. for weeks on end wc faithfully rang doorbells and stuffed envelopes. O f all the adverbial conjunctions, only yet and so can be used with a comma instead of a semicolon between clauses: Several formations o f birds were flying northward, sc I knew spring was on the way. Several formations of birds were flying northward, yei I suspected that winter was far from over. In both o f these sentences, a semicolon could replace the comma, depend­ ing on the writer’s emphasis. Ihe semicolon would put extra emphasis on the second clausc. So and yet straddle rhe border between the coordinating conjunctions and rhe conjunctive adverbs; they are often listed as both. In meaning, so is similar to therefore and yet to however; but unlike these con­ junctive adverbs, so and yet always introduce the clause, so in this respect they are perhaps closer to the coordinating conjunctions. Sometimes we use both the conjunction and the adverbial: and so; but yet. Because they are also adverbials, most conjunctive adverbs arc movable; they can appear in rhe middle of the clause or at the end, as well as at the beginning: W e worked hard for the Consumer Partv candidates; we knew, however, they didn’t stand a chance. or . . . we knew they didn’t stand a chance, however. O ther common conjunctive adverbs are listed on page 280.
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C o lo n s. As a sentence c o n n ccto r, the colon is rather specialized. U nlike the sem icolon, w hich connects sentences w ith the m eaning of and, the colon makes an announcem ent o f sorts: It means “nam ely.” Y ou’re probably fam iliar w ith the colon th at signals an appositive or a list: I’m taking three English courscs this semester: advanced grammar, American lit, and Shakespeare. Here the colon says, “Here it comes, the information I promised.” W hen the colon signals a complete sentence, the message is similar. It promises to complete the idea set up in the first clause: W e finally made our decision: we w ould sell the house and move. Easton, Pennsylvania, is a most colorful city: It’s where Crayolas are made. Ideas are like children: There are none so wonderful as your own. (Note: W e have a choice of either capitalizing the word following the co­ lon or using lower case, as the examples illustrate. A quotation following the colon calls for upper case.) Diagramming the Com pound Sentence. In the diagram a broken line connects the two verbs, with the connector on a solid line approximately halfway between the two clauses: Pete filled the bags, and I stapled them shut, but M arty refused to lift a finger. Pete
filled

i and i 1
stapled
bags
* them
bur
M a rty
refused
'o
lift
1
/K
finger
V
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Part III: Expanding the Sentence
Investigating Langu
m 10.1
(Combine the following groups of sentences into compound sentences, us­ ing conjunctions of your choice, including conjunctive adverbs. In each case there are a number of possible ways to combine them, depending on the emphasis. 1. The library closes at noon on Ihursdays. It is open until 9:00 p.m. on Fridays. 2. 'Ihe food at the new French restaurant is exceptionally good. The prices are exceptionally high. 3. I am going to take piano lessons this fall. I may take guitar lessons, coo. 4. My first-period students are bright. They arc wide awake at 8:00 a.m., too. 5. Our trip across Kansas was long and straight and uneventful. The trip across Kansas took an entire day. Now turn your compound sentences into compound-complex sentences by adding a dependent clause to each one. The dependent clause can be nominal, adverbial, or adjectival. (You may have to make other changes to accommodatc the dependent clauscs.) 1.
2.
3.
4.
5.
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c h a p te r ,0
Key Terms Colon
Coordination
Com pound sentence
Correlative conjunction
Com pound structure
Elliptical coordinate structure
Compound-complex sentence
Parallel structure
Conjunction
Semicolon
Conjunctive adverb
Serial comma
Coordinating conjunction
Subject-verb agreement
Sentences /;,r PRACTICE Underline the sentence slots that have coordinate structures; circle the conjunctions. For further practice, identify the sentence patterns and dia­ gram the sentences. 1. The housing market is caught in a cycle of falling prices and surging foreclosures. 2. I lent my son and daughter-in-law a sizable sum of money. 3. They have recently moved to Ohio and will soon be buying a new house. 4. To get your rebate, simply fill out the coupon and mail it to the company’s headquarters in Michigan. 5. I have battled beetles and aphids and cent caterpillars for the entire summer. 6. During spring break many students and tourists will be going to our nation’s capital to visit the historical m onuments or perhaps to stroll along the streets and simply enjoy that beautiful city. 7. M y friends and I, finding the movie boring, left at intermission and adjourned to our favorite hangout. 8. 1housands of Americans, united by a deep and urgent concern about the quality o f life for themselves and future generations, have given both their money and their time to the environmental movement.
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9. The hundreds o f separate groups that make up che environmental movement are demonstrating to get the support of their fellow citizens and their legislators. 10. Having found an apartm ent that was inexpensive, roomy, and close to the subway, we made a split-second decision and rented it on the spot. 11. I h e boom in cosmetic surgery is apparently the result o f new, more sophisticated procedures, safer anesthetics, and the desire for self-improvement. 12. Only two knots arc required for most fly-fishing situations: a knot for tying on the fly and a knot for joining monofilament.
qt J K S T I O a?^
? D IS C U S S ^ 1. In the following sentences the coordinate ideas are unparallel in form. Do some seem more acceptablc than others? Rank them in order o f acceptability. Rewrite those that can be improved. Almost every lineman on the squad was overweight and out o f condition when the season started. She volunteered her services at the senior citizens’ center frequently and with boundless enthusiasm. The old man, broke and having no friends to turn to, simply disappeared from the neighborhood. I have always loved sports of all kinds and jog regularly. 2. Consider the following compound sentences. Are they parallel? Can you find a way to improve them? W hat is their special problem? I fixed three bowls of popcorn for the part)7, but it was eaten up before most of the guests even got there. Burglars broke into the art museum last night, and three valuable paintings were stolen. The television lost its sound last week, but luckily it got fixed before the W orld Series started. 3. Explain the ambiguity of the com pound structures in these two sentences. Six red and blue banners were hanging from the ceiling. iMy uncle sells used cars and motorcylces.
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4. Explain why the verbs or auxiliaries in the following sentences would not be the -s form even though the subject headwords crime and stamina are singular. Blue-collar and whitc-collar crime are on the increase. Both physical and mental stamina are required for long­ distance running. 5. The following passage commonly appears on labels of movie videos: This film has been modified from its original version. It has been formatted to fit your screen. In what way would the meaning change if, instead of the period, a colon followed the first sentence? In what way is the passage ambiguous as written?
CLASSROOM APPLICATIONS
1. Noticc how choppy and repetitious the following passage sounds: I know very little about laboratory science. I have che impression that conclusions are supposed to be logical. From a given set o f circumstances a predictable result should follow. The trouble is that in hum an behavior it is impossible to isolate a given set o f circumstances. It is also impossible to repeat these circumstances. That is crue of history', too. Complex hum an acts cannot be reproduced. Ihey cannot be deliberately initiated. They cannot be counted upon like the phenomena o f nature. Now read the original of that choppy passage (from an article by Barbara Tuchm an, “Is History a Guide co the Future?”). Observe how coordination makes it smoother and more concise. (The coordinating conjunctions and transitional expressions have been italicized.) I know very little about laboratory science, but 1 have the impression that conclusions are supposed to be logical; that is, from a given set of circumstances a predictable result should follow. The trouble is that in human behavior and history it is impossible to isolate or repeat a given set o f circumstances. Complex hum an acts cannot be either reproduced or deliberately initiated— or counted upon like the phenomena o f nature.
Pari 111: Expanding the Sentence
Now revise the following passage (a “de-combined” section from Lewis Thomas’s Lives o f a Cell), using coordination to eliminate choppiness and unnecessary repetition: The Iks, a nomadic tribe in northern Uganda, have be­ come celebrities. They have also become literary symbols for the ultimate fate of disheartened mankind. They are also symbols of heartless mankind at large. Two disastrous things happened to them. They were compelled to give up hunting. They had to become farmers on poor hillside soil. 'lso, an anthropologist detested them. The anthropologist wrote a book about diem. The following is a typical sentence-combining cxcrcise— a list of sentences to be formed into an effective paragraph. As you can see, these sentences include a great deal of repetition, some of which you can eliminate by using coordination. Experiment with both coordination and modification in combining these ideas. 1. The Anza-Borrego Desert State Park is California’s largest state park. 2. The Anza-Borrego encompasses 600,000 acres. 3. The park reaches south to within three miles o f the border with Mexico. 4. The Santa Rosa M ountains form the western border o f the Anza-Borrego. 5- The Santa Rosa M ountains rise to a height o f 8,700 feet. 6. The San Ysidro M ountains form the southwestern border of the Anza-Borrego. 7. The Anza-Borrego holds a rich archaeological heritage. 8. Archaeologists O have found evidence of earlv j inhabitants. 9- These early people lived in the Anza-Borrego 6,000 years ago. 10. The technolog}7 of these people did not yet include pottery. 11. Their technology did not include the bow and arrow. 12. The Anza-Borrego is rich in fossil remains. 13- The extinct N orth American camel has been uncovered in the Anza-Borrego. 14. This camel is known as Camelops. 15. The age of the camel fossils is estimated to be 800,000 years.
PART
sv Words and Word Classes
f you studied traditional grammar in middle school or high school, you may remember learning about the eight “parts o f speech”: noun, verb, adjective, adverb, pronoun, preposition, conjunction, and interjection. As you may recall from Chapter 1, early grammarians came up with those eight categories in order to make their description of English conform to the word categories of Latin. Scholarly grammarians, however, recog­ nize that the accurate description o f a language— any language— requires a framework o f its own. W hen the structural linguists went about identifying the word catego­ ries o f English, they did so by examining the language as it is actually used, by reading personal letters and listening to phone conversations. They looked at the words themselves, at their forms, their meanings, and their functions in the sentence, and then established two main categories: the form classes and the stru c tu re classes. W e can think of the form-class words as the bricks of the language and the structure words as the mortar that holds them together. Probably the most striking difference between the form classes and the structure classes is characterized by their numbers. O f the half million or more words in our language, the structure words— with some notable ex­ ceptions— can be counted in the hundreds. The form classes, however, are large, open classes; new nouns and verbs and adjectives and adverbs regu­ larly enter che language as new technology and new ideas require them . They are sometimes abandoned, too, as the dictionary’s “obsolete” and “archaic” labels testify. The structure classes, on the other hand, remain constant— and limited. It’s true that wc don’t hear whilst and betwixt and thy anymore, nor do we see them in contemporary prose and poetry, but most o f our structure words are identical to those that Shakespeare and his contemporaries used.
I
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Part IV: Words and Word Classes STRUCTURE CLASSES
FORM CLASSES
Noun
Determ iner
Pronoun
Verb
Auxiliary
Conjunction
Adjcctive
Qualifier
Interrogative
Adverb
Preposition
Expletive Particle
An im portant difference between the classes has to do with form. As their label suggests, the form classes are those that can undergo changes in form— thac are, in fact, distinguishable by their form— whereas the struc­ ture classes are not. But, as with almost ever}7 “rule” o f the language, we will encounter exceptions. For example, auxiliaries are among the struc­ ture classes, although some o f them , because they are verbs, show form variations; be, have, and do, as you know, can be both auxiliaries and verbs. Some o f the pronouns also have variations in form. O n the other hand, there are many words in the form classes that have no distinctions in form and do not undergo change— nouns like chaos, adjectives like main, and adverbs like there. A nother com plication in our two-part form /structure division is the inclusion o f the determiner and qualifier classes, both o f which are more accurately described as functions, rather than word classes. The determiner class, as you have seen, includes words from other classes, such as pro­ nouns; the fact that it also includes possessive nouns actually makes it an open class. I h e qualifier class, too, includes words from other classes, such as adverbs, so that class, also, is open to membership. Before looking at the classes individually, we need to examine che basic unit o f w'ord form ation, the m orphem e; an understanding o f the m or­ pheme is central to che conscious underscanding of words. Then we will take up the form classes, the structure classes, and, in a separate chapter, pronouns. A caveat, a word o f caution, is in order here: D on’t be intimidated by the am ount of detail you find about the word classes in these four chap­ ters. These are not details for you to memorize— not at all. For the most part, in fact, they are simply descriptions of details you already know, not only from your study o f grammar but also from your everyday use of the language, even though you may not have thought consciously about them.
Morphemes
CHAPTER PREVIEW In this chapter, in preparation for the study of word classes, you will learn about m orphem es, basic units o f m eaning that make up words. You’ll find that an understanding o f morphemes will help to trigger your u n ­ conscious language expertise, as you consciously study the form of words. You’ll learn that nouns, verbs, adjectives, and adverbs have characteristics that enable you to identify them, not by their meanings but by their forms. Some of the detail in this chapter may also trigger memories of vocabulary and dictionary lessons from your early grades. W hen you study morphemes, you are actually studying in a conscious way the lexicon in your head— your internal dictionary. In fact, for this chapter you’ll need access to the other kind of dictionary too— the alphabetical kind that sits on your desk. By the end of this chapter you will be able to • Understand the morpheme structure o f words. • Distinguish between bases and affixes. • Recognize bound and free morphemes. • Identify the grammatical significance of derivational and inflectional morphemes. • Tell the differences among allomorphs, homonyms, and homophones. • Identify the characteristic stress pattern o f compound words.
W hen we scudy sentence patterns and their expansions, we are study­ ing syntax. The structural linguist, however, begins the study of gram ­ m ar n o t w ith syntax, b u t w ith p h o n o lo g y , the study o f individual 227
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sounds. At the next level, before syntax, comes morphology, the study of morphemes, combinations o f sounds with meaning. This definition o f morpheme may sound to you like the definition of word. M any morphemes are, in fact, complete words; head and act and kind and walk (as well as and) are words consisting of a single morpheme, a single meaningful combination o f sounds. But others, such as heads and actively and unkindly and walking, consist o f two or m ore morphemes, cach of which has meaning itself. The succcss you had years ago in learn­ ing to read and spell was in part dependent on your awareness of the parts o f words. For instance, in spelling a word like actively, you probably break it into its three morphemes automatically: Its stem, or base morpheme, is che verb act; the suffix -ive turns it into an adjective; and the suffix -ly turns the adjective into an adverb. Each of these three m orphemes, the base and the two suffixes, has m eaning itself; and cach appears in other environm ents (other words) w ith the same meaning. These are the two prim ary criteria that we use to identify the morphemes in a word: They have meaning; chey appear with che same meaning in ocher words. W e sh o u ld also em phasize chat morpheme and syllable are n o t synonym ous— even though the m orphem es discussed so far consist of a single syllable. There are, in fact, m any two-syllable words in Lnglish that are single morphemes: carrot, college, jolly, merit, over. Furthermore, m any tw o-m orphem e words are single syllables: acts, walked, dog’s. So even though it may be understandable to think o f syllable boundaries as boundaries for morphemes, ic is inaccurate to do so. The individual morphemes in a word are not always quite as obvious as they are in words like actively. In the word reflections, for example, we can recognize the verb reflect, the -ion ending that turns it into a noun, and the -s that makes it plural: reflect + ion + s. But how about the word reflect' Is that a single morpheme, or is it two? Are re and fleet separate morphemes? D o they both have meaning? Do they appear in ocher environments with the same meaning? Certainly there arc many words that begin with che prefix re-: reverse, rebound, refer. In all these, re- means “back,” so re passes the morpheme test. How about fleet? W e have inflect and deflect. The dic­ tionary reveals that all three words w ith fleet are. based on the Latin verb flectere, meaning “to bend.” So in the word reflections we can identify four morphemes: re + fleet + ion + s. Incidentally, it’s not unusual to need the dictionary to understand the morpheme structure o f a word. The meanings o f words often change, and their origins become obscure. Take the word obscure, for example. How many morphemes docs it have, one or two? W hat does scure mean? Does it appear in other words with the same meaning? Is ob the same morpheme we find in obsene'i W hat docs it mean? And how about observe? Is chac the verb serve7. Such meanderings into the dictionary in search of clues about m or­ phemes can heighten our awareness of words and appreciation of language.
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And certainly an awareness of morphemes can enhance the understanding of language essential to both reader and writer. W hen we study etymology and historical linguistics, we begin to understand the intricacies o f m or­ phemes, their changcs, and their variations. But our interest in morphemes here is a lim ited one. W e will look mainly at those that signal the form classes, that contribute to our understanding of the parts of spccch.
BASES A N D AFFIXES All words, as we have seen, are com binations o f m orphem es, or, in the case of a word like act (as well as the eight words preceding it in this sen­ tence), single morphemes. All morphemes arc either bases {act), which we define as the morpheme that gives the word its primary lexical meaning, or affixes {-tve, -ly); and all affixes arc cither prefixes, those that preccde the base {re-), or suffixes, those that follow it {-ion): M O R PH E M E S
BASE
AFFIX
PREFIX
SUFFIX
The following four sets of words illustrate some of the relationships of mor­ phemes. In cach set find the common base. What does che base mean? Draw vertical lines in the words to show the separate morphemes. nova
auditor
durable
conceive
renovation
audience
endure
capable
innovate
inaudible
duration
susceptible
novice
auditorium
during
capture
novelist
audio
endurance
intercept ■maium
B O U N D A N D FREE MORPHEMES O ne other feature of m orphem es concerns their ability to stand alone. Many cannot. For example, the affixes arc bound, or attached, to another morpheme rather than free co stand alone; chat’s what affix means. In the
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word actively, only the first m orphem e is free: -ive and -ly arc bound. In reflections, even the base is bound; fleet is not a word that can stand by itself. We call this a bound base. O ther examples of words w ithout free morphemes are concur, conceive, depict, expel, and many others with these comm on prefixes. There are also a few affixes that are free, such as able, like, and less. A free morpheme is a word; a bound morpheme is not. The solid arrows in the following diagram represent the most com m on cir­ cumstance, the broken ones the less common:
Exercise
BASE
AFFIX
FREE
BOUND
47
Find a word co fit each of the following formulas. Includc only the m or­ phemes called for. Examples: free + bound = birds bound + free = rerun 1. free + bound 2. bound + free 3. free + bound + bound 4. bound + free + bound 5. free + free 6. bound + free + bound + bound 7. bound + bound 8. bound + bound + bound
D E R IV A T IO N A L A N D IN F L E C T IO N A L M ORPHEM ES A nother feature o f affixes we want to recognize is cheir classification as either derivational or inflectional. A lthough we have several hundred suffixes, distinguishing between the derivational and inflectional ones is
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easy to do. Only eight are inflectional. You’ll recognize four of them from the discussion of verbs in Chapter 4. (plural) -5 (possessive)
N oun inflections
-s (3rd-pcrson singular) -ed (past tense)
Verb inflections
-en (past participle) -ing ipresent participle) -er (comparative)
Adjective and adverb inflections
-esl (superlative)
All the other suffixes, as well as all the prefixes, are derivational. As the branching diagram shows, all prefixes arc derivational, whereas suffixes are either derivational or inflectional: M O R PH E M E S
BASH
AFFIX
PREFIX
SU FFIX
D ER IV A TIO N A L
IN F L E C T IO N A L
T he term derivational refers to the change th at a w ord undergoes w hen a derivational m orphem e is added: E ither the m eaning o f the word changes or the class, the part o f speech, changes— or both. Take the word inactivity, for example. W ith the derivational m orphem e -ive, the verb act becomes the adjective active— that is, wc derive one class of word from another. W hen we add in-, the class remains the same— active and inactive are both adjectives— b u t the prefix does affect the meaning, as prefixes generally do; in other words, we derive a new m ean­ ing. Finally, w ith the addition o f -ity the adjective becomes the noun inactivity. The significance, then, of derivational morphemes is this ability they give us to derive new words: Active and inactive are two different words; so are active and actively; so are act and action.
232
Part TV: Words and Word Classes
The inflectional affixes also change words, of course, bur the changes do nor represent new words in che same sense that the changes with deri­ vational morphemes do. It is probably accurate co consider the verb acting as simply a variation o f act; likewise, che inflections we add to nouns— the plural and possessive— produce variations of the singular noun; we think o f dogs and dog’s simply as variations o f dog, rather than as differenc words. Two other attributes o f derivational morphemes distinguish them from the inflectional morphemes: 1. Derivational morphemes are arbitrary. Unlike the inflectional morphemes, which apply in a systematic way to all, or ac least to a significant num ber of, the words in a class, the derivational morphemes are quite unsystematic, f o r example, all verbs— w ith only two or three exceptions— take the inflectional -s and endings; and almost all verbs have an -ed and -en inflection as well. However, there’s nothing systematic about the deriva­ tional endings that we add to other word classes to form verbs: Ihe adjective able becomes a verb with the addition of che prefix en- {enable)-, sweet takes the suffix -en (sweeten); legal takes -ize to become a verb (legalize); active takes -ate {activate). For m any adjectives, however, we have no derivational morpheme at all for producing verbs; we have no way to turn such adjec­ tives as big, good, happy, and vicious into verbs. O n the other hand, we can derive nouns from these particular adjecdvcs by adding -ness. As you might expcct, however, -ness is not our only noun-form ing suffix: Others include -ity {generosity, activity, cre­ ativity); -acy {supremacy, literacy)-, -er {singer, helper); -ion, -tion {action, preparation)-, and -ment {contentment, enlargement). W e have no rules to explain what goes with what, no system to account for these differences; that lack of system is what “arbitrary” means. 2. Derivational morphemes often change the class o f the word. Most of the time, in fact, that changc in class is their very purpose; they produce new words. Inflectional morphemes, on the other hand, never change the class. And, as mentioned earlier, we generally don’t even consider die inflected form of a word as a different word. If all these derivational and inflectional morphemes seem complicated to you, it’s probably because you haven’t thought about them before. If you’re a native speaker, they’re really not complicated at all; you use them w ithout even thinking. In fact, there is probably no feature of English that illustrates more clearly the innate ability that nacive speakers have than this inventory o f prefixes and suffixes chat gives the language such versatility.
Chapter 11: Morphemes
Investigating Language
233
11.1
Consider the following sets: A.
X can dorf; X dorfs; X is dorfing; X has dorfed already.
B.
Give me that dorf. No, I mean those dorfs. Where’s your dorfs snape?
C. You’re pretty dorf, but X is dorfer, and / is rhe dorfest of all. 1. In which set is dorf an adjective? W hat morphological— not syntactic— evidence tells you that? 2. In which set is doifu verb? Again, whar morphological evidence tells you that? 3. In which set is dorf a. noun? Once more, what morphological evidence tells you that? 4. What type of morphemes have you been dealing with in these questions: inflectional or derivational? 5. Ihe traditional definition of noun is “the name of a person, place, or thing” and that of verb is “a word that denotes action, being, or state of being.” Instead of using those criteria of meaning, write your own definitions of noun and verb that arc based on form. —
T'
i
Imlil'ii I
.. . f i —
ALLOM ORPHS In Exercise 46 the base m orphem es aud and dur arc pronounced and spelled che same in all five words in their lists. However, the morpheme nov in that same exercise has two pronunciations; in nova and novelist the vowel sounds are different, comparable to the difference between node and nod. In the last group in the exercise, the difference from one word to the next is greater still, with variations in spelling as well as pronunciation. In fact, without che help of a diccionary we would be tem pted to label ceive and cap and cept as different morphemes altogether, rather than variations of the same one. Such variations of morphemes, which arc extremely com­ mon in English, arc known as allomorphs. Sometimes the base morphemes have allomorphic variations as the re­ sult of suffixes. For example, a word ending in /o fte n takes a v in the plural: leaf >leaves
wife
wives
elf
elves
Wc would call leav and wiv and elv allomorphs of leaf and wife and elf. Here are some other examples in which the pronunciation o f the base
234
Pan IV: Words and Word Classes
morpheme changes with the addition of a suffix: type/typify; please/pleasant; press/pressure; able/ability; oblige/obligation; child/children. Because these al­ lomorphs o f rhe base are nor used w ithout the suffix, we would include them in the category of bound bases. Prefixes and suffixes, too, undergo such variation; that is, they also have allomorphs. For example, notice the negative prefix we add to these ad­ jectives: unkind, improper, illegal, irrelevant, ineligible. All these prefixes mean not, so it is probably accurate to consider im, il, ir, and in as al­ lomorphs of the prefix un, the most com m on among them. At any rate, their sounds are determined by their environment. Suffixes also have allom orphic variation. Consider, for example, the sound you add to make nouns plural: cat
cats
dog * dogs
kiss -*■ kisses
Even though the first two are spelled the same, the sounds are different: in cats the sound is an s; in dogs, it’s a z. And in kisses, the es represents an unstressed vowel sound followed by z. HOM ONYM S You’re probably familiar with hom onym s, words with different m ean­ ings that happen to have the same spelling and the same sound, such as saw (the tool) and saw (the past-tense verb). Ihe concept refers also to morphemes, in some cases to parts o f words that sound the same but have different meanings. Prefixes and suffixes, for example, can be homonyms. The ex in exchange and the ex in ex-husband have two different meanings: “from ” and “form er.” So do the er in singer and the er in brighter, “one who” and “m ore.” In the ease of er, one is derivational and one is inflec­ tional. And the s endings we add to verbs and nouns also have different meanings. Ail of these are examples o f homonyms. You m ight find it useful to think of homonyms as simply accidents of language, mere coincidences. It’s coincidence that the word bell and the bound morpheme bell (in rebellion) sound and look alike. The dictionary will show they have no connection: The free morpheme bell has its origin in the O ld English word m eaning roar; rebellion comes from the Latin word for war. And certainly it’s coincidence that the name of the carpen­ ter’s tool sounds the same and shares the same spelling as the past-tense form of see. A subclass o f hom onyms, called hom ophones, includes those words w ith identical sounds in which both m eaning and spelling are different: to, two, too; sale, sail.
Chapter 11: Morphemes
23.5
CO M PO UND W ORDS Merriam-Webster's Collegiate Dictionary (eleventh edition) lists three ex­ amples in the definition of com pound w ord: rowboat, high school, devilmay-care. All three o f these are combinations o f free morphemes, which is the standard definition o f the term . Even though the three are con­ nected differently (or not at all, in the case o f high school), they share one common characteristic, one that helps us to recognize their grammatical framework as com pound— their common stress pattern:1 /

/
rowboat

/
high school

devil-may-care
W hen you read the following com pound words aloud, you’ll hear their stress pattern in the same way, with primary stress on the first word: newspaper
snowman
blackboard
girl crazy
blacktop
candlelight
dog house
bag lady
workweek
dog catcher
bagman
storehouse
It’s the stress pattern that makes the distinction between a house that is green and a greenhouse; between a teacher from France and a teacher of French, a French teacher; between a big load that’s a heavy weight and a boxer w ho’s a heavyweight; between a room that’s dark and a photogra­ pher’s darkroom. W e often have to consult a recent dictionarvj to find out how a compound word is written: w ith or w ithout hyphens, as separate words or one word. You might be reluctant to call two separate words a compound word, but in the case o f high school, the dictionary docs! By the time the twelfth edition o f Webster's is published, high school may have gained a hyphen, and by the thirteenth, it may be closed up. a
/
I

W hat we are distinguishing in the case o f dark room versus darkroom A
/

/
A

or French teacher versus French teacher is the difference between a noun phrase and a com pound noun. In a noun phrase w ith the headword 1 Linguists generally rccognize four degrees o f s t r e s s in intonation: / (primary), A (secondary), (tertiary), and u (weak or unstress).
236
Part TV: Words and Word Classes
preceded by an adjectival, the main stress in most eases will be on the headword. Intonation can always be altered in speech for a different em­ phasis, but generally the stress pattern— along with meaning, of course— provides the best clue for recognizing a com pound word.
48 Draw vertical lines in the following words to indicate their morpheme bound­ aries. Identify each morpheme as follows: bound aiflee; base or affix. Identify each affix as derivational or inflectional. You will probably need to consult your dictionary. precision
unaware
illegal
candidate
money
wealthy
detoured
sidewalks
television
excessively
promotion
revises
r.H^P I ER i j
Key 1 erms Affix
Hom ophones
Allomorph
Inflectional suffix
Base morpheme
M orpheme
Bound morpheme
Morphology
Com pound words
Phonology
Derivational morpheme
Prefix
Free morpheme
Suffix
Homonyms
q VKSTIO^.
? /<>r k f S C l'S S i O ^
1. M ost morphemes are made up o f combinations of sounds. Give some examples of morphemes that are single sounds.
Chapter II: Morphemes
2.
237
Consider how the meaning o f a word comes about. Explain the origin of the following words: ambulance budget
cohort daisy
fancy
mayhem
hussy
meal
calculate candidate
dial easel
infant lunatic
money pilot
cigar
escape
magazine
vaccine
3. W hat do the following com pound words have in common: fingerprint, sourpuss, overland, walkway'. In what way are they different? 4.
Consider the difference between derivational and inflectional suffixes. W hat can you say about their positions when both ap­ pear on the same word? Is the rule fairly constant? Is it possible for more than one derivational and/or inflectional suffix co appear on a single word?
5. W hich of the following words appear to violate the system chac you described in Question 4? inflectional 6.
7.
sportsmanship
microscopy
teaspoonsful
How can the awareness of morphemes be o f help in spelling problem words, such as the following? entirely
innovate
disappoint
safety
inaudible
roommate
professor
misspell
vineyard
Explain the difference between the words “painful” and “pained.” Under what circumstances would the following sentences be accurate? He had a pained expression on his face. He had a painful expression on his face. Now chink abouc che difference between “healthy” and “healchful.” W ould you say chat carrots are a healthy food to eat? And what’s the difference between “masterly” and “masterful”?
8.
Our.vocabulary expands in many ways. Sometimes we give new meanings to old words or to their combinations, as in waterbed, whistle-blower, gridlock, and moonshol. And sometimes we combine w o words into a completely new one: W e made brunch from breakfast and lunch. W hat two words
Part TV: Words and Word Classes
do you suppose were combined in the formation of these: bash, clash, flare, blog, smash, and motel? W hat are the origins o f ra­ dar and scuba? CLASSROOM APPLICATIONS
1. Hom ophones arc words with the same pronunciation but with different spellings and different meanings, like pear and pair or haul and hall. In his bookyl Chocolate Moose for Dinner, Fred Gwynne plays with homophones, as you can see from the title. Before eating your dessert of chocolate moose, what would you have for your main course? Stake, perhaps? Plan a complete menu for your meal using (misusing!) homophones. 2. Hom ophones usually occur in pairs. But sometimes there are three or even four words in English that sound alike but differ in meaning and spelling. See how many trios or quartets of hom o­ phones you can come up with. (For starters, think o f another to go with pair and pear) 3. Another crick)7class o f our words is that of heteronyms— pairs of words that are spelled alike but differ in both meaning and pro­ nunciation: bass/bass, sewer/sewer, row/row. See how many others you can come up with; then try to use both in the same sentence. 4. Among the bound bases of our vocabulary, some are combined with the suffix -logy, meaning a science. For example, the bound base herpeto, which means “to creep,” when combined with -logy means the scientific study o f creatures that crawl and creep— reptiles. W hen wc add -ist, we get the title of the scientist who studies reptiles: herpetologist. Use your dictionary to figure out the jobs and the job titles that can be produced from the following bound bases: socio­ bioanthropoethnocardioecopatho200 -
geolentomo-
c
APTf ^
12
The Form Classes
C H A P T E R P R E V IE W As you read in the opening of Part IV, an im portant difference between traditional and structural grammar is in the classification o f words. The structuralists’ definitions of the form classes— nouns, verbs, adjectives, and adverbs— make use o f the native speaker’s inherent language ability. For example, does the word have both -s and -ing forms? Then it’s a verb. Can it be made plural or possessive? Then it’s a noun. In traditional grammar, the definitions of noun (the name o f a person, placc, or thing) and verb (a word showing action) are based on meaning. In this chapter, you will study words in a “formal” way, as classes with certain characteristics o f form. By the end of the chapter you will be able to • Use derivational and inflectional suffixes to identify words in the four form classes: nouns, verbs, adjcctives, and adverbs. • Recognize the structure words that signal the four form classes. • W rite the correct possessiveforms o f nouns. • Differentiate between count and noncount nouns. • Distinguish between attributive and predicative adjectives. • Identify
adverbs.
NOUNS We traditionally define noun on the basis o f meaning, as the name o f a person, place, thing, idea, event, or the like, and that definition works fairly well. After all, we’ve been learning names sincc wc spoke our first words: m am a, daddy, cookie, baby. The word noun, in fact, comes from nomen, the Latin word for “name.” 239
240
Part IV: Words and Word Classes
W e also get a sense o f “nounness” from the words that signal nouns— the determiners. A word such as the, my, or an cells us a noun will follow, although noc necessarily as the next word: the books, my sister, an honest opinion. Determiners are simply not used without nouns. But certainly the most reliable clue for recognizing nouns is form. W e can often differentiate the form classes from one another without refer­ ence to either meaning or context, simply on the basis of their derivational and inflectional suffixes. N o u n D erivational Suffixes. Each o f the four form classes has its own inventory' of derivational suffixes. The ending -ion, for example, converts the verb reflect into a noun, so we call it— or its variations, -tion, -sion, -cion, and -ation— a noun-forming suffix. A quick check of the dictionary reveals that all the -ion words listed on the first few pages are also nouns formed from verbs: abbreviation
abstraction
accusation
abolition
accommodation
acquisition
abortion
accumulation
action
Some -ion words function as both nouns and verbs: question, partition, mention, and, yes, function; you may be able to think of others. But you will find few, if any, -ion words that are not nouns; -ion is a reliable signal. M any other derivational suffixes do the same job, thac o f converting verbs into nouns: accomplishm ent
breakage
acceptance
delivery
arrival
departure
assistant
teacher
This v a rie s of noun-forming suffixes that we add to verbs— and, inci­ dentally, there are many more than these— illustrates not only our versa­ tility in changing one part of speech to another but also the arbitrary way in which we do so. Why, for example, do we say “delivery” and “deliver­ ance” but not “deliverment”? W hy “departure” rather than “departation”? W hy “deportation” rather than “deporture”? There are no good answers to such questions. The same arbitrariness runs through all the word classes. For example, man)' adjectives become nouns with the addition o f -ness: prettiraew, lazi­ ness, strangeraetf, happi«?w, helpless ness. But there is a long list of other
Chapter 12: The Form Classes
241
suffixes that do the same job: ivuth, wiscio?n, justice, partial/{y. And a num ­ ber of suffixes simply alter the meaning of the word without changing the class; for example, we derive the abstract noun boyhood from the concrete noun boy. O ther examples of suffixes that produce new meanings include kingdom, friendship, Spaniard, gardener, and terrorism. Finally, the nouns partiality and activation illustrate another feature of derivational suffixes, where a noun-forming suffix is added to a word that already has one or more derivational suffixes: part + -ial = partial -r -ity = partiality (noun)
(adj)
(noun)
act + -ive = active + -ate = activate + -ion = activation (verb)
(adj)
(verb)
(noun)
lhis feature also illustrates another diffcrcncc between derivational and inflectional suffixes. H ie inflectional suffixes do not add on in this way. W ith che exception o f the plural and possessive morphem es o f nouns, which may appear in com bination, the form-class words will have onlyone inflectional suffix, and it will always come at the end of rhe word, after any derivational suffixes.
Exercise
49
Transform the following verbs into nouns by adding a derivational suffix. Arc there anv that have more than one noun form?
1. please
_L j
= =
2. regulate 3. steal 4. seize
+
=
+
=
5. derive 6. recire
I
=
+
=
7. form
+
=
8. revive
+
=
N o u n Inflectional Suffixes. 'Ihe other aspect o f form that differenciaces the four form classes boch from che scruccure classes and from one another is rhe sec o f infleccional morphem es chac each form class has, which we saw in Chapter 2. O ur nouns have only two grammatical inflections, one
242
Part TV: Words and Word Classes
indicating n u m b er (plural) and one indicating case (possessive). Most nouns will fit into the following framework:1 SIN G U LA R
PLURAL
SIN G U LA R
PLURAL
POSSESSIVE
POSSESSIVE
cat
cats
cat’s
cats’
dog
dogs
dog’s
dogs’
horse
horses
horse’s
horses’
mouse
micc
mouse’s
mice’s
The nouns cat and dog and horse illustrate that in speech we can’t always distinguish among inHccrcd forms o f nouns: Cats, cat’s, and cats’w e all pronounccd exactly the same. O nly in writing can we differentiate the plural from the possessive and from the plural possessive. In the case o f mouse, with its irregular plural, we o f course make the distinction in speech as well as in writing. The preceding examples illustrate another point about noun inflections: Sometimes the plural inflection is not a single Is/ or /z/ sound, as in cats and dogs. It may be two sounds, an entire syllable, complete with vowel, as in horses. The sound we add is determined by the final sound of the noun. W ith words ending in what is callcd a sibilant sound— usually spelled with s, z, sh, ch, dge, oige— we must add a syllable to pronouncc the -s plu­ ral (as well as the possessive): kiss#, mazes, sash#, church#, judg#, pag#.
Exercise
50
The possessive marks arc missing from the following noun phrases. Read each one aloud; then punctuate each phrase in two ways to show its two possible meanings. all my teachers assignments
the horses sore legs
all my teachers assignments
the horses sore legs
my sisters husbands business
my sons problems
my sisters husbands business
my sons problems
1 In words where the plural noun has no -j, as in die case o f irregular plurals such as men and women, bo ill die singular and rhe plural possessive forms
L ake
die apostrophe plus -s:
man
men
m an’s
m en’s
w om an
w om en
w om an’s
w om en’s
Chapter 12: The Form Classes
243
Recognizing whether or not the added sound is a complete syllable can be a useful d u e in spdling. Spelling the plural and possessive o f words that end in an Is/ or Izl sound is sometimes confusing; they not only sound strange, they tend to look strange when they’re written: Mr. and Mrs. Jones arc the Joneses. (Plural) Their cat is the Joneses’ cat. (Possessive) To turn Joneses, the plural of Jones, into the possessive case, we add only the apostrophe, the usual procedure for possessive plurals: cats’, horses’, leaders’. I he policy for form ing possessive names followed by The Chicago M anual o f Style, which is generally considered the bible o f publishing, is a rescacemenc o f William Strunk’s “Rule No. 1” in the famous Elements o f Style. Strunk’s rule is, simply, Form the possessive singular of nouns by adding 's. In other words, according to the M anual (and Strunk), there should be no question with a name like Martinez or Williams, multisyllable names end­ ing with a sibilant (Isl or Izl) sound. Even chough you may not pronounce the extra s w'hen you say “Martinez’s batting average” or “Mr. W illiams’s H um m er,” vou should include the s with the apostrophe when you write the possessive case. However, both Strunk and The Chicago Manual list exceptions for cer­ tain proper names chac have mulciple sibilant (Isl or Izl) sounds, such as Moses’ and Jesus’. The M anual also makes exceptions for words with an unaccented ending pronounced /eez/, among them Euripedes’ plays, Ramses’ tom b, Surtees’ novels. And Scrunk’s excepcions include such forms as “for conscience’ sake” and “for righteousness’ sake.” All of these are words in which an added syllable would not be pronounced, so the s is noc added with the apostrophe. In most of these cases, the final syllable both begins and ends with a sibilant sound. As The Chicago M anual makes clear, however, names ending with a single sibilant follow che basic rule: Maria Callas’s performance. Dylan Thomas’s poecry. Roy Harris’s composirions. In these cases, the possessive -s is an added syllable when pronounced. A w ord’s pronunciation, whether or not you add a syllable in speech, is sometimes used as the guideline for whether to add apostrophe plus -s or only the apostrophe; as the M anual points out, this issue is a well-known m atter of disagreement among editors. However, you w on’t go wrong if you stick to Strunk’s No. 1 rule and add apostrophe plus -s.
244
Part TV: Words and Word Classes
The plural and possessive inflections provide a test of sorts for '‘nounness.” Can the word be made plural and/or possessive? If so, it’s a noun. If not? Well, the possibility for nounncss is still there. In applying the inflection test to the nouns in the preceding section on derivational suffixes, we find that all the words on the -ion list can take the plural inflection, but most o f them will not take the possessive -s. W ith many nouns the o f prepositional phrase is more common than the possessive inflection: In general, the more specific or concrete the sense of the noun, the more likely it is that the inflections will be acceptable.
Transform rhe
possessive phrase into the inflected noun.
1. 'Ihe son of Mr. 1’rice is M r._______________ son. 2. Ihe daughter of Ms. Hedges is M s._______________ daughter. 3. The computer belonging to James is _______________ computer. 4. Ih e governor of Massachusetts is _______________ governor. 5. The blanket belonging to Linus is _______________ blanket. 6. The garden of the neighbor is th e _______________ garden. 7. The garden of the neighbors is th e _______________ garden. 8. The curls on the head and tail of Miss Piggy a re______________ curls. 9. The club the women belong to is th e _______________ club. 10. Ihe wisdom of Confucius is ________________wisdom.
The M eaning o f the Possessive Case. In the examples we have seen so far, the relationship between the possessive noun and the headword is actually one of possession, or ownership, but such a relationship is not always the case. As the following examples show, the possessive noun can be simply a description: an even in c--s ’s ------------------
entertainment
a bachelor’s degree today’s news It can also be a measure of value or time: a day’s wages a m om ent’s notice a dollar’s worth
Chapter 12: The Form Classes
245
It can denote origin: the teacher’s suggestion Lincoln’s Gettysburg Address Sometimes the actual relationship is unclear, even in context: W e admired Van Gogh’s portrait. This possessive could refer eicher to a portrait o f the artist or to a portrait hy the artist. Irregular Plural Inflections. Before leaving the noun inflections,we should note the many instances of irregular plurals, such as mice, in our lexicon. Some are old forms of English that have resisted becoming regular­ ized: foot— feet, tooth—teeth, man—men, child—children, ox—oxen. A number of animal and fish names are irregular in that they have no inflection for rhe plural: sheep, deer, bass, salmon, trout. A large num ber o f borrowed words have retained cheir foreign plural inflections: larva—larvae, criterion—criteria, alumnus-alumni, appendix—appendices. Incidencally, some of these borrow­ ings are now in the process of acquiring regular plurals. Appendixes appears along w'ith appendices; indexes and formulas are even more common than indices and formulae; stadiums has all but replaced stadia. Memorandum is giving way to the shortened memo, along with its regular plural, memos; and the added complication of gender in alumnus-alumni (masculine) and alumna-alumnae (feminine) no doubt encourages the use o f the simpler, gender-free— and informal— alum and alums. The borrowed words end­ ing in -s— analysis—analyses, nucleus—nuclei, hypothesis—hypotheses, stimulus— stimuli— are less likely co lose their foreign inflections; the addition of -es to che singular would be cumbersome. The irregularity o f noun inflections, incidentally, applies only to the plural; the possessive follows che regular rule: PLURAL
SIN G U L A R SIN G U L A R
POSSESSIVE
Pi.U RA L
POSSESSIVE
man
m an’s
men
m en’s
child
child’s
children
children’s
deer
deer’s
deer
deer’s
mouse
mouse’s
mice
mice’s
larva
larva’s
larvae
larvae’s
Note thac chese plural possessives look different from regular plural possessives (dogs’) , only because for regular plural nouns wc don’t add an -s to make the word possessive; the regular plural already has one.
246
Part IV: Words and Word Classes
P lu ra l-O n ly Form s. Some nouns, even when singular in meaning, are plural in form. One such group refers to things that are in two parts— that are bifurcated, or branching: scissors, shears, pliers, pants, trousers, slacks, shorts, glasses, spectacles. As subjects of sentences, these nouns present no problems with subject-verb agreement: They take the same verb form as other plural subjects do. Interestingly, even though a pair o f shorts is a single garment and a pair o f pliers is a single cool, we use the plural pro­ noun in reference to them: I bought a new pair o f shorts today; they’re navy blue. I’ve lost my pliers; have you seen them? O ther plural nouns that have no singular form include measles, mumps, means, tidings, clothes, and athletics. A different situation arises with ccrtain plural-in-form nouns that are some­ times singular in meaning. A noun such as physics, mathematics, and linguistics, when referring to an academic discipline or course, is treated as singular: Physics is my favorite subject. Linguistics is the scientific study of language. But sometimes such nouns as mathematics and statistics are used with plu­ ral meanings: The mathematics involved in the experiment arg very theoretical. The statistics on poverty levels arg quite depressing. These uses also call for plural pronouns. Collective N ouns. Nouns such asfamily, choir, team, majority, minority— any noun that names a group o f individual members— can be treated as either singular or plural, depending on context and meaning: The family have all gone their separate ways. The whole family is celebrating the holidays at home this year. The majority o f our city council members are Republicans. The majority always rules. Other singular-in-form nouns, such as remainder, rest, and number, also have a plural meaning in certain contexts; their number depends on their modifiers: The remainder of the job applicants are waiting outside. The rest of the books are being donated to the library. A number o f customers have come early.
Chapter 12: U?e Form Classes
247
This system also applies co certain indefinite pronouns, such as some, all, and enough: Some of the books were missing. All of the cookies were eaten. Notice what happens to the verb in such sentences when the modifier of the subject headword is singular: The rest of che map was found. Some of the water is polluted. All of the cake was eaten. The remainder o f this chapter is especially important. The pronoun to use in reference to these noun phrases will depend on the meaning, and it will usually be obvious: They (some o f the books) were missing. It (some o f the water) is polluted. O ne special problem occurs with che word none, which has ics origin in the phrase not one. Bccause o f that original m eaning, many writers insist that none always be singular, as not one clearly is. However, a more accurate way to assess its meaning is to recognize none as the negative, or opposite, of all and to creac ic in the same way, with ics num ber (whether singular or plural) determ ined by the num ber o f the modifier or o f the referent: None of the guests want co leave. None of the cookies were left. N one of the cake was eaten. All of the guests are staying; none o f them are leaving. Sem antic Features o f N ouns. Nouns can be classified according to cer­ tain built-in semantic features that affect their distribution. At an early age we begin this proccss o f classification, recognizing, for example, whether a noun can be counted. W e can say “one cookie” or “w o cookies”; but a noun like milk is not countable. This understanding is evident in our selection of determiners: Twant milk. I want a cookie. I want some milk.
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Part IV: Words and Word Classes
W ithin a few short years our linguistic com puters have become pro­ grammed to make distinctions like this that we are hardly aware of. The non-native speaker, on the other hand, m ust work conscientiously to make such distinctions. 'Ihe person who says “I need a new luggage” or “I have a lot o f homeworks” or “I am looking forward to a peace and quiet this weekend” has not distinguished between countable and noncount­ able nouns. Linguists have described these features o f our nouns in a hierarchy, each level of which has consequences for selecting determiners and other pares o f the sentence: NOUN
COM M ON
CO U N T A B L E
(bird) SIN G U L A R
PROPF.R (Altoona)
N O N C O U N T A B L E (homework)
PLURAL (people)
The restrictions built into the word determine its place in the hierarchy; each word carries with it only those features in the higher intersections (or nodes) that it is connected with: Homework is a noncountable, com ­ mon noun; bird is a singular, countable common noun. Determiners have related built-in features or restrictions; the determiner a (or an) includes the features “singular” and “countable,” so we arc restricted from using it with homework. It will signal only those nouns that fit in the lowest, left-hand branch, like bird. Some nouns appear in both branches o f a node, depending on their meaning. For example, some nouns can be both countable and noncountable: I had a strange experience yesterday. I’ve had experience working with animals. I baked a cake today. I’ll have some cake. The term p ro p er n o u n refers to a noun (or noun phrase) with a spe­ cific referent— a single meaning: Empire State Building, Grand Canyon, W illiam Shakespeare, London, the CBS Evening News, A unt M ildred, November, Pearl Harbor Day, Thanksgiving. Proper nouns name people, geographic regions and locations, buildings, events, holidays, m onths, and days o f the week; they are usually w ritten w ith initial capital let­ ters. Although most proper nouns are singular, exceptions occur in the case of m ountain ranges and island groups— the Rockies, the Andes, the Falklands— which are plural.
Chapter 12: The Form Classes
Usage M atters
249
Capitalization
You read in the previous section that proper nouns arc written with initial capital letters. Because the names of days and months (Saturday, August) are included as proper nouns, you might think that the names of seasons would also be in line for capitals. But apparently they’re not proper enough! The words winter and spring and summer and fa ll—as well as autumn— are all written with a lowercase opener. They will, of course, be capitalized when they’re part of a title for a specific event: the W inter Olympics; our annual Spring Fling. Another easy mistake co make is to forget the capital Icctcr for direction words chac designate an area of the country: the East; the Northwest. And another is the ride for capitalizing the words we use for parents and grandparents. M other and father— also Mom and Dad and Granny and other such names— are capitalized when they are used as names— in ocher words, when used like proper nouns: 1. I told Mother I’d be home for dinner. Buc the words take no capital when used as common nouns: 2. People tell me chat I look like my mother, but my dad doesn’t agree. 3. Mom thinks I look like Dad. Note that a determiner makes a difference: It’s the clue that tells you that mother and dad in (2) are com m on, not proper, nouns. N ote also that in (1) and (3) we could substitute the parents’ given names for Mother and Dad; we cannot do so when there’s a determiner as part o f the noun phrase.
Investigating Language
12.1
A careful writer would avoid writing sentences like these two: *Th ere have been less accidents in the county this year. *T have also noticed an increase in the amount of bicycles on the roads. But there’s no problem with these: There are fewer students enrolled in chc advanced ceramics class this year. There is an increase in the number of students enrolled in the beginning course. Think about where in the noun hierarchy on page 248 you would find ac­ cidents, bicycles, and students. How would a careful writer revise those first two
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Part IV: Words and Word Classes
sentences? If you were helping a non-native speaker revise those sentences, how would you explain che changes? Would that careful writer avoid anv of the following; sentences? There were less than a dozen accidents in the county this year. We had fewer accidents than last year. We have less dollars than we need. Wc have less money than we need. We have less than ten dollars to last until payday. You probably gave that non-native speaker some advice about the use of less/fewer and amount oflnumber of. Should you revise your explanation? In what wav?
VERBS The traditional definition of verb, like that of noun, is based on meaning: a word denoting action, being, or scate o f being. W hen wc look for the verb in a sentence, wc look for the word that tells what is happening, and most of the time this m ethod works. But a much more reliable criterion for defining verb is that o f form. Some verbs have derivational endings that signal that they are verbs; and, with only two or three exceptions, all verbs fit into the verb-expansion rule, the system o f adding auxiliaries and inflections described in Chapter 4. V erb D e riv a tio n a l A ffixes. M any o f the root words, or bases, that take noun-form ing suffixes are verbs to begin with; for example, most of our nouns w ith Aon arc form ed from verbs. The opposite operation— deriving verbs from other form classes— is less com m on. We are more likely to tu rn a n o u n in to a verb w ith o u t changing its form at all, an o th er exam ple o f f u n c tio n a l s h if t— in o th er w ords, shifting the function of the word. W e chair meetings and table m otions; the car­ penter roofs the house; the cook dishes up the food; the painter coats the wall w ith paint; the gardener seeds the lawn and weeds the garden; we butter the bread, bread the chicken— and w'ho am ong us h a sn ’t chickened out at one time or another? But we also have a few verb-forming affixes that combine with certain nouns and adjectivcs: typify
darken
activate
legalize
In addition to these suffixes, the prefixes en- and be- and de- and dis- can turn nouns and adjectives into verbs and can alter the meaning o f other
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verbs: enable, enact, enchant, encounter, encourage, encrust, endear, enforce, enlighten, enthrone, bedevil, bewitch, besmirch, dethrone, derail, disable. Bll: compared with che large num ber o f derivational morphemes that signal nouns, che inventor)' o f verb-forming affixes is fairly small. V erb Inflectional Suffixes. The verb-expansion rule describes the sys­ tem o f adding auxiliaries and inflectional suffixes to verbs. So as a clue in identifying che parr of speech wc call verb, the inflectional system is extremely reliable. All verbs, with only one or two exceptions— even those with irregular -en and -edforms— have both -s and -ing forms. This means we can identify a word as a verb simply by noting ics -s and -ing forms. Every verb has the other three forms as well— the base, the -ed, and che -en— buc chey may not be as recognizable: Verbs such as hit and put, for instance, show no changes in form from the base (hit, put) to the -ed form (hit,put) to the -en form (hit, put)', others include cast, hurt, shut, split, and spread. Yet the and the -ing forms are exactly like those of ever)' other verb: hits, puts, hitting, putting. The verb inflectional system is so regular, in fact, that we can define verb on that basis alone. A word chac doesn’c have an -s or an -ing form is simply not a verb.
Investigating Language II 12.2 _________________________i It is easy to dem onstrate the “verbness” of ground, water, air, and fire, even though these words may, at first glance, appear to be nouns. First, add the verb inflections. ’Ihen write a sentence for each of the four verbs, using the form called for. Remember that the -en form will follow the auxiliary' have; and if you begin your sentence with yesterday, you’ll auto­ matically use the -ed form. BASE
-.(FO RM
-ed FO RM
-wg-FOR-M
-en FO R M
1. G R O U N D _____________________ ________________________ (-ed) ______________________________________________ 2. W A T E R _____________________ ________________________ ( s ) ----------------------------------------------------------------
3. A
I R _____________________ ________________________ (-ing) ______________________________________________
4. FIRE (-en)
-------------------------------------------------------
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Part IV: Words and Word Classes
Now test the “verbness” of the verbs in the following sentences (rumor, beware) by listing their five forms: It was rumored chat Marcus broke his leg. You should always beware of rumors. What have you discovered about the reliability of identifying verbs by their inflections? W ould a different criterion be more accurate— perhaps one based on the possibility of auxiliaries?
T h e v e rb s ru m o r an d bew are are in d e e d e x c e p tio n s to chc inflcctional-suffix rule for identifying verbs. H ie verb rumor is used exclusively in che passive voice, although che dictionary docs includc che -ing form — perhaps used ar one tim e or place in a particular dia­ lect. The verb beware is used exclusively with you— or, in com m ands, w ith the understood you. The dictionary lists only the base form for beware. But we shouldn’t let these two exceptions— and they do appear to be the only two— discourage us from relying on the almost infallible inflection test for identifying verbs.
A D JE C T IV E S In cerms of form, adjectives are not as easily identifiable in isolation as are nouns and verbs. Often we need cither meaning or context for clucs. O ne reliable way to discover if a word is an adjcctive is this “adjective test frame”: T h e ________________N O U N is very________________ . Only an adjective will fit into both slots. For example, The diligent student is very diligent. The ordinary house is very ordinary. Becausc these sentences are gram m atical (although perhaps n o t sen­ tences y o u ’d ever be likely co use), we have show n th a t the w ords diligent and ordinary are adjectives. B ut in som e cases the form of the word also provides clues. A num ber o f derivational suffixes signal adjectives. A djective D eriv atio n al Suffixes. The most reliable derivational suffix identifying a word as an adjective is -ous; wc know that gorgeous, famous,
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253
porous, courageous, and contagious arc adjectives sim ply on the basis o f form. Here are some other adjective-forming suffixes: merry, funny
childish, reddish
beautiful, wonderful
fragmentary, complimentary
terrific, ascetic
punitive, active
fortunate, temperate
variable, amenable
As clues to adjectives, these suffixes are not as reliable as -ous because they show up occasionally on other form classes too: hand f u l (noun), pan ic (noun, verb), punish (verb). But it is safe to say that most words with these endings are adjectives. A djective Inflectional Suffixes. 'Ihe inflectional suffixes that pattern with adjectives are -er, the sign o f the com parative degree, and -est, the superlative: Positive:
big
young
smart
Comparative:
bigger
younger
smarter
Superlative:
biggest
youngest
smartest
The -er form is used in the comparison o f two nouns— th at’s why this form is called the comparative degree: Pat is younger than Phyllis. Phyllis is the better student o f the two. The comparative degree with than can also be followed by a clause rather than a noun phrase: Pat is younger than I suspected. Ihe -est form, the superlative degree, is used when singling out one o f more than two nouns: Tom was the oldest person in the room. O f the three candidates, Sarah is the best campaigner. For many adjectives the comparative and superlative degrees are not formed with -er and -est but with more and most, which wc can think of as alternative forms, or allomorphs, of the morphemes -er and -est. In fact, adjectives of more than one syllable generally pattern with more and most, with ccrtain exceptions: two-syllabic adjcctivcs ending in -y or -ly (prettiest,
Part IV: Words and Word Classes
friendlier, lovelier)-, some ending in -le (nobler, noblest), -ow (narrower, narrowest), and -er (tenderest). But more and most are not exclusive to adjectives either. The -ly adverbs, those derived from adjectives, also have comparative and superlative versions: more quickly, mostfrequently. And there are some adjectives, such as former, main, and principal, that have no comparative and superlative forms. A small group o f words that have comparative and superlative forms can serve as cither adjectives or adverbs, so the inflectional test is not com­ pletely reliable in identifying a word as an adjcctive: early
fast
late
high
earlier
faster
later
higher
earliest
fastest
latest
highest
hard
long
low
deep
harder
longer
lower
deeper
hardest
longest
lowest
deepest
A nother word wc could add to this list is near (nearer, nearest), which can serve not only as an adjcctive and an adverb, but also as a preposi­ tion (“O ur scats were near the fifty-yard line”)— the only preposition that takes inflections. In short, the possibility of making a word comparative or superlative is not exclusive to adjectives. In spite o f all these limitations, we have no difficulty distinguishing adjectives in sentences. First, we know the positions they fill in the sentence patterns— as subject and objcct complements and in noun phrases as prenoun modifiers. And although nouns can also fill all these slots, the differences in the form of nouns and adjectives make it easy to distinguish between them. O n the subject of the comparative and superlative degrees, we should also note that adjectives can be compared in a negative sense with as, less, and least: This picnic is not as enjoyable as I thought it would be. This picnic is less enjoyable than I thought it would be. This is the least enjoyable picnic I’ve ever attended. W e should also note some exceptions to the regular comparative and superlative forms: good
bad
far
far
better
worse
farther
further
best
worst
farthest
furthest
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255
1'ill in the blanks with the comparative and superlative degrees of the adjec­ tives listed. Do any of them require more and most? PO.S1TIVK
C O M PA R A TIV E
SU PERLA TIV E
friendly
________________ ________________
helpful
________________ ________________
wise
________________ ________________
awful
________________ ________________
rich
________________ ________________
mellow
_______________ _______________
expensive
________________ ________________
valid
________________ ________________
pure
________________ ________________
able
________________ ________________
Subclasses o f Adjectives. The adjective test frame, T h e_______________ N O U N is v ery _______________ , is useful in identifying adjectives. Tt is also useful in helping distinguish subclasses of adjectives: tbose that arc limited to the prenoun slot and those that are limited to the complement slots. Adjectives actually fill three slots in the sentence patterns: as subject com plem ent and object com plem ent (where they are called predicative adjectives) and as modifiers in the noun phrase (where they are called attributive adjectives). M ost adjectives can fill all three slots; the test frame uses two o f them: attributive and subject complement. But a small num ber will not fill the com plem ent slots. T he follow­ ing adjectives are attributive only: main, principal, fanner, mere, potential, atomic, late (meaning “dead”), and such technical adjectives as sulfuric and hydrochloric. These do not serve as either subject or object complements in the verb phrase, nor do they take qualifiers, such as very: He is the former president. *The president is former. *My reason is main. ‘ Mvj main reason is vervj main. She is a mere child. *'Ihc child is mere.
Part IV: Words and Word Classes
M any of the so-called A-adjectivcs— ablaze, afraid, aghast, alone, awake— are predicative only: Ihe house was ablaze. *The ablaze house burned down in an hour. The children were awake. *The awake children were noisy. T here arc a few others—fo n d , ready, ill, well— th at rarely appear in attributive position in reference to anim ate nouns. W e may refer to a “ready w it” but rarely to a “ready person.” W e may talk about an “ill om en” but rarely an “ill person”; we are more likely to say a “sick person.” Incidentally, not all predicative adjectives take very, the sample qualifier in the test frame. We usually don’t say “very afraid” or “very awake”; we are more likely to say “very much afraid” or “very much awake.” But these adjectives do combine with other qualifiers: quite afraid, extremely afraid, completely awake, wide awake. A num ber of adjectives in predicative position appear frequently with complements in the form of phrases or clauses; some adjectives, such as fond and aware, are rarely used without them. The children were afraid that the dog would bite. The children were aware that the dog would bite. The dog was fond o f biting children. W e were conscious of the problem . O ur team is ccrtain to w in. Wc call these “complements” rather than, simply, modifiers or qualifiers because they complete the idea expressed by the adjective, in much the same way that direct objects are complements o f verbs. A nother subclassification o f adjectives relates to their ability to com­ bine with qualifiers. Certain adjectives denote meanings that are con­ sidered absolute in nature: unique, round, square, perfect, single, double, fatal, empty, right, wrong, impossible. These can fill both the attributive and predicate slots, but they generally cannot be qualified or compared. W e can, o f course, say “alm ost perfect” or “nearly square,” but most writers avoid “more perfect” or “very perfect.” For most o f these words, however, we recognize more than a single, absolute meaning. In the case o f unique, it has come to mean “rare” or “unusual,” in which case “very unique” would be com parable to “very unusual.” However, given the historical meaning “one o f a kind,” the qualified “very unique” is gener­ ally avoided.
Chapter 12: Hoe Form Classes
Investigating Language
257
12.3
In discussing word stems and affixes in his book The Language Instinct (Morrow, 1994), Steven Pinker makes chc following statement: [The suffix] -able combines with any verb co create an adjective, as in crunch-crunchable. The suffix -er converts any verb to a noun, as in cnmch-cruncher, and che suffix -ness converts any adjectivc into a noun, as in crunchy—crunchiness. (pp. 133-134) Test those rules on your own vocabulary to see if you can find exceptions. Can you think of ocher suffixes or prefixes that have similar powers? mgiiSgSSB
S
S
r
i
a
a
aatea ... .......... .-------------------------------------------------------------------------------------- m
ADVERBS Of all the form classes, adverbs are che hardest to pin down in terms of both form and position. Many of chem have no distinguishing affixes, and except in Pattern I they fill no required slots in the sentence patterns. (We have identified cercain verbs in Patterns VI and VII, however— among them, lay, put, place, and set—that do require adverbials.) 'The fact that adverbs arc often movable is perhaps their most distinguishing characteristic. The class wc arc calling “adverb” differs from the class identified as “adverb” in traditional grammar. You’ll recall the traditional definition as “a word chac modifies a verb, an adjective, or another adverb.” This definition includes words that we call “qualifiers,” words that intensify or qualify che meaning of adjectives and adverbs: very nice, quite slow, rather quickly. But even when we leave out adjcctivcs and other adverbs from the traditional definition, wc are left with a definition of “adverbial”— that is, the definition of a function, not a word class. (Chapter 6 describes many structures— not only adverbs— that function adverbially.) Remember, we are defining the four form classes on the basis of their inflectional and deri­ vational affixes and of the words that signal chem— not on the basis of their function in the sentence. You’ll read more about the distinction between qualifiers and adverbs in the section on “Qualifiers” in Chapter 13. A dverb D e riv a tio n a l Suffixes. O ne com m on indicator o f form we do have is the derivational suffix -ly, which we use to derive adverbs of m anner from adjectives— adverbs that tell how or in what way about che verb: He walked slowly. She answered correcdv.
2.58
Part TV: Words and Word Classes
But -ly is not completely reliable as a signaler o f adverbs; it also occurs on nouns [folly) and on adjectives (lovely, ugly). B ut we are safe in saying chat m ost -ly w ords arc adverbs, sim ply because there are so many adjectives chac we can tu rn into adverbs w ith this derivational m orpheme. There are some rescrictions on this process, however: Noc all adjectives can become m anner adverbs. These restrictions are related to meaning. Some adjectives describe a scace, such as tall and old, or a fixed or inher­ ent characteristic, such as Norwegian; others describe characteristics that change, such as weak, active, and industrious. Another distinction can be drawn between objective characteristics, such as tall and old, and subjec­ tive ones, such as nice and splendid. The adjectives that refer to objective or stative or inherent qualities rarely become m anner adverbs: tall, old, fat, young, short, thick, large, flat, round, red. W hen they do, they are likely to have a specialized, often metaphorical, meaning: shortly, hardly, flatly, squarely, widely. Besides -ly, two other derivational suffixes produce adverbs: -w ard and - wise. W ords ending in -w ard signal direction: homeward, fo r ­ ward, backward, upward, downward. W ords ending in -wise, w hich indicate m anner, include both old usages, such as otherwise, lengthwise, and crosswise, and new ones that are considered by som e w riters as unnecessary jargon, such as budgetwise, weatherwise, moneywise, and profitwise.
Investigating Language
12.4
One of our most reliable derivational suffixes is -ly. In most cases chc mes­ sage it sends is “adverb of manner”: Quickly means “in a quick manner,” and slowly means “in a slow manner.” But, as with most rules in our language, there are exceptions to both parts of that message— both che “adverb” part and che “of manner” part. Consider che -ly words in the following sentences. Are they adverbs? Are they adjectives? Could they be nouns or verbs? 1. W e’re leaving immediately and driving directly to Austin. 2. Bob will be leaving directly. 3. Ih e natives around here are not always friendly. 4. One person I met cried to bully me. 5. He wasn’t particularly neighborly. 6. Shedding tears is not considered manly. 7. That is hardly a universal belief, however. 8. My belly aches, but I flatly refuse co scay home.
Chapter 12: The Form Classes
259
Use your understanding of form to test these -ly words. Remember the inflectional paradigms for nouns and verbs; remember the adjective test frame. And is it possible that -ly adverbs have a meaning other than manner? Use your intuition, too! - -----------------1 a n a e m n T - m m ,
—
B
M
M
i a ---------------T I T
H i l l l i b ! I l l ' --------------------- irTTTTTm T T M IM H ------
A dverb Inflectional Suffixes. The comparative and superlative inflec­ tions, -er and -est, combine with adverbs as well as with adjectives, although in a much more limited way. The comparative form o f -ly adverbs, usually formed by adding more rather than -er, is fairly comm on. The superla­ tive degree— most suddenly, most favorably— is rare in both speech and writing; it invariably calls attention to itself and will often have the main focus of the sentence: The committee was most favorably impressed with the proposal. The crime was planned most ingeniously. In the discussion o f adjectives, we listed a few words that serve as both adjectives and adverbs: early, late, hard, fast, long, high, low, deep, and near. These are simply adverbs made from adjectives without the addition of -ly; they are referred to as flat adverbs. Except for a few others such as soon and often, they are the only adverbs that take -er and -est; most of the -ly adverbs take more and, occasionally, most in forming the comparative and superlative degrees. A great many adverbs have neither derivational nor inflectional affixes chat distinguish them as adverbs. Instead, we recognize them by the infor­ mation they provide, by their position in the sentence, and often by their movabilitv: ✓ Time:
now, today, nowadays, yesterday
D uration:
already, always, still, yet
Frequency:
often, seldom, never, sometimes, always
Location:
there, here, everywhere, somewhere, else­ where, upstairs, abroad, outside, nearby
Direction:
away, thence
Concession:
still, yet
Sequence:
afterward, next, then
There arc also a num ber of words without form distinctions that can serve as either prepositions or adverbs: above, around, behind, below, down, in, inside, out, outside, up.
Part IV: Words and Word Classes
260
Exercise
53
Fill in the blanks with variations of the words shown on the chan, changing or adding derivational morphemes to change the word class. VERB
NOUN
1.
ADJECTIVE
grief van7
2.
ably
3. defend
4. 5.
economy pleasant
6. 7.
type prohibit
8.
critically
9. ralid
10. appreciate
11 .
12.
ADVERB
beauty
13.
accept pure
14. 15.
continue
C H A P T E R i2
Key Terms Absolute adjective
Case
Adjective
Collective noun
Adjectivc complement
Com m on noun
Adjective derivational suffix
Comparative degree
Adjective inflectional suffix
Countable noun
Adverb
Flat adverb
Adverb derivational suffix
Form classes
Adverb inflectional suffix
Functional shift
Attributive adjective
Indefinite pronoun
Chapter 12: The Form Classes
Noncountable noun
Possessive
N oun
Predicative adjcctive
N oun derivational suffix
Proper noun
N oun inflectional suffix
Superlative degree
N um ber
Verb
Plural
Verb derivational suffix
Plural-only noun
Verb inflectional suffix
261
Positive degree QJESTIOj’£ ? /(>r DJSCUSS1°^ 1. A government spokesperson used the following clauses in a discussion of the economy: W hen we were approaching crunch. W hen push comcs to shove. W hat part of speech are crunch, push, and shove?
2 . The traditional Latin term for possessive case is genitive. Consider the relationship between the possessive noun and its headword in the following noun phrases: the teacher’s explanation the car’s overhaul Explain what is meant by subjective genitive and objective genitive. Now consider the following ambiguous sentence: I was disturbed about T om ’s punishment. W hat is the source of the ambiguity? 3. W e often use verbs adjectivally, as noun modifiers, as you saw in Chapter 7. But many words that look like verbs— that were, in fact, originally verbs— now have the characteristics of adjec­ tives. W e have said that we can identify a word as an adjective if it can fit into the adjective test frame (T he________________ N O U N is v ery________________). We also have an inflectional test: Can the word be made comparative and superlative? Using these tw'o tests, identify the underlined words in the following sentences: Are they adjectivcs or verbs? Joe took the broken chair to the dump. That disgusting movie wasn’t worth five dollars.
262
Part TV: Words and Word Classes
I feel tired. M any working mothers have problems with day care. The decorated tree looks beautiful. 4.
In 1625 Francis Bacon described the value of language in the following words: Reading maketh a full man, conference a ready man, and writing an exact man. H ow m ight a twenty-first-century philosopher express these ideas?
5- Explain the ambiguity o f che following sentences in terms of their possible sentence patterns and parts o f speech: My mother is always entertaining. They are frightening people. 6. Shakespeare, as you know, used language in all sorts of original ways. Here are two lines from Romeo and Juliet. W hat has he done with word classes? Thank me no thankings nor proud me no prouds. O flesh, flesh, how arc chou fishified! 7. W hen a banner was hung across a city’s main street to recognize the local bus company’s service to the community, some o f the citizens objected to the wording. The banner was printed with the company’s name, followed by the verb phrase “serving our com m unity” and, in bold print, these three words: SAFELY ECONOM ICALLY FRIENDLY. To discover the problem, check out those three -ly words. 8. Bully, belly, and silly all look a great deal alike. Consider whac you know about -ly and about the inflectional endings on nouns and verbs. How can you show what word classes these three belong to? Do any of them fit in more than one class? 9.
In m eeting a very tall person, you m ight ask the question, “H ow tall are you?” Strangely enough, wc w ould ask the same question o f a short person: W e d o n ’t usually ask, “H ow short are you?” In this pair o f adjectivcs, tall is called the unm arked version. Think o f other adjectives we use for quantity or size or age or speed: old/young, big/little, heavy/ light, fast/slow. Does our usage suggest m arked and unm arked versions? U nder w hat circumstances would we use the unm arked version?
Chapter 12: The Form Classes
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CLASSROOM APPLICATIONS
1. Here’s a sentence with a message you may not understand: The frabous gricks were blocking my parmy dorfer very botlv. j As you see, it’s filled with nonsense words. But even though the sentence has no semantic, or dictionary, meaning, it still sounds like English. It has structural meaning. In fact, you can prob­ ably figure out the classes of the separate words, as well as the sentence pattern. Identify the derivational and inflectional dues that enable you to do so. Noun(s): Vcrb(s): Adjective(s): Adverb(s): W hat other clues, in addition to che form o f the nonsense words, helped you? The traditional definitions of noun (“the name o f a person, place, or thing”) and verb (“a word showing action”) arc of no help here. W rite new definitions based on the clues you identified. N o u n :__________________________________________ V erb:___________________________________________ 2. Here’s another grammatical nonsense sentence for you to interpret: Stear, the frabous grick body brocked my parmy dorfer in the alflit because the dorfer jilked the grick. First, answer the following questions: 1. W hat happened to the dorfer? 2. W hy did it happen? 3. W ho or what did. it? 4. Where did it happen? 5. Describe the grick and the dorfer. Now diagram the sentence. 'Ihcn wrice a version in which the main clause is in the passive voice. W rite a version in which the subordinate clause is passive.
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3. H ere’s an altered version o f rhe sentence in 2: Stear, che frabous grick, body brocked my parmy dorfer in the alflit becausc the dorfer jilked the grick. Explain how the addition of one comma changed the syntax. Note that the class of one word has changcd in the new version, Which word? Diagram the new version. 4. In his book Words and Rules: The Ingredients o f Language (Basic Books, 1999), Steven Pinker discusses our ability to form new words with prefixes and suffixes: Ihe psychologists Harald Baayen and Antoinette Renouf calculated that everv time you open a newspaper you will be faced with at least one word with un- rhat you have never seen before, one with -ness, and one with -ly: words like uncorkable, uncheesey, headmistressly, hreathcatchingly, pinkness, and outdoorsiness. (p. 122) Check the front page o f your daily paper or a current magazine article to test this calculation. See how many such words your class can find, words rhat do not appear in the dictionary.
c
A P T £ /?
13
The Structure Classes
C H A P T E R P R E V IE W In contrast to the large, open form classcs, the categories of words known as structure classcs are small and, for the most part, closed. Although new words regularly enter the language as nouns and verbs as the need arises for new vocabulary, the structure classcs remain constant from one generation to the next. As native speakers, wc pay little attention to structure words. U ntil we notice a nonnative speaker om itting a determ iner or using the wrong preposition, wc probably don’t appreciate che grammatical sense that structure words contribute. Part of that grammatical sense comes from the stress-unstress pattern o f speech, the rhythm o f the language. M ost structure words have weak stress: They have the lowest volume, providing valleys between the peaks of loudness that fall on the stressed syllables of the form-class words. By the end of this chapter you will be able to • Identify the signalers of form-class words: determiners, auxiliaries, and qualifiers. • Tell the difFcrence between qualifiers and adverbs. • Rccognize prepositions, conjunctions, and interrogatives. • Understand the structural operations that expletives perform. • Distinguish among prepositions, adverbs, and particles.
D E T E R M IN E R S T ie d eterm iner class is one of the structure classes that straddle the line between a word class and a function. O n the one hand, our most common determiners, the articles, do indeed constitute a small, closed structure 2 65
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Part IV: Words and Word Classes
class. At the other end of the spectrum are the possessive nouns, which function as determ iners while retaining their m em bership in the open class “noun.” In between are the subclasses o f determiners that belong to the pronouns, a closed class: Dem onstrative, possessive, and indefinite pronouns all function as determiners; and, o f coursc, as pronouns they also function as nominals (in fact, “pronom inal” would be a more accu­ rate label than “pronoun”). Determ iners signal nouns in a variety o f ways: They may define the relationship of the noun to the speaker or listener (or reader); they may identify the noun as specific or general; they may quantify it specifically or refer to quantity in general. Because determiners have an im portant role in the noun phrase, as signalers, we also include them under the umbrella term adjectival, as you learned in Chapter 7. Following are the most com­ m on classes o f determiners, many o f which have appeared in our sample sentences: POSSESSIVE
D E M O N S T R A T IV E
NOUNS
PRONOUNS
N U M BERS
the
John’s
this/these
one
a(n)
my son’s
that/those
two
ARTICLES
etc.
etc.
POSSESSIVE P R O N O U N S
IN D E F IN IT E P R O N O U N S
my
its
several
few
each
all
your
our
little
fewer
every
both
his
their
many
more
either
some
her
whose
much
most
neither
anv/
no
enough
less
W e should note that possessive nouns as determiners may have their own determiners: my daughter’s teacher; the week’s groceries; our cat’s fur. M any of the features o f nouns in the hierarchy shown on page 248 affect our selection o f determiners. A noun appearing in the lowest, lefthand branch of the diagram, for example— a singular, countable noun— rarely appears without a determiner: This cookie tastes good. 'Cookie tastes good. John is my friend. *John is friend.
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There are certain exceptions to this rule. For example, the nouns town, school, and car arc singular, countable nouns; nevertheless, in some prepo­ sitional phrases they appear without determiners: the other side of town going to school the best kind of car These exceptions present no problems for native speakers, of course. W e’re used to the sometimes arbitrary nature o f the determiner: W c say, “I walked to town,” but not “I walked to city.” W e say, “1 have a cold,” but not “I have a flu.” We say, “I attend college,” but not “I attend university.” W c say, “I’m going into town,” but not “I’m going into hospital.” (The British and Australians, incidentally, do “go into hospital,” “attend university,” and “look out of window.”) The difficulty for the nonnative speaker comes w ith learning which nouns are countable nouns and which are not. O ther complications arise because determiners have built-in restrictions. Some will signal only plu­ ral nouns (these, those, many, few , several), some only singular nouns (a, one, each, every), some only noncountables (much, less), and others only countables (few, many, a, one). A nother fairly regular rule concerns the lim itation o f determ iners with ccrtain noncountable nouns, sometimes called mass nouns, such as luggage, furniture, beer, cake, sugar, rice, coal, steel, water. W hen mass nouns are used as noncountable, they cannot be plural, so they do not com bine with determiners that have either the “plural” or “countable” feature: a, one, two, these, several, many. 'These furnitures are sturdy. *M.anv furnitures are expensive. 'Each furniture has its own charm. Some determiners have both countable and noncountable features built into them (this, some, most, all), so they can combine with both kinds of nouns: This furniture is lovely. Th is chair is comfortable. Some furniture is expensive. Some chairs are expensive. M ost chocolate cake is high in calories.
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Part TV: Words and Word Classes
Most coconut macaroons arc delicious. All polluted water is undrinkable. N ot all rules are necessarily good rules. The nonnarivc speaker m ust consciously learn these features o f both nouns and determiners. But a further complication arises when these mass nouns take on countable meanings: These whole-grain flours are popular now. The light beers are getting better all the time. Abstract nouns also present problems for the nonnative speaker becausc they may appear either with or without determiners: I have finally regained peace o f mind. I have finally regained my peace o f mind. In some eases the determiner is tied to the presence of a modifier, such as a that clause: *The peace of m ind is hard to acquire in these insecure times. The peace o f mind that comes with financial security is my goal. Rven a proper noun may require a determiner when it has certain kinds of modifiers: The Altoona of mv childhood was a railroad town. And for some inexplicable reason, the article a changes the meaning in sentences with few and little: I have few friends.
I’ve had little trouble with my car.
I have a few friends.
I’ve had a little trouble with my car.
Finally, some determiners are extremely versatile. The definite article, the, can signal all classes of nouns that can take determiners when the defi­ nite meaning is called for— unlike the indefinite a, which is restricted to countables. The possessives, too— both nouns and pronouns— are wideranging, without built-in distribution restrictions.
Exercisc
54
Identify the determiners in the following sentences. 1. My sister doesn’t have enough money for her ticket. 2. John’s roommate went home for the weekend.
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3. F,very course I’m taking this term hits a midterm exam. 4. Bill spent more money on the week’s groceries chan he expected to. 5. I spend less time studying now than I did last term. 6. I haven’t seen either movie, so I have no preference.
The Expanded Determ iner. A determ iner is not always a single word. In fact, we can th in k of the determ iner slot itself as a series of slots w ith optional prc- and postdeterm iners. The follow ing form ula will account for som e fairly com m on expanded determ iners, although a d e scrip tio n th a t ac co u n te d for all the possibilities w o u ld be far m ore com plcx. T his sim plified schem e, how ever, should help you appreciate the intricacies of the grammar rules built into your linguistic computer: (predeterminer) +
d e t e r m in e r
+
(postdeterminer) O RDINAL
CARDINAL
NUM BERS
NUM BERS
all (of)
the
first
one
both (of)
a
second
two
half (of)
my
etc.
etc.
only
these
next
especially
etc.
last
just The pre- and postdeterminers are, of course, optional, so they are shown in parentheses in the formula. In the following sentences, the pre- and postdeterm iners are under­ lined; the determiner is written with capital letters: All o f T H E cookies disappeared. Only MY pretzels disappeared. T H E first ten students in line were chosen. Only THK next two students complained. Both (of) TH ESE students wrote A papers. H alf (of) T H E class took part in the demonstration. I have iust E N O U G H gas for the trip.
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Another cype o f expanded determ iner is the phrasal quantifier; it can occur with either countable or noncountable nouns: a lot o f classes a lot of homework a izreat many friends a large num ber of people In term s of subject—verb agreement, it is the num ber of the noun— w hether singular or plural— that determ ines the verb: hom ew ork is; classes (friends, people) are. Expanded determiners present a problem for traditional diagramming. This topic is discussed on pages 368-369.
AUXILIARIES Like the determiners and the other structure classes, the auxiliary class is limited in membership and closed to new members. C ounting the forms o f have and be, the modals, and the forms o f do, the list of regular auxilia­ ries numbers around two dozen: have
be
can
do
has
is
could
does
had
are
will
did
having
am
would
was
shall
were
should
been
may
being
might must ought to
The following modal-like verbs also function as auxiliaries; they are some­ times referred to as semi-auxiliaries or marginal modals: have to
be going to
used to
W e have to leave soon. W e’re going to take the bus to Iowa City today. We used to live there. The bus is to leave at noon.
be to
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(We should note thar ought to is sometimes classified w ith this group as a marginal modal rather than as a major modal. But because it patterns freely w ith the auxiliaries have and be and can also act as an operator in forming negatives and questions w ithout do support, ought to meets the criteria for major modals.) The marginal modals are diagrammed just as other auxiliaries are, on the main line: We
have to leave
We
’re going to take
V,0
V
..
v

bus ..
Iowa C itv
----------
%
'
There are a num ber of other phrasal modals that are often listed with the marginal modals shown here. In fact, we could make the case to include them with the four listed above: be able to, be due to, be meant to, be obliged to, be supposed to, had better. Even though many traditional grammarians do not recognize the marginal modals as a category, it’s clear that in some eases the meaning is very close to that of a major modal: be able to = can;
be obliged to = should; had better — must. Two other modal-like verbs, dare and need, commonly appear in nega­ tive sentences and in questions: She need not go.
Dare we go?
I don’t dare go.
Need you go?
In function, the auxiliaries are perhaps more intimately connected to verbs than arc determiners to nouns, because they alter the verb’s mean­ ing in important ways and often determine the form that it takes. Another important difference between the auxiliaries and the other structure classcs lies in their systematic distribution. Determiners and qualifiers arc some­ what arbitrary in distribution; but with few exceptions every verb can be signaled (preceded) by every auxiliary. The modals, have, and do combinc with every verb; only be is restricted in anyw ay, as we saw in Chapter 4, where we noted a few verbs, such as seem, that rarely appear with be + -ing.
55 Underline the auxiliaries in the following sentences. Circle the main verb. 1. I have been having problems with my car. 2. I should not have eaten chose tomatoes. 3. Apparently some people can’t even look at tomatoes. 4. Sally will be helping us with the party.
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Part IV: Words and Word Classes
5. Margie has to leave early. 6. The kids are really frustrating me today. 7. The teens can be frustrating years for some adolescents. 8. The gymnasts should continue practicing their balance-beam roucines.
Would
ELL Issues
There are a great many variations and subtleties in the use of modal auxil­ iaries, one of the most problematic areas of English grammar. Like all the modals, would has many uses. To express a wish about a present condition or a future happening: I wish it would stop raining. I wish the teacher would speak more slowly. To express a past or unrealized possibility: I would help you if I could. (I’d help you . . .) I would have helped, but I wasn’t asked. (I’d have helped . . .) (When the contracted ' d is followed by the base form of che verb, it’s short for would) For polite requests: Would (could, will) you help me with this math problem? (O f the three choices, will is somewhat less polite chan could or would) To express exasperation or surprise: She would say that, wouldn’t she! Who would have believed she was that old?
QUALIFIERS As the following lists demonstrate, m any words can act as qualifiers or in ten sifies co alccr chc meaning of adjectives and adverbs. (In the adjcc­ tive cesc frame che word very is used to represent all the possible qualifiers.) O n the diagram che qualifier is attached to the adjective or adverb: Wc
walked
man
walked
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Ihe diagrams illustrate that very says something about slowly and nice; it is the whole adverb phrase very slowly that modifies walked and the whole adjective phrase very nice that mo&ihes yoimg man. The following list o f qualifers can be used with the positive form of most adjectives, such as good and soft, and with adverbs of manner, such as rapidly: very
really
fairly
quite
pretty
mighty
rather
awfully
too
A second group of qualifiers can be used with the comparative degree of adjectives, such as better and nicer, and with comparative adverbs, such as sooner, later, nearer, znd farther: still
some
even
much
no
A num ber of others have a limited distribution: right now
just about there
wide awake
almost there
iusc so Many others are used in colloquial expressions: right nice
darn right
damn sure
real pretty
Some of the adverbs of manner, the -ly adverbs, are themselves used as qualifiers with certain adjectives: dangerously close
politically expedient
particularly harmful
technically possible
absolutely true
especially difficult
Because of the -ly adverbs in their ranks, the qualifier class, like that o f the determiners, is not a closed class. In fact, the qualifier, like the determiner, can be thought o f as both a word class and a sentence function. Ic has attributes o f both. In their relationship to the form classes, the qualifiers are different from the determiners and auxiliaries in chat they are optional; all the adjectives and adverbs they modify can appear without them. This is not true of the
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Part IV: Words and Word Classes
relationship of nouns and verbs to their signal words: Many nouns cannot appear without a determiner; and two of our verb forms—the -en and the -ing forms—require auxiliaries to function as the main verb. But like the other structure words, the qualifiers signal the form classes; they provide a useful test co differentiate adjectives and adverbs from other parts of speech. PR EPO SITIO N S The preposition (meaning “placed before”) is a structure word found in pre-position to—preceding—a noun phrase or other nominal. Prepo­ sitions are among our most common words in English; in fact, of our twenty most frequently used words, eight are prepositions: of, to, in, for, with, on, at, and by} Prepositions can be classified according to form as simple (one-word) or phrasal (multiple-word). Simple Prepositions. The following list includes the most common sim­ ple prepositions: aboard about above across after against along amid among around as ar atop before behind
below beneath beside between beyond but (except) by concerning despite down during except for from
in into like near of off on onto out outside over past per regarding
since through throughout till to toward under underneath until up upon with within without
This frequency c ount, based on a collection o f 1,014,232 words, is published in H enry Kucera and W . N elson Francis, Computational Analysis o f Present-Day English (Providcnce, RI: Brown University Press, 1967).
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275
N ote that we label these words as prepositions only when they are fol­ lowed by a nom inal— that is, only when they are part o f prepositional phrases. In the following sentence, for example, up functions as an adverb, not a preposition; up holds membership in both classes. The price of sugar went up again. pncc
Jg.1T W ords like up also function as particles in two-word, or phrasal, verbs, such as hold up: A masked gunman held up the liquor store.
gunm an
held
up
V
But in the following scntcncc, up is a preposition, part o f a preposi­ tional phrase: W e hiked up the steep trail.
13.2 Speaking of up, a “Dear Abby” correspondent sent in the following passage, which he had clipped from the Reader’s Digest many years ago: Ic’s easy to understand u p , meaning toward the sky or toward rhe top of a list. But when we waken, why do we wake u p ? At a meeting, why does a topic come UP? And why are participants said to speak u p ? Why are officers u p for election? And why is it u p to the secretary to wrice u p a report? The little word is really not needed, but we use ic anyway. We brighten u p a room, light u p a cigar, polish u p the silver, lock u p the house and fix u p the old car.
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Part TV: Words and Word Classes
At other times, it has special meanings. People stir u p trouble, line u p for tickets, work u p an appetite, think u p excuses and get tied u p in traffic. To be dressed is one thing, but to be dressed ur> is spccial. It may be confusing, but a drain must be opened u p because it is stopped u p . We open u p a store in the morning, and close it u p in che evening. Wc seem to be all mixed u p about u p . In order co be u p on che proper use of u p , look u p che word in chc dictionary. In one desk dictionary, u p takes u p half a page; and che lisced definitions add u p to about 40. If you are u p to it, you might try building u p a list of the many ways in which u p is used. It may take u p a lot of your time, but if you don’t give u p , you may wind u p with a thousand. Tly your hand at writing a similar passage using d o w n or o u t or o f f .
Phrasal Prepositions. Two-word, or phrasal, prepositions consist o f a simple preposition preceded by a word from another category, such as an adverb, adjective, or conjunction: according to
bccause of
next to
ahead of
but for
out of
along with
contrary to
prior to
as for
except for
thanks to
aside from
instead of
up to
Most three-word prepositions consist of preposition + noun + preposition: by means of
in charge o f
in spite of
in accordance with
in fronc o f
on accounc of
in back of
in lieu o f
on behalf of
in case of
in search of
In a traditional diagram , we usually treat these phrases as we do the simple prepositions. They can also be analyzed as one prepositional phrase embedded in another:
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The foregoing lists include rhe most comm on, although certainly not all, o f the prepositions. W e use prepositions autom atically, as we do the other structure words, in spite o f the sometimes subtle differences in m eaning they can express: below the stairs, beneath the stairs, under the stairs, underneath the stairs; in the room, inside the room, within the room. As native speakers wc understand these distinctions, and, except for a few idioms that sometimes cause problems o f usage, wc rarely hesitate in selecting the right preposition for the occasion.
? 56 Identify the prepositions in the following scntcnccs. 1. The Renfords have lived in San Diego since 1985.
2. They like it there because of the climate. 3. I like Minnesota in spite of the cold winters. 4. Prior to 1985, the Renfords lived in Baltimore. 5. According to some economists, the financial health of the Social Security System is in jeopardy.
6. I look on such predictions with skepticism. 7. Except for eggs, which rarely go up in price, the cost of groceries is going out of sight. 8. Between you and me, my grocer}' money may not hold out until payday.
The Ending Preposition For a long time we have heard that it’s ungrammatical to end a sentence with a preposition. Nothing could befurther from the truth. In fact, that little word we so often see at the end of a sentence may not be a preposition at all! It’s much more likely to be a particle: Did he look the word up? That’s one way to turn He looked the word up into a question. In this case, up is a particle, part of the phrasal verb bok up; it’s not a preposition. Here’s another example, where the particle down falls at the end of a sentence: When we sign up to be tutors in the writing center, I hope we are not turned down.
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Part TV: Words and Word Classes
I, too, am planning to sign up. Sometimes, of course, those little ending words really are prepositions: Who shall we talk to? (i.e., To whom shall we talk?) We would probably have a hard time finding anyone who preferred the “to whom ” version in ordinary conversation— or even in writing of any but the most formal kind. As with many grammatical structures, some are more formal than others. That doesn’t mean that the informal versions are ungrammatical. The “never end a sentence with a preposition” is, in fact, a non-rule— or, as Ihe Chicago Manual o f Style puts it, “an ill-founded superstition.”
C O N JU N C T IO N S As you saw in C h a p te r 10 on c o o rd in a tio n , we use co n ju n ctio n s to co nnect w ords and phrases and clauses w ith in the sentence and to connect the sentences them selves. W ith in the sentence our m ost com m on connectors are the simple coordinating conjunctions and the correlative conjunctions. For joining sentences we also use conjunctive adverbs. The subordinating conjunctions connect dependent clauses to the m ain clause. C oord in atin g C onjunctions. W e can use a coordinate structure for any slot in the sentence by using a coordinating conjunction [and, or, but,yet, nor, for)-. Riley and Tim worked out on Saturday. I’ll meet you at the ticket window ox in the grandstand. The dessert was simple vet elegant. Eager to start her new job but sad at the thought of leaving home, Kris packed the car and drove away from the familiar house on Maxwell Avenue. The coordinating conjunctions also join complete sentences: I disapproved of his betting on the horses, and I told him so. H e claims to have won fifty dollars, but 1 suspect he’s exaggerating. She w on’t come to the party, nor will she explain why. N otice that the clause introduced by nor requires a subject-auxiliary shift.
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The coordinating conj unction fa r joins only complete sentences, not structures w ithin the sentence. Even though it is close in m eaning to because, it differs from the subordinating conjunctions: The fa r clause can­ not open the sentence. W e should also m ention th at w ell-respected writers use both a nd and but as sentence openers (in spite o f w hat you may have read or been told to the contrary). They arc even used to open paragraphs. In C hapter 15, y o u ’ll find an exam ple o f but as a paragraph opener on page 334, the Time paragraph about che Vikings. And the opening o f the passage that introduces the paragraph is and (as is the opener o f this sentence!). Correlative C onjunctions. Like che coordinating conjunctions, the correlative conjunctions (both—and, either—or, neither—nor, not only—but also) connect both complete sentences and elements within the sentence. W ithin the sentence either—or and neither-nor arc used alike: I will
either neither
meet you in the lobby
or come to your room. nor
As a connector of complete sentences, neither-nor requires the subjectauxiliary shift; either-or does not: Neither will I meet you in the lobby, nor will I come to your room. Either I will meet you in the lobby, or I will come to your room. N ot only-but also can be used both within and between sentences: N ot only the coaches and players but also the fans had high hopes of defeating the Crimson Tide. N ot only did the government’s experts underestimate the mortgage crisis that 2008 would bring, hut they also delayed in taking action to change its course. This sentence would be equally grammatical with cither but or also, rather than both. B oth-and does not connect complete sentences; it connects elements within the sentence only: Franco is a good sport, both on and off the playing field. Both Jeanne and Marie worked hard to get their manuscript finished on schedule.
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Pan IV: Words and Word Classes
C on ju n ctive A dverbs (Adverbial C o n ju n ctio n s). As their nam e suggests, the conjunctive adverbs join sentences to form coordinate structures as other conjunctions do, but they do so with an adverbial emphasis. H ie following list also includes some o f the m ost com m on sim ple adverbs and adverbial prepositional phrases th at function as sentence connectors: Result:
therefore, consequently, as a result, o f course
Concession:
nevertheless, yet, at any rate, still, after all, o f course
Apposition:
fo r example, fo r instance, that is, namely; in other words
Addition:
moreover, furthermore, also, in addi­ tion, likewise, further
Time:
meanwhile, in the meantime
Contrast:
however, instead, on the contrary, on the other hand, in contrast, rather
Summary:
thus, in conclusion, then
Reinforcement:
further, in particular, indeed, above all, in fact
Conjunctive adverbs differ from other conjunctions in that, like many other adverbials, they tend to be movable within their clause; they need not introduce the clause: My tax accountant is not cheap; however, the am ount of tax she saves me is far greater chan her fee. My tax accountant is not cheap; the am ount o f tax she saves me, however, is far greater than her fee. H ie punctuacion o f coordinate sentences with conjunctive adverbs is explained on page 218. Their rhetorical effects are discussed on page 329. Subordinating C on ju n ction s. The subordinators are conjunctions too, although their function is not to connect ind ep en d en t ideas as equals b u t rather to show a relationship between two ideas in which one o f them is a dependent or subordinate clause. Like the conjunctive
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adverbs, the subordinating conjunctions are both single words and phrases: Time:
when, whenever, after, as, before, once, since, till, until, now that, while, as long as, as soon
Concession:
though, although, even though, if, while
Contingency:
if, once
Condition:
if, in case, as long as, unless, provided that
Reason:
because, since, as long as
Result:
so that
Comparison:
as, ju st as, as i f
Contrast:
while, whereas
M ost subordinate clauses come both before and after the main clause. This movability feature provides a test to differentiate between subordina­ tors and coordinators. The coordinators— the conjunctive adverbs as well as the coordinating conjunctions— introduce only the sccond clause: W e decided to walk because we had missed the last bus. Because we had missed the last bus, we decided to walk. We decided to walk, for we had missed the last bus. *For wc had missed the last bus, we decided to walk. W e missed the bus, so we decided to walk. *So we decided to walk, we missed the bus. W hen set off by commas, subordinate clauses can also come between the subject and the predicace, where they will get added emphasis: The City Council members, before they adjourned their meeting, voted to give a special award to the recycling cencer. N one o f the players, as they sat in the dugout, heard che fans fighting in the stands just above them. In addition to these simple and phrasal subordinators, we have a small group o f correlative subordinators— two-part structures, one of which is part of the main clause: as—so, the-the, no sooner-than. As General M otors goes,
sq
goes the nation.
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Pan IV: Words and Word Classes
Hie more I go on fad diers, ih.c more weight I seem to add. He had no sooner arrived than he started to give orders. Another two-part subordinator occurs in the clause of comparison: There were more people at the political rally than we expected. The governor gave a much longer speech than the program callcd for. Adverbial subordinate clauses are discusscd in Chapter 6. Subordinate clauses that are more clearly sentence modifiers and elliptical clauscs arc discusscd in Chapter 9.
IN T E R R O G A T IV E S As their name implies, the interrogatives— who, whose, whom, which, what, how, why, when, where— introduce questions: W hat are you doing here? How did you get here? W hen ----------
are *vou leaving? O
The function of such questions, of course, is to elicit particular information. Ihe interrogatives also in tro d u ce clauscs th a t fill N P slots in the scntcncc patterns. Such clauses are som etim es referred to as indirect questions: Tell me why he came. 1 wonder who came with him . Whose car he drove is a mystery to me. These clauses, which function as nom inals, are discussed in Chapccr 8. (W e should note thac the interrogatives are the same words that in other contexts are classified as relative pronouns or relative adverbs. For that reason the term interrogative more accuratcly labels a function than a word class.)
E X P L E T IV E S Rather than providing a grammatical or structural meaning as che ocher structure-word classes do, che expletives— sometimes defined as “empty w ords”— generally act simply as operators chac allow us to m anipulate sentences in a variety o f ways. In the diagrams o f these sentences, the expletives are independent of the basic sentence.
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There. T he there transform ation, as wc saw in C hapter 5, enables us to delay the subject in cercain kinds of sentences, thus putting it in the position of main stress, which generally falls in the predicate half of the sentence: An airplane is landing on the freeway
There’s an airplane landing on the freeway.
The expletive there plays no grammatical role in the scntcncc. To analyze the sentence, you have to discover its underlying form by eliminating the expletive and shifting the subject in front o f the he. The there transformation as a rhetorical tool is discussed in Chapter 15. That. One of our most common expletives, that, introduces a nominal clausc: I hope that our exam is easy. Unlike the relative pronoun that, which introduces adjectival clauses, the expletive that plays no part in the clause. “Expletive” is not the only label given to this use of the word that, it is sometimes called a “nominalizer” because its function is to turn a clausc into a nom inal, that is, a noun phrase substitute. And sometimes it is called a “subordinator.” The label “expletive” is used by traditional gram­ marians to emphasize the “empty w ord” quality of that, in that it serves strictly as an operator; it plays no role in the clause itself. The use of that in nominal clauses is taken up in detail in Chapter 8. Or. The expletive or introduces an explanatory appositive: The study of sentences, qt syntax, helps us appreciate how much we know when we know language. The African wildebeest,
qi
gnu, resembles an ox.
This or should not be confused with the conjunction or, which indicates an alternative (as in coffee qi tea). The expletive introduces an equivalent in an appositive role. The diagram shows its expletive role:
wildebeest ( i gnu)
VA
resembles
] ox
V,
As. Another fairly com m on expletive introduces certain object comple­ ments in Patterns IX and X: W e elected him as president.
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Part IV: Words and Word Classes
The diagram shows che role o fa s oucsidc of che grammatical structure of the sentence: as
—r~ Wc
elected
him

,
president
Leaving o ut the as does not change che m eaning o f this sentence; w hether to choose it or noc is usually a m atter o f emphasis or rhythm . W ith verbs like refer to, think of, and know, however, as is required with the objcct complement: I refer to Professor Buck as a woman of character. I think o f her as a woman of many ralencs. 1 think of her as exceptionally clever. I know her as a friend. I f an d W hether (or not). These two expletives serve as nominalizers, turning ves/no qucscions inco nominal clauses: I wonder if che test will be easy.
It doesn't matter whether I studv or not.
if
rest
will be
easy
w hether .o r not ( I I study I
« r V* w onder
/
It
( /
doesn't m atter
(You’ll recall that for the other kind o f questions— the inform ation, or wh- questions— interrogative words act as nominalizers: I wonder what I should study.) P A R T IC L E S T he particle, which com bines w ith a verb to produce a phrasal verb (look up, find out, turn in, look into), can be thought of as an alternacive function that prepositions and adverbs perform rather than a word class o f its own. Both transitive and intransitive verbs combine with particles: We turned in at midnight, (intransitive) The police looked into the allegations, (transitive) Phrasal verbs are discussed on pages 40—41 and 43-44.
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I 57 Label the class of each underlined word. 1. I found some rare stamps and postmarks on an old envelope in the attic. 2. Four friends of mine from the dorm waited in line for sixteen hours, for they were determined to get tickets for the World Scries. 3. As the experts prcdictcd, the Republicans chose an idtraconservative as their p a rk ’s candidate at the convention. 4. We should he arriving by six, but don’t wait for us. 5. Our group of tourists will take off at dawn if the weather permits. 6. We ar£ now studying che structure q£sentences, qt syntax, in our English class. 7. We will warm up with a game of one-on-one while we wait for the rest of the players. 8. We had too many problems with our two new puppies, so wc gave them both eq the neighbors.
C.HAP TER / j
Key Terms Adverbial conjunction
Interrogative
Articlc
Mass noun
Auxiliary
Modal-like verb
Conjunction
N um ber
Conjunctive adverb
Particle
Coordinating conjunction
Phrasal preposition
Correlative conjunction
Possessive noun
Definite article
Possessive pronoun
Demonstrative pronoun
Postdeterminer
Determiner
Predeterminer
Expanded determiner
Preposition
Explanatory appositive
Qualifier
Expletive
Semi-auxiliary
Indefinite article
Subject-vcrb agreement
Indefinite pronoun
Subordinating conjunction
Intensifier
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q UESTIOA's
?* /‘° r ^TS'CUSS^0 ^ 1. Prepositions and particlcs arc among the most difficult words in the language for foreign speakers to master. W hy do vou suppose this is so? Look at the following sentences. How would you explain the selection o f prepositions to a learner of English? Be sure to fill out the form carefully. Be sure to fill in the form carefully. I like to jog in the early morning. I like to jog on a sunny morning. O ur house burned down last week. All o f my books burned up. I’m working on my math. I’m really working at it. 2.
In answering an interviewer’s question, an economist recently said, “I do not foresee any improvement in the economy, absent any change in the elements that are driving it.” W hat part of speech is absent?
3.
In an article entitled “The Big N ine” {Atlantic, March 1988), Cullen M urphy reports on a 1923 study in which the lexicog­ rapher G. H. McKnight identified nine words in our language that account for one-quarter o f all spoken words. (A list of fortythree accounts for one-half.) Here are the nine: and, be, have, it, of, the, to, will, and you. Identify their word classes. M urphy did his own research of written texts, ranging from an IRS document to the “Wizard o f Id” comic strip, and came up with similar results. You might find it interesting to evalu­ ate your own writing. Then write a paragraph in which vou use none of the nine— just to see if you can do it. Describe the difference— perhaps in tone or in rhythm— if any.
4. The New Yorker reported an apology printed by a Sydney, Australia, newspaper for inadvertendy changing a word in a reader’s letter to the editor. Ih e correspondent had written, “The number of speakers became unmanageable.” I h e paper changed the to a. How can one litde structure word make such a difference?
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287
One diffcrcncc between the form-class words and the structure words, in addition to the size of their separate vocabularies, is the size o f the words themselves. W e can citc a few nouns that have fewer than three letters (which seems to be the requirement for crossword puzzles!)— ox, ax (also spelled axe), ex (obviously an abbreviation), ma, and pa. And here are three verbs— be, do, and^w (the first two of which also fill the auxiliary function). Maybe you can think o f others. But certainly most two-letter words are members of the structure classes or pronouns. Inter­ estingly, some o f those little ones have homophones in the form classes. W hich of the following have homophones that qualify for the crosswords? in
an
or
so
to
we
no
I
do
be
CLASSROOM APPLICATIONS
1. Sometimes the source o f am biguity in headlines and telegrams is the lack o f structure words. D em onstrate the double m ean­ ing of the following ambiguous passages by adding structure words: PEN TA G O N REQUESTS C U T SHIP SAILS TODAY U N IO N DEM ANDS CH A N G E PO LICE PATROLS STRIP Now come up with headlines of your own that have more than one meaning. 2. O ne o f the assessment tools com m only used in the field of English as a Second Language (ESL) is the “Cloze” test, which consists o f a prose passage w ith deletions at regular intervals. Language proficiency is then judged on the student’s ability to fill in the blanks correctly. H ere are two Cloze passages with every fifth word deleted. The first is from the opening para­ graph o f Shelby Foote’s first volume o f The C ivil War: A Narrative. The second is the last paragraph in a Time article about weather on the occasion o f the 1993 Mississippi flood. Fill in each blank with what you think has been deleted; then com pare your answers with those o f your classmates. Is there m ore agreem ent am ong you on the form-class words or on
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the structure words? W hich blanks do you think would be the m ost difficult for a non native speaker? A. It was a M onday________________W ashington, January 21; Jefferson D avis________________from his seat i n ________________Senate. South Carolina had ________________the Union a m o n th ________________ , followed by Mississippi, Florida,________________ Alabama, which seceded a t ________________rate o f one a ________________during the second week the new year. Georgia . out eight days later;________________and Texas were poised _______________ go; few doubted th a t________________ would, along with others.________________more than a decade________________had been intensive discussion ________________to the legality o f ________________ , but now the argum ent_______________ no longer academic. B. W hat is new a b o u t_______________ weather is that, for ________________first time, some o f ________________ factors that help shape_______________ may be manmade. Experts_______________ it may be decades ________________we are certain w h a t________________ the buildup of greenhouse________________or the depletion o f _______________ _ ozone layer has h a d ________________ the global climate. L ast________________flooding and heat w ave________________as a warning th a t________________ we wait for th e ________________to tell us what’s ________________with the weather, i t ________________ be too late t o ________________anything about it.
O''A PTf/j>
14
Pronouns
C H A P T E R P R E V IE W Pronouns are amongO our most common words. You will rarclv / encounter a passage o f w o or more sentences that doesn’t contain several pronouns. In fact, the sentence you just finished reading contains three. W e looked briefly at pronouns in earlier chapters when we substituted them for noun phrases in order to demonstrate where the subject ended and the predicate began: The county commissioners (they) have passed a new ordinance. The mayor’s husband (he) spoke against it. The mayor (she) was upset with him. Ihcse substitutions— they, he, and she— are among the personal pro­ nouns, the kind you probably recognize most readily. But there are many other classes o f pronouns, and in this chapter we will look at them all, pointing out where a conscious understanding of the system can be help­ ful to you as a writer. By the end o f this chapter you will be able to •
Recognize and correct errors in pronoun-antecedent agreement.
•
Choose the standard case for pronouns.
•
Use reflexive and demonstrative pronouns appropriately and effectively.
•
Identify pronouns in these subclasses: intensive, reciprocal, rela­ tive, interrogative, and indefinite.
As their name suggests, pronouns are words that stand for nouns. Perhaps a more accurate label would be pronomial, becausc they actually stand for 289
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Part TV: Words and Word Classes
any construction that functions as a nominal in the sentence. W e refer to the noun or nominal that the pronoun stands for as its antecedent. N ot all pronouns are alike. I h e label pronoun actually covers a wide variety of words, many of which function in quite different ways. A brief description o f the main classes of pronouns follows. PERSO NA L P R O N O U N S The personal pronouns are the ones wc usually think o f when the word pronoun comes to mind. W e generally label them on the basis o f person and number: PERSON
NUMBER
Singular o
Plural
1st
I
we
[person(s) speaking]
2nd
you
you
[person (s) sp o k en to]
they
[person (s) sp ok en about]
he
3rd
she it
For example, we refer to / as the “first-person singular” pronoun and they as the “third-person plural.” In addition, the third-person singular pro­ nouns include the feature o f gender: masculine (he), feminine (she), and neuter (it). The term pronoun-antecedent agreement describes our selection of the pronoun in reference to the noun or noun phrase (or nom inal) it replaces: The personal pronoun “agrees w ith” its antecedent in both num ­ ber and, for third-person singular, gender. N ote that the second person {you) has neither gender nor num ber distinctions. Case. The forms given in the preceding set are in rhe subjective (tradition­ ally called “nom inative”) case; this is the form used when the pronoun serves as the subject or subject complement. The personal pronouns also inflect for the possessive case, as nouns do, and the objective case, an inflection that nouns do not have.1
'■ In traditional grammar, rhe case labels often used are those o f Tjrin: n o m in a tiv e (subjec­ tive); g en itiv e (possessive); and accusative (objective). In addition to these three, Latin has separate cases for indirect objects (dative) and objects o f prepositions (ablative). For m ost I -arin nouns, ihese five categories m ean at least four different case endings, along with sev­ eral more for plural nouns.
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Subjective:
I
we
vou
he
she
it
they
Possessive:
my
our
/our
his
her
its
their
(mine)
(ours)
(yours)
(his)
(hers)
me
us
you
him
her
Objective:
(theirs) it
them
The possessive forms of pronouns function as determiners. The objective case is used for pronouns in all the object slots: direct objcct, indirect object, and object complement. A pronoun as objcct of the preposition is also in the objective case, with one exception: The preposition ^/'usu­ ally takes the possessive ease, producing a structure called the “double possessive”: T im ’s friend = a friend o f T im ’s his friend — a friend o f his my class = a class o f mine W ith com m on nouns wc often use the o/’prcpositional phrase in the place of the possessive noun: the car’s engine = the engine o f the car the day’s end = the end of the day Alternative forms o f the possessive case, shown in parentheses in the previous chart, are used when the headword o f the noun phrase is deleted: This is my book.
This is m ine.
This is her book.
This is hers.
Possessive nouns can also be used without headwords when the head­ word is understood by the reader or listener: This is John’s book.
This is lohn’s.
Mary’s book is missing.
Mary’s is missing.
The third-person singular it, the most neutral of the personal pronouns, is sometimes used as an “anticipatory” subject, as we saw in the discussion o f cleft sentences (pages 98-100) and nominals (page 184). In some cases it has clear pronoun status, as in this passage from Robert Frost’s poem “Stopping by Woods on a Snowy Evening”: My little horse must think ii queer To stop without a farmhouse near.
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Part IV: Words and Word Classes
In other cases the it, while acting as a gram m atical subject, remains essentially an empty word: It is raining It’s a nice day. Ihe plural pronoun they can also have neutral status: They say best men are moulded out of faults. [Shakespearel
I The Unwanted Apostrophe If, in an essay about your cat, you write, The cat caught it’s tail in the door, you will probably find a circle around i t ’s when the teacher returns your pa­ per. Here’s the rule vou violated: PERSO NAL P R O N O U N S HAVE N O A PO STR O PH ES IN T H E POSSESSIVE CASE.
If you’re thinking rhat this rule appears to defy the possessive noun rule— well, you’re right. But that rule— “add an apostrophe-plus-s to make singular nouns possessive”— applies to nouns only, not to personal pronouns. If you add the apostrophe to its, you’ve written either it is or it has. Cat’s and other nouns with an apostrophe-plus-s, on the other hand, have three potential meanings: the cat is, the cat has, and possession— that is, belonging to the cat. Adding the apostrophe-plus-s to the pronoun it for possessive case may indeed seem logical— but it’s incorrect! In this case, logic is working against you! (Note, however, we do use the apostrophe-plus-s for rhe possessive of indefinite pronouns: someone’s cat; everybody %business, and so forth— as you’ll see later in this chapter, on page 301.)
The M issing P ronoun. W e should also note that our system of personal pronouns— or, to be more accurate, a gap in the system— is the source of a great deal of the sexism in our language. Missing from the system is a singular third-person pronoun that refers to either gender. O ur plural pronoun [they) includes both male and female; but when we need a pronoun to refer to an unidentified person, such as “the writer” or “a student” or “the doctor,” the long-standing tradition has been to use the masculine (he/his/him): The writer of this news story should have kept opinion out of it.
personal
In this situation, we could avoid the sexism of his either by eliminating the determiner or substituting the. Perhaps someday the plural pronoun will
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be accepted for both singular and plural, a usage known as the “singular they” which has become quite common in speech: Someone broke into our car last night; they stole our tape deck and all our tapes. (This issue is discussed further in the “Usage M atters” feature on pages 301-302.) The topic is covered in great detail in Haussamen's Revising the Rules, found in the reference list at the end o f Chapter 1.
Exercise
58
Substitute personal pronouns for the underlined nouns and noun phrases in the following sentences. 1. Luis and Maria have bought a new house. 2.
Bev and I will be going to the game with Otis.
3.
Betsy bought that beautiful new car of hers in Charlotte.
4.
Both of her cars are gas guzzlers.
5. There have always been uneasy feelings between the neighbors and my husband. 6.
I want Tonv to approve of the project.
7.
The kids gave cheir father and me a bad time.
8.
My brother, who works for the Navy in California, spends his weekends in Las Vegas.
! = ~ = = ~ = = ;S S = S M II» T lirU iiMaataaW
Usage Matters
Case
The difference between who and whom, discussed in a previous “Usage Matters” (pages 140-141), is identical to the difference between I and me or between she and her or between he and him or they and them. We say I know him.
and
He knows me.
She helps them.
and
They help her.
We also say The man who loves me is coming to visit, where who is the subject in its own clause, the subject of the verb love, and The man whom I love is coming to visit, where whom is the direct objcct o f love.
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The topic under discussion here is that of case. If you are a native speaker of English, nothing in the previous discussion comes as a surprise. Chances are you’ve never been tempted to say, *Him knows I.
or
*Them helps she.
However, you may have been tempted to say— you may even have heard yourself say— The stranger who I helped this morning was very grateful, even though who functions as the direct object in the adjectival clause. For some reason, who doesn’t sound as strange, or as ungrammatical, as *Amy knows I.
or
*They help she.
If you consider the position of who in its clause, you can probably figure out why that sentence about the stranger is so easy to say— and why it sounds o.k. The point is that we do say it. The fact that we do is one of the differences berween spcech and writing. But in wricing, you’ll want to figure out the appropriate case for the object posicion: The stranger whom I helped this morning.. The direct object, of course, is not the only object in our scntenccs. The object of the preposition is probably even more common. And except for the preposition ^/(noted on page 291), prepositional phrases require the objective case when the object is a pronoun: I bought this for him.
Pam bought this for me.
I gave it to them.
They came with her.
Again, you’re probably not tempted to say “for he” or “to they” or “for I” or “with she.” You automatically use the objective case of personal pro­ nouns after prepositions. And native speakers are probably never tempted to say, *1111$ secret is just between we. *This secret is just between loe and they. So why do you suppose it’s so common to hear, *This secret is just between loe and I. and *This secret is just between vou and I? Perhaps the people who use / instead of me in these sentences are the same people who, as children, were corrected by their parents or by a teacher when they said, “Joe and me are going to the park.” The lesson stuck— and it got applied in places where it didn’t belong.
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R E F L E X IV E P R O N O U N S Reflexive p ro n o u n s are those formed by adding -self or -selves to a form of the personal pronoun: PERSON
SINGULAR
PLURAL
1st
myself
ourselves
2nd
yourself
yourselves
himself 3rd
herself
themselves
. itself H ie reflexive pronoun is used as the direct object, indirect object, and object o f the preposition when its antecedent appears in the same clause, usually as the subject:
John cut himself. I glanced at mvself in the mirror. I cooked dinner for Shellev and mvself. Joe cooked dinner for Gary and himself.
Investigating Language
14.1
For cach of the italicized noun phrases in the following sentences, substitute either a personal pronoun or a reflexive pronoun. Assume that a name or noun phrase appearing more than once in a sentence refers to the same per­ son or people in each instance: 1. Randall cut Randall while Randall was shaving. 2.
Ihe Kim sisters threw a party for the Kim sisters.
3.
Although Juan ran a good racc, two other runners finished ahead of Juan.
4. Ih e wardrobe mistress gave the wardrobe mistress all the credit for the play’s success. 5. The students said that the students understood the assignment.
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Formulate a rule to explain the system you used to choosc chc class of pronoun. In what way do chc following sentences depart from the system you dcscribcd: 6. Joe cooked dinner for Gary and myself. 7. We decided that Gary and myself would do the dishes.
The rule you formulated for the first five sentences probably explains that the reflexive pronoun is used only when those identical noun phrases appear in the same clause, as in sentences 1, 2, and 4. In sentences 3 and 5, the repeated noun phrase appears in a second clause. However, in the last two examples, those requirements are absent: In 6 there is no antecedent for myself in the sentence; in 7, Gary and myself and its antecedent we are in separate clauses. Although sentences like the last two are fairly common in speech, the written standard calls for personal pronouns: Joe cooked dinner for Gary and me. W e decided that Gary7and I would do the dishes. Both versions are unambiguous; both forms of the first-person pronoun, me and myself can refer only to the speaker. However, with third-person pronouns different forms produce different meanings: Joe cooked dinner for Gary and himself (Joe). Joe cooked dinner for Gary and him (someone else).
Fill the blanks with the appropriate reflexive pronouns. 1. Gabrielle gave_______________ a black eye when she fell. 2.
I.i and Mei-Ting cooked_______________ salmon for dinner.
3. The ceramic figurine sat b y _______________ on the shelf. 4. We sat b y _______________ in the front row. 5.
Paulo cooked a delicious Mexican feast for Rosa a n d _______________ .
6.
Wearing our new' designer jeans, Sheila and I admired in the mirror.
IN T E N S IV E P R O N O U N S Also known as the emphatic reflexive pronouns, the intensive p ro n o u n s have the same form as the reflexives. The intensive pronoun serves as
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an appositive to em phasize a n o u n , b u t it need n o t directly follow the noun: I myself prefer chocolate. I prefer chocolate myself. Myself. I prefer chocolate. Because myself$ in apposition to / i n all three versions, the diagram will not distinguish among them: prefer
I (myself)
chocokie
R E C IP R O C A L P R O N O U N S Each other and one another are known as the reciprocal p ro n o u n s. They serve either as determiners (in the possessive case) or as objects, referring to previously named nouns. Each other generally refers to two nouns; one another to three or more. Juan and Claudia help each other. They even do each other’s chores. All the students in my study group help one another with their homework.
D E M O N S T R A T IV E P R O N O U N S In our discussion of determiners we noted that the selection of a determiner is based on certain inherent features, such as definite or indefinite, countable or noncountable. 'Ihe demonstrative pronouns, one of the subclasses of deter­ miners, include the feamres of “number” and “proximity”: PROXIMITY
NUMBER
Singular
Plural
Near
this
these
Distant
that
those
Tliat documentary wc saw last night really made me think, but this one is simply stupid. 1hose trees on the ridge were almost destroyed by gypsy moths, but these seem perfectly healthy.
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Like other determiner classes, the demonstrative pronoun can be a sub­ stitute for a nominal as well as a signal for one: These old shoes and hats
will be perfect for the costumes.
These
will be perfcct for the costumes.
T o be effective as a nominal, the demonstrative pronoun must replace or stand for a dearly stated antecedent, in the following example, that does not refer to “solar energy”; it has no clear antecedent: O ur contractor is obviously skeptical about solar energy. Ihat doesn’t surprise me. Such sentences are not uncomm on in speech, nor arc they ungrammatical. But when a this or that has no specific antecedent, the writer can usually improve the sentence by providing a noun headword for the demonstra­ tive pronoun— by turning the pronoun into a determiner: O ur contractor is obviously skeptical about solar energy. That attitude (or His attitude) doesn’t surprise me. A com bination o f the two sentences would also be an im provem ent over the vague use o f that: O ur contractor’s skepticism about solar energy doesn’t surprise me. T he vague reference o f this and that has the same fuzzy quality as the broad-rcfcrcnce relative clause, which you read about in Chapter 9: O ur contractor is skeptical about solar energy, which doesn’t surprise me. R E L A T IV E P R O N O U N S The relative p ro n o u n s are who, which, and that; they introduce clauses that modify the nouns that are the antecedents of these pronouns. Who in­ flects for both possessive and objective cases: whose (possessive) and whom (objective). The case o f who is determ ined by the part it plays (its func­ tion) in its own clause: The man who lives across the street sold me his car. In this sentence who renames man, its antecedent, and plays the part of subject in che relative (adjectival) clause. In che next sentence the relative pronoun is in the possessive case form, whose: The man whose car 1 bought was noc very honest about the gas mileage.
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Here whose, the possessive relative pronoun, again stands for man; in its own clause it acts as the determiner for car, the role that possessives nor­ mally play. Whose also acts as the possessive form of which: The wooded ridge across the valley, whose trees were infested bv gypsy m oths, turned brown in mid-June. The relative pronoun that is generally subjective or objective, never possessive: I lost the backpack that 1 bought yesterday. That renames backpack and acts as the object w ithin its own clause. In object position, that can be omitted: I lost the backpack I bought yesterday. W hen that
the subject o f the clausc, however, it cannot be omitted:
The route rhat will get us there fastest is straight across the mountain. The wh- relative pronouns also have an expanded form with the addi­ tion o f -ever, known as indefinite relative pronouns: whoever, whosever, whomever, and whatever. The expanded relatives have indefinite referents rather than specific ones as the simple relatives do: I will give a bonus to whoever works the hardest. I will pay you whatever you deserve. I will call whomever the doctor recommends. W hat is also considered an indefinite relative pronoun when it intro­ duces adjectival clauses and means “that which”: I will pay you what you deserve. The relative (adjectival) clauses are also discusscd in Chapter 7. IN T E R R O G A T IV E P R O N O U N S The list of interrogative p ro n o u n s is similar to that of the relatives: who {whose, whom), which, and what. The interrogatives, as their name sug­ gests, are among the question words that produce information questions (in contrast to yes/no questions): W hat do you want for lunch? Whose car is that? W hich section of history did you get?
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As we saw in Chapter 3, the interrogative word plays a part in the sentence. For example, in the first preceding sample sentence, what fills the direct object slot: “You do want, what for lu n c h / In a sentence such as “W hat flavor do you prefer?” the interrogative what acts as a determiner for the noun flavor. In the other two examples listed, whose and which also act as determiners: whose car, which section. Because o f this modifying function, which, what, and whose are sometimes classified as interrogative adjectives. The interrogative pronouns also introduce nominal clauses and, like the relative pronouns, play a part in the clause. There is an indirect question involved in such clauses— either implied or stated, asked or answered: Tell me what you want for lunch. I know who gave vou that black eye. Nominal clauses are discussed in Chapter 8. IN D E F IN IT E P R O N O U N S T he in d e fin ite p ro n o u n s include a num ber of words listed earlier as determiners: enough
many
all
either
more
few
much
both
neither
most
fewer
several
any
none
each
One is also com m only used as a pronoun (as are the other cardinal num bers— two, three, etc.) along with its negative, none. As a pronoun, one often replaces only the headword, rather than the entire noun phrase: The blue shoes that I bought yesterday will be perfect for the trip. The blue ones that 1 bought yesterday will be perfect for the trip. 'Ihe personal pronoun, on the other hand, would replace the entire noun phrase: They will be perfect for the trip. The pronouns every, any, no, and some can be expanded with -body, -thing, and -one: body
body some
any
thing
everv
thing
one
one
body
body
thing one
no
thing one (w o words)
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(Note that every and no, which function as determiners, do not function as pronouns except in the expanded forms shown here.) These pronouns can take modifiers in the form of clauses and phrases: Anyone who wants extra credit in psych class can volunteer for tonight’s experiment. They can also be modified by verb phrases: Everyone reporting late fo r practice will cake fifteen laps. And by prepositional phrases: N othing on the front page interests me anymore. Unlike most nouns, che expanded indefinite pronouns can be modified bv single adjectives in postheadword position: I don’t care for ---s anything — ^----C? sweet. I think chat -----------something3 strawe 'oin
Problem Pronouns In the previous section, you saw the system for expanding indefinite pro­ nouns to form common words like somebody and anyone and everyone. When we use these pronouns as sentence subjects, we treat them as singular in terms of ihe verb: F.veryone in class is invited to the picnic. Everybody plans co be there. Clearly, however, the referent of these pronouns is plural; chat is, both every­ one and everybody refer to more than one person. Thac’s why, when we need a personal pronoun, we choose they: When everyone arrived, they organized a softball game. Everybody had a good time, didn’t they?
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In these examples, there’s really no alternative to this use of the plural they even though the indefinite pronouns require a singular verb. However, in some cases they will sound awkward: Someone called last nighc, but chev didn’t leave a message. Here the problem is a different one. Here someone is accually singular— but we have no singular pronoun that refers to a person whose sex is unknown. (On page 292 you read about this problem in the seccion called “The Missing Pronoun.”) In the past, until a few decades ago, writers had no qualms about using che masculine pronoun in this situation; it was standard usage: Someone called last night, but hf didn’t leave a message. However, this use of he is no longer standard. In Chapter 15 we look further at this issue in the section called “Using Gender Appropriately” (pages 336—339).
The 'Som e/Any' Rule Alchough the restrictions arc not apparent in their forms, the choice of some and any, as well as their expanded versions with body, thing, and one, is usu­ ally determined by the presence or absence of not or another negative, such as never, rarely, seldom, and the like: Do you want some dessert? No, I don’t want any. I saw someone you know at the concert. I d id n j see anyone I know. The adverbs somewhere and anywhere carry the same restriction: My sister is somewhere in the mall. I’m not going an w h e re until she shows up. Wc should emphasize that while these examples follow the standard rule, it is not unusual to hear variations. Tn the first example, for instance, the response “No, I don’t want some” would sound a bit odd— but would probably not be judged ungrammatical.
Underline che pronouns in the following sentences. Identify the subclass co which each pronoun belongs. 1. When Roberto ordered a pizza wich everything, I ordered one too. 2.
Millie and Bev shopped at almost every score in the mall but couldn’t find any shoes they liked.
Chapter 14: Pronouns
3.
303
Someone was standing in the shadows, but we couldn’t see who it was.
4. All that 1 had for lunch was that overripe banana. 5.
Booker and Marcus didn’t eat much either, but they both ate more than I did.
6.
I myself will go along with whatever you decide.
7.
One hour of studying was enough for me.
8.
Quarreling among themselves, the committee members completelydisregarded one another’s suggestions.
9. At the end of most months, I find myself without funds. 10. The employment office will find a job for whoever wants one.
CUAJ’JJETL 14
Key Terms Antecedent
Personal pronoun
Case
Plural
Demonstrative pronoun
Possessive case
Emphatic reflexive pronoun
Pronoun
Gender
Pronoun-anteccdent agreement
Indefinite pronoun
Proximity
Indefinite relative pronoun
Reciprocal pronoun
Intensive pronoun
Reflexive pronoun
Interrogative adjective
Relative pronoun
Interrogative pronoun
Sexism
Num ber
Singular
Objective case
Subjective case
Person
Q jjE S T IO jy y
? J°r ttlSC U SS°^ 1.
Ihe relative pronoun agrees with its antecedent in person and number but not necessarily in case. How do the following sentences illustrate that statement?
Part TV: Words and Word Classes
I don’t know the women who live next door. It was I whom you spoke with on che phone. How do you explain the ambiguity of chis sencencc? The white horse by che rail looked faster than the one in che paddock. In Chapter 3, Discussion Question 8 (page 62), we looked at the following ambiguous sentence: Rosa called her Aunc Been7. Whac is che source o f the ambiguity? W ould a sentence about Mario and Uncle Ben instead o f Rosa and Aunt Betty be equally ambiguous? W hat’s chc difference? W hat is the difference in the meaning of one in the following sentences? One farmer told me there hadn’t been rain in eight weeks. One can only hope thac che weacher changes soon. The following sentences include clauses introduced by expanded, or indefinite, relative pronouns: I will give a bonus to whoever works hardest. I will pay you whatever you deserve. I will call whomever the doccor recommends. Explain why a traditional diagram of such sentences would look like chis: I
will give
bonus
V I I whoever
works
< W
%
How should we diagram che sencences with whatever and whomever' How do you explain che use o f we and us in the following sentences? We graduates lined up to go into the gym. ihe speaker told us graduates that we were chc hope o f che fucure.
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Is we used correctly in che following sencence? Ic wasn’t a good idea for we dishwashers to go on scrike. 7.
Here’s a scacemcnt with a single, straightforward meaning: I invited everyone in the class to my party. The follow-up sentence is not quite as clear; in fact, it’s ambiguous: Everyone didn’t come. H ere’s another ambiguous sentence: Evervthino; doesn’t cause cancer. Paraphrase the two negative sentences in two ways to dem on­ strate cheir meanings. Then consider chc meaning o f everyone and everything and explain why cheir use wich che negacive should produce ambiguity.
CLASSROOM APPLICATIONS
1. In this chapter you have seen eight subclasses of pronouns. Although they are all words you commonly use, you may not have realized they are all pronouns. W rite a passage with as few sentences as possible using at least one pronoun from each o f the eight subclasses: personal, reflexive, intensive, reciprocal, dem on­ strative, relative, interrogative, and indefinite. 2. The following passage, from “The W inter of M an,” an essay by I.oren F.iseley, was published in 1972, a time when the masculine pronoun was accepted as a generic singular. N ote too the use of man in reference to humans in general. Students of the earth’s climate have observed that man, in spite of the disappearance of the great continental ice fields, still lives on the steep edge o f winter or early spring. The pulsations of these great ice deserts, thousands of feet thick and capable of overflowing mountains and valleys, have characterized the nature of the world since man, in his thinking and speaking phase, arose. The ice which has left the marks o f its passing upon the landscape o f the N orthern Hemisphere has also accounted, in its long, slow advances and retreats, for movements, migrations and extinctions throughout the plant and animal kingdoms. Though man is originally tropical in his origins, the ice has played a great role in his unwritten history. At times it has
Part IV: Words and Word Classes
constricted his movements, affecting the genetic selection that has created him. Again, ice has established conditions in which man has had to exert all his ingenuity in order to survive. By contrast, there have been other times when the ice has withdrawn farther than today and then, like a kind of sleepy dragon, has crept forth to harry man once more. For something like a million years this strange and alternat­ ing context has continued between man and the ice. Revise the passage in gender-neutral language.
PART
V
Grammar for Writers
or some o f you, this book has been your introduction to the study of grammar. T erms like noun and adjective and predicate and participle were completely new to you or, at best, distant echoes from a long-ago classroom. O thers of you brought a fairly substantial understanding of parts of speech and sentences from grammar classcs that may have begun in the fifth grade and continued through the twelfth, very likely starting every year with parts o f speech and ending with complex sentences. The majority o f you are probably somewhere in between, with memories of a grammar unit for a year or two, perhaps in the seventh and eighth grades. Those differing backgrounds reflect actual differences in the way in which grammar is taught throughout this country. Grammar is not a sub­ ject area that curriculum experts agree on; it is, in fact, an area fraught with controversy and m isunderstanding. Part o f that misunderstanding lies in the problem of definition. In Chapter 1 we looked at three definitions of grammar:
F
1. The rules in our heads that enable each of us to produce language. 2. The subject m atter of books like this one, with its description o f sentences and the rules that produce them. 3. The do’s and don’t’s of usage, known as “linguistic etiquette.” Tor many people, it is only this third definition— the social rules of usage, those traditional rules about correctness— that they remember from their grammar classes. Gramm ar brings to m ind red marks on essays pin­ pointing comma splices and spelling errors; it recalls warnings about end­ ing scntcnccs with prepositions or beginning them with conjunctions. It’s understandable for people to assume that the purpose o f studying gram­ mar is to avoid error. This definition and this purpose— and the methods o f teaching that reflect such a definition and purpose— contribute to the misunderstanding. 307
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P an V: Grammar for Writers
If the purpose o f studying gram m ar is to avoid error, then it should follow that learning the “rules o f grammar” will make you a better writer because you will avoid errors in your compositions. There are two prob­ lems with this assumption: First, the purpose for studying grammar goes far beyond that o f avoiding error; and, second, com position teachers realized long ago that error-free writing is not necessarily effective writ­ ing. To write effectively, you must be sensitive to your readers, to take into account what they already know, what they expect, what they need to know. You m ust th ink about how the words and the structures you choose will accomplish your purpose. U n fo rtu n ately , m ethods of teaching gram m ar have been slow to change. The traditional view of language as a set ot rules to be memorized ignores all of the insights of m odern linguistics. Instead, teachers should help their students recognize and explore their own innate competence and then help them use that knowledge when they write. Com position teachers know that students who understand the struc­ ture of their language are in a position to recognize their own weaknesses and strengths as writers, to revise and edit their own writing; further, they can offer helpful evaluations in peer-review sessions. Students who have explored their own language expertise, who have acquired a vocabulary for discussing language, hold a decided advantage over those who have not. W e firmly believe that understanding English grammar— the title and them e of this book— does make a difference for writers and teachers of writing: It does so by enhancing a writer’s confidence, by giving the writer control, by illuminating all the choices that are available. That control and those choices are die subject matter of Chapter 15, “Rhetorical Gram m ar.” And because punctuation is such an im portant skill for both w riting competence and writing confidence, we have pulled together punctua­ tion lessons from th roughout the book into C hapter 16, “Purposeful Punctuation.”
A P T f /j>
15
Rhetorical Grammar
C H A P T E R P R E V IE W Although the term rhetorical and its noun form, rhetoric, have not been used up to now, you’ll find a description o f rhetoric in Chapter 1 under the topic “Language Variety”: in our written language, coo, what is appropriate or effective in one situ­ ation may be completely out of place in another. 'Ihe language of email messages and texting are obviously different from the language you use in a job-application letter. Even the writing you do in school varies from one class or one assignment to another. The personal essay you write for your composition class has a level of informality that would be inappro­ priate for a business report or a history research paper. As with speech, the purpose and the audiencc make all the difference. Rhetoric means that the topic, the purpose, and the audience will make a difference in the way you write, and your rhetorical situation will deter­ mine the grammatical choices you make, choices about sentence structure and vocabulary, even about punctuation. In this chapter we will discuss the ways that the grammar knowledge you have gained in the preceding chapters can make a difference to you as a writer and, perhaps, as a teacher of writing. By the end o f the chapter you will be able to • Use the known—new contract to increase cohesion. • M anipulate rhythm and endfocus to control the way your sentences are read. • Choose precise verbs and avoid nominalizations. 309
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• Shift adverbials for emphasis and variety. • Make cfFectivc use o f metadiscourse. • Improve style with variations in sentences and punctuation. • Avoid sexist language.
SENTENC E PATTERNS Basic Sentences. In Chapter 2 we recognized that such simple two-word sentences as “M aty laughed” and “Cats fight” rarely show up in actual prose. However, it’s fairly common to see bare-boncs sentence patterns just a bit longer than two words used both as topic sentences and as attention-getters. Here, for example, are w o passages, both of which include a basic sentence chat stands out and calls accention to itself. W e have added the underlining. The first, from Steven Pinker’s Language Instinct, begins the discussion of his case for calling language an instinct: The trail begins with the study o f how the particular lan­ guages we find in the world today arose. Here, one would think, linguistics runs into the problem o f any historical science: no one recorded the crucial events at the tim e they happened. A lthough historical linguists can trace m odern complex languages back to earlier ones, this just pushes the problem back a step; we need to see how people create a complex language from scratch. Amazingly, we can, (p. 32) The second is from Stephen E. Ambrose’s Undaunted Courage, his book about the Lewis and Clark expedition: Fewer than one out o f ten Americans, about half a million people, lived west o f the Appalachian M ountains, but as the Whiskey Rebellion had shown, they were already disposed to think of themselves as the germ of an independent nation that would find its outlet to the world marketplace not across the mountains to the Atlantic Seaboard, but by the Ohio and Mississippi river system to the G ulf o f Mexico. The threat of secession was quite real. 'Ihe U nited States was only eighteen years old, had itself come into existence by an act o f rebellion and secession, had changed its form of government just twelve years earlier, and thus was in a fluid political situation, (p. 52) In both of these cases, the underlined sentence is functioning as the topic sentence. The first one is an elliptical sentence, with an understood verb, which we can recover from the previous sentence: Amazingly, we can see
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that. Perhaps this doesn’t qualify as bare bones, but by truncating it, the author has made it an attention-getter. Cohesion. An important concept for helping you to understand sentence patterns back in Chapter 3 was the recognition that sentences consist of a sc­ ries of slots, or positions, some required and some optional, filled by structures of various forms. Your understanding of these sentence parts can be helpful in thinking about sencence cohesion, the ties that connect each sentence co whac has gone before— the glue thac gives a paragraph and an essay unity. Pan of chac glue is provided by information in the sentence that the reader knows or expects, information that has already been mentioned. The following paragraph opens a Parade magazine articlc by Bob Reiss titled “Stopping Drugs at Sea” (January 31, 2010): Every day, a high-stakes battle affecting che security and well­ being of millions o f Americans is played out far off our shores. The conflict occurs across more than 6 million square miles of ocean— an area larger than the size of the contiguous United States— where smugglers cransporc cocainc and ocher illegal drugs from South America. Their cargo is ultimately intended for sale in our cities and towns— but not if the U.S. Coast Guard stops it first. The first sentence introduces the topic with the noun phrase a high-stakes battle. The subject o f the second sentence uses a synonym for the known information, conflict; and the new information in the predicate of the sec­ ond scntcnce becomes the subject o f che third, their cargo. This known-to-new sequence is fairly typical for cohesive paragraphs, where the new' information of one sentence becomes the known information of the next. In fact, the known-new sequence is so pervasive a feature of our prose that it is sometimes referred to as the known-new contract. The writer has an obligation, a concracc of sorts, to fulfill expectations in the reader— to keep the reader on familiar ground. '1 he reader has every right to expect cach sentence to be connected in some way to what has gone before, to include a known element. This schema, where the new information in one sentence be­ comes the known information of the next, might be diagrammed in this way: A— B, B— C, C— D O ne o f our most comm on known elements, certainly as strong as the repeated noun or noun phrase, is the pronoun. Consider how often the subject slot of the second sentence in a passage is filled bv a pronoun, such as she or he or it or they. That pronoun is automatically tied to its anteced­ ent, a previously mentioned nominal that it stands for. If there is no obvi­ ous antecedent, then the pronoun is not doing its cohesive job.
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In the following passage, pare of che opening paragraph o f an essay by Annie Dillard, from her book Teaching a Stone to Talk, che first sentence introduces the topic, a weasel, in the subject sloe— anocher basic sentence patcern. And, as you can see, the subjects o f the next three sentences are the pronoun he: A weasel is wild. W ho knows whac he chinks? H e sleeps in his underground den, his tail draped over his nose. Sometimes he lives in his den for two days without leaving. Outside, he stalks rabbits, mice, muskrats, and birds, killing more bodies than he can eat warm, and often dragging the carcasses home. The paccern o f known and new information in this passage, which is fairly com m on in descriptive writing, has a different schema from che earlier paragraph discussed. Here, where succeeding senccnces repeac che subject, the schema would look like this: A— B, A— C, A— D Cohesion can also be enhanced by che information in an opening adver­ bial slot. For example, the opening of che fifth sentence in the weasel passage, Outside, provides a cohcsive tie by contrasting with the “inside” designation in his den of sentence four. In narrative writing, adverbials of place or time ofcen serve as the glue chac connects sentences and paragraphs. How can the known—new principle of cohesion help you as a writer? Are you supposed to stop after every sentence and estimate the cohesive power of your next subject? No, of course not. That’s not the way writers work. But when you arc revising— and by the way, revision goes on all the cime, even during che first draft— you will want co keep in mind che issues of the know n-new contract and reader expectation. You can learn to put yourself in your reader’s shoes co see if you’ve kept your pare o f the bargain.
SENTENC E RH YTHM O ne o f che most distinctive features o f any language— and one o f the most autom atic for che native speaker— is ics sense o f rhythm. O ur lan­ guage has a rhythm just as surely as music does— a regular beat. Thac sense of rhythm is cied up with the sentence patterns and with the know n-new contract. If you read the opening sentence in this paragraph out loud, you’ll hear yourself saying “one of the most” in almost a monotone; you probably don’t hear a stressed syllable, a beat, until you get to distinctive: o n e o f c h e m o s t d is T iN C d v e
Chapter 1.5: Rhetorical Grammar
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And you probably rush through chose firsr four words so fast that you pronounce “o f ’ w ithout the f making “one o f ’ sound like the first two words in “won a prize.” T he rhythm o f sentences, w hat wc call the in to n a tio n pattern, can be described as valleys and peaks, where the loudest syllables, chose with stress, arc represented by peaks:
N o t all the peaks are o f the same height— we have different degrees o f stress— but they do tend to come at fairly regular intervals. As listeners we pay attention to the peaks— th a t’s where we’ll hear the inform ation that the speaker is focusing on. As speakers, we m anipulate the peaks and valleys to coincide w ith our message, reserving the loudest stress, the highest peak, for the new in fo rm atio n , w hich will be our m ain point of focus. End Focus. The rhythm of a sencence is closely tied both to its two-part subjecc-predicace structure and to the know n-new contract. The topic, or theme, scaced in the subject will usually be a valley or low' peak in the intonation contour, especially if it is know n inform ation. Jhe prom i­ nent peak o f stress, the focus on the new inform ation, will come in the predicate; it will be close to the end o f the sentence. Linguists describe this com m on rhythm pattern as en d focus. It is a rhythm that experi­ enced writers are sensitive to. Good writers, you can be sure, are tuned in to che rhychrn of their own inner voice as they write; they understand how to m anipulate sentences in order to control the way the reader reads them and co prevent misreading. Read the following passage aloud and listen co the intonation pattern you give to the underlined sentence: Did you hear what happened? Barbara wrecked her motorcycle yesterday. She was on her way to work when the car in front of her stopped suddenly— and she didn’t. You probably read that second sentence with the stress on motor. In a dif­ ferent contcxt, however, the rhythm could change if the purpose o f the
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sentence has changed. In che following passage, che known information has changed. Again, read it aloud and listen co che intonation: Sue told me that Barbara had an accident this m orning on her way to work. But I think she got her facts wrong. Barbara wrecked her motorcycle yesterday. This time you probably p u t the main stress on yesterday; in this context it would make no sense to stress motorcycle. Try reading the passage that way, and you’ll easily recognize the problem: All the inform ation in the last sentence up to the word yesterday is already known. In this context it is old information: “Barbara wrecked her motorcycle” is a repetition, albeit more specific, of “Barbara had an accident.” As a reader, you know intuitively that it’s not time to apply stress until you get beyond that old information, until you get to yesterday, the new focus. You’ll note, however, that the principle of end focus is still operating, with the main stress on the last scntcncc element. But imagine how awkward the sentence would be if the adverb yesterday were shifted to the beginning of the sentence. It would certainly be grammatical from a stmctural point of view; as you know, adverbials arc movable, especially adverbials of time. Even in opening position the reader might recognize yesterday as the new information and give it main stress. But the sentence would certainly have lost its natural rhythm. Read the passage aloud and you’ll hear die problem: Sue told me that Barbara had an accident this morning on her way to work. But I think she got her facts wrong. Yesterday Barbara wrecked her motorcycle. Although sentence variety is certainly commendable, you w on’t want to shift an adverbial to the opening slot just for the sake of variety— certainly not if that adverbial is the new information.
Investigating Langa i M
1
5
1
Read che following passages, listening carefully to the intonation contour of cach sentence. Indicate che words (or syllables) that get main stress. Compare your reading with that of your classmatcs. Identify the new information in each sentence. Does its position and emphasis fulfill the known-new contract? 1. Never invest in something you don’t understand or in the dream of an artful salesperson. Be a buyer, not a sellee. Figure out what you want (be it life insurance, mutual funds or a vacuum cleaner) and then shop for a good buy. Don’t let someone else tell you what you need—at least not if he happens to be selling ic. [Andrew Tobias, Parade] 2. To simulate chance occurrences, a computer can’t literally coss a coin or roll a die. Instead, ic relies on special numerical recipes for
Chapter 1.5: Rhetorical Grammar
315
generating strings for shuffled digits that pass for random num­ bers. Such sequences of pseudorandom numbers play crucial roles not only in computer games but also in simulations of physical processes. [I. Peterson, Science News] 3. Frank evaluation of ics [caffcinc’s] hazards is not easy. There is a vast literature on the effects of caffeine on the body, and for every study reaching one conclusion, seemingly there is another that contradicts it. Although most major health risks have been ruled out, research continues at a steady clip. [Corby Kummer, Atlantic MonthlyJ
F O C U S IN G T O O L S Because end focus is such a common rhythm pattern, we can think of it as a part o f the contract between writer and reader. The reader expects the main sentence focus to be in the predicate unless given a signal to the contrary. And we do have several such signals at our disposal. Several of the sentence transformations we looked at in Chapter 5 allow the writer to shift the focus of the sentence, pointing the reader to a particular slot. The it-cleft transformation is one of the most versatile. Here arc three varia­ tions of the sentence about Barbara, each of which guarantees that the reader will put the emphasis exactly where the writer intends for it to be: 1.
It was Barbara who wrecked her motorcycle yesterday.
2.
It was her motorcycle that Barbara wrecked yesterday.
3.
It was yesterday that Barbara wrecked her motorcyclc.
If sentence 3 had been included in that earlier passage about the accident, it would have been impossible for the reader to miss the new information; in the cleft transformation the emphasis is clearly on yesterday. The /Y-cleft is not a structure you will want to overuse, but it ccrtainlv is useful— and almost foolproof—when it comes to controlling the rhythm of a sentence and directing the reader’s focus. Another cleft transformation, also described in Chapter 5, uses a what clause to direct the reader’s attention. In the following sentence you will probably put the emphasis on bothers: Mike’s cynical attitude toward the customers really bothers me. Flere are two variations using the what-cleft: W hat bothers me is M ike’s cynical attitude toward the customers. W hat bothers me about Mike is his cynical attitude toward the customers.
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Although all three versions mean essentially the same thing, the choice in a particular context will be determined in part by w hat the reader already knows— and consequently cxpects. And in the case of both cleft variations, their use assumes background knowledge that the reader and writer share. Another common sentence variation you saw in Chapter 5 is the there transformation, which allows the writer to focus on the subject by shifting it to the slot following be— either the predicating be or the auxiliary be: Several hundred people were crowding the courtroom. There were several hundred people crowding the courtroom. Another big crowd was in the hallway. Ihere was another big crowd in the hallway. Ihe last paragraph in the previous Investigating Language exercise includes two there transformations in the second sentence: There is a vast literature on the effects o f caffeine on the body, and for every study reaching one conclusion, seemingly there is another that contradicts it. Here the author undoubtedly wants the reader to put main stress on vast literature and on another. The anticipatory if can also change sentence rhythm, as wc saw in the discussion of nominals (page 184): It takes stamina and perseverance to be a successful farmer. It’s fun to play computer games. Do writers consciously call up such focusing devices from their gram­ mar tool kits as they write? Do they tell themselves, “Tim e to use my trusty zt-cleft, or should I delay this subject with the there transformation?” No, they probably d o n ’t. They may not even know labels like “transform a­ tion” and “cleft.” But as experienced writers and readers, they’re tuned in to sentence rhythm as they compose— especially as they revise. And you can be sure that in reading their own prose, whether silently or aloud, they are paying attention to the way in which the reader will read the sentence. C H O O S IN G VERBS Most writing teachers would probably agree that choosing verbs is one of che writer’s most important jobs. Ihe verb, after all, occupies the central, pivotal slot o f the sentence pattern. A well-chosen verb not only heightens the drama of a sentence and makes its meaning clear; it can send a message to the reader that the writer has cratted the sentence carefully, that the idea matters.
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Sometimes che culpric chac keeps a sencence from sending that message is the phrasal verb, the verb + particle combination we saw in Chapter 3, known as an idiom: turn down, bring about, p u t up with, take up, do away with, get on with, give up. T here’s nothing wrong w ith these com m on idioms— and they certainly arc common, part of our everyday speech. But the single-word synonym may be more precise— and it’s always tighter: The legislature turned down the governor’s compromise proposal. Ihe legislature rejected . . . The lawyer turned down the prosecutor’s offer of a plea bargain. The lawyer refused . . . The police are looking into the rumors about corruption. The police are investigating . . . Ihe policc are looking into the evidence. The police are analyzing . . . Certainly another difference between the phrasal verb and its one-word counterpart is the level o f formality: To investigate and to analyze sound more formal than to look into. In informal concexcs, che idiom mav be the best choice— for example, in a personal essay or narrative, or for a general audience, such as you m ight address in a letter to the editor o f a newspaper. But for research papers or technical reports— and certainly for resumes and letcers to prospective employers— the single-word ver­ sion m ight be more effective. So one step in your revision process is to look carefully at (to scrutinize') the verbs that you have chosen— and recognize that you have a choice. You may also have introduced some flabbiness simply by selecting a common garden-varietv verb. In Chapter 4, you saw a list of the ten most frequently used verbs in English: be, have, do, say, make, go, take, come, see, and get. In many cases these are the verbs that take part in idioms. And because they have so many nuances of meaning, you can often find a more precise one.
Exercise
61
Revise the following passages by finding more precise alternatives to the itali­ cized verbs. Tn some cases you will have to make changes other than just the verb substir.ut.ion. 1. Ihe small band of rebels fought off the army patrol for several hours, then gave up just before dawn. News reports about the event did not give any specific details about how many troops were involved.
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2. The majority leader has a great deal of influence in the White House. He or she can easily fin d a way around the established procedures and go dircctly to the president. 3. Several economists are saying that they look forward to an upturn in the stock market during the second half of the year. Others, however, maintain that interest rates must stop their fluctuating if the bull market is to prevail. 4. The night-shift workers took their complaints to the shop steward when the managers tried to force them into giving up their tcn-ccnt wage differential. 5. The chairman of the Senate investigating committee spoke against the practice of accepting fees for oucsidc speeches. He said that the new rules will put a stop to all such questionable fund raising. 'To some observers, such practices are the same thing as bribery. Several senators have promised to come up with a new compromise plan. 6. Dorm life changed drastically when colleges did away with their traditional “in loco parentis” role. In the old days, of course, there were always students who paid no attention to the rules. At some schools, where the administration would not put up with violations, students were routinely kicked out.
The O veruse o f Be. Another major culprit contributing to flabbiness is the overuse o f be as the main verb. Be sentences commonly serve not only as topic sentences (as in the paragraph you’re now reading), but also as supporting sentences throughout the paragraph. You might be surprised, in checking a paragraph or two of your own prose, at how often you’ve used a form of be as the link between the known and the new inform a­ tion. An abundance o f such examples— say, more than two or three in a paragraph— may constitute a clear “revise” message. Sometimes you can eliminate be simply by substituting a different verb. We used this technique in rewriting the second sentence of the previous section: M ost writing teachers w ould probably agree that choosing verbs * *' occupics is one o f the w riter’s m ost im portant jobs. 'The verb, after the central, pivotal slot o f the sentence pattern. You may have noticed be in the first sentence too, which we didn’t change. W e could have written, “choosing verbs constitutes one of the writer’s most im portant jobs,” but that sounds a bit forced; it interferes with the natural rhythm.
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Another technique for eliminating the flabbiness that be often brings with it is [Oops! There it is again!] to make use of appositives and absolute phrases and other kinds of modifiers to combine sentences, to combinc ideas. For example, in the following passage the second and third sen­ tences can become appositives, nominals that rename another nominal, which you studied in Chapter 8. Last year scientists announced the discover)' o f the smallest known primate. It is one of several species o f Eosimias (dawn monkey). This cxtinct animal was no longer than a human thumb. Revision: Last year scientists announced the discover)' of the smallest known primate, one of several species of Eosimias (daw'n monkey), an extinct animal no longer than a hum an thumb. In combining the following sentences, we have turned the subject com ­ plem ent of the second one, where be is the main verb, into a sentence appositive, punctuated with a dash: Ihe play opened to rave reviews and standing-room-only crowds; it was a smashing success. Revision: The play opened to rave reviews and standing-room -only crowds— a smashing success. [he sentence appositive acts as a sum m ary statem ent that gives special focus to the idea of the main clause. The Linking Be and M etaphor. There is one use o f the linking be that deserves more attention: its role— and its power— in m etaphor. W hen be links a subject complement to its subject in an unexpected way— that is, when the two referents are not, in reality, the same— the statement is anything but weak. A successful Broadway musical was based on a metaphor: Life is a cabaret. In several plays Shakespeare used the stage m etaphor for life. This is M acbeth speaking: I ife’s but a walking shadow, a poor player That struts and frets his hour upon the stage. and this one is from As You Like It:
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Charles Schulz, the creator o f “Peanuts,” used metaphor for two popular titles to express the philosophy of his characters: Happiness Is a Warm Puppy Happiness Is a Thumb and a Blanket. These Pattern 3 scntcnccs arc anything but weak. The Passive Voice. In C hapter 5 you learned how to transform a sen­ tence in the active voice into the passive voicc by adding be + -en to the verb and shifting the object to subject position; the active subject can become the object o f a preposition: Active: The committee discussed the report. Passive: The report vjas discussed by the committee. It’s certainly possible that everything you’ve read in other books or heard from teachers about the passive voice has been negative— admonitions to avoid it because of wordiness or vagueness. It’s true, of course, that some passive sentences could be improved by being revised into the active (including, perhaps, the one you are now reading!)— but not because they’re passive. The reason lies elsewhere: per­ haps because they have the wrong focus. In that case, it’s the focus that’s the problem— not the mere fact of their being passive. As with cleft sentences and the there transformation, the passive voice enables the writer to shift emphasis in the sentence, so that the reader will put the focus where it should be— on the new inform ation. T hat passive shift can also provide transition between sentences. W hen the objcct of the action is the known information— when it is the topic under discussion— the passive transformation can shift that information to the subject slot, where we generally find the topic. In this paragraph from Time about the destruction of the Brazilian rain forests, note that in the second sentence, which is passive, the known information of the subject provides transition: If Americans are truly interested in saving the rain forests, they should move beyond rhetoric and suggest policies that are practical— and acceptable— to the understandably wary Brazilians. Such policies cannot be presented as take-thcm-or-lcavc-thcm propositions. If the U.S. expects better performance from Brazil, Brazil has a right to make demands in return, femphasis added] M
ic h a e l
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In the first sentence, policies is new information in object position; in the second it is known and it has become the topic— and the subject.
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T H E A B ST R A C T SU B JE C T O ne com m on cause o f abstraction is nom inalization, verbs that have been turned into nouns. W e saw the process o f nominalization in Chap­ ters 11 and 12 in connection with derivational affixes, the word endings that change the class of the word. Remember that a verb is an action word. A verb shows the action; but a noun simply names the action: The governor’s opposition to abortion has caused many pro-choice organizations to work against his reelection. There is a growing recognition that forests are more valuable when left, standing. The school’s attem pts at reduction of student cheating have been unsuccessful. O ur language, of course, is filled with nominalized verbs— most of which are useful, legitimate ways of expressing ideas. In this paragraph, for ex­ ample, you have seen action and connection, both o f which began as verbs {act, connect) and are now ordinary, everyday nouns. W ho Is D oing W hat? Because nominalized verbs are so common and so easy to produce, they can become a trap for the unwary writer, introduc­ ing abstraction where concrete ideas belong. It’s during the revision stage o f writing that you’ll want to be on the lookout. Ask yourself, Is the agent there and, if so, is it functioning as the subject? In other words, does the sentence explain who is doing what? If the answer is no, your sentence may be a prime candidate for revision. A nother source o f abstraction and flabbiness is the sentence with a verb phrase or a clause as subject, rather than the usual noun phrase. You learned in Chapter 8 that these structures arc grammatical, common sub­ stitutes for noun phrases. But because they are abstractions, they too may be pitfalls for the unwary writer. Again, the source o f the problem may be that o f che missing or misplaced agent: I h e canceling o f the after-school drama program by the school board caused the com m unity to raise strong objections. W ith the opening of China to certain aspects of capitalism, what is happening is that American companies are looking for ways of expanding their markets and their product lines to take advantage of the situation. Analyzing the situation in the Far East has shown that opportunities for investment are growing. A lthough we need context to tell us the best way to revise these sen­ tences, we can see and hear a problem. The sentences seem to be about
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actions— but they can’t show the action in a strong and concrete way because the agents of those actions arc not there in subject position. This kind of agentless sentence should send up a red flag— a signal that here’s a possible candidate for revision.
Here are some sentences chat might sound familiar— that is, you may write like this yourself. Try to achieve a more direct style and tone as you revise the sentences. Be especially alert to nominalizations and passives. The first three items are the examples from the preceding discussion. Remember to ask yourself, “Who is doing what?” 1. The canceling of the after-school drama program by the school board caused the community co raise strong objections. 2. With the opening of China to certain aspects of capitalism, what is happening is that American companies are looking for ways of expanding their markets and their product lines to take advantage of the situation. 3. Analyzing the situation in the Far East has shown that opportunities for investment arc growing. 4. Tn the biography of Lyndon Johnson by Robert Caro, an account of the Senate election of 1948 is described in great detail. 5. When Julie filled out an application for a work-study job, she was surprised to learn that a detailed financial statement would have to be submitted by her parents. 6. Getting his new pizza parlor to finally turn a profit has meant a lot of hard work and long hours for Tim. 7. The broadening of one’s view of life and the establishment of worthy goals are both important aims of education. 8. The encouragement of the thinking process is also an important educational aim. Strategies should be developed by students for the understanding of problems and for their solutions.
T H E S H I F T I N G A D V E R B IA L S O ne o f the w riter’s m ost versatile sentence elem ents is the adverbial, in terms of both form and position. As you recall from C hapter 6, the adverbs and prepositional phrases and noun phrases and verb phrases and clauses that add adverbial information can open the sentence or elose it, or they can interrupt it somewhere in the middle. Sentence variety by itself
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is, o f course, noc a reason for opening or closing a sentence with an adver­ bial structure. Rather, you should understand the effects on cohesion and reader expectation that adverbials will have in different positions. In Chapter 3 we labeled the adverbial function as “optional,” but that label is somewhat misleading. Even though an adverbial is rarely needed from a grammatical point o f view, the adverbial information is often the main idea— the new information o f the sentence. For example, in the sentence, I got up early to study for my Spanish test. the two adverbials are optional in terms of the sentence pattern: I got up is a grammatical Pattern VI sentence. But the person saying or writing that sentence probably does so to convey tim e or purpose. It’s the inform a­ tion in one or boch adverbials chat actually provides the main focus of the sencence. The decision about placement o f adverbials, then, is connected to sen­ tence focus and to the concept o f known and new inform ation. If the adverbial is the m ain focus, it probably belongs at or near the end of the sentence. W e saw an example o f this situation earlier in this chap­ ter with the sentence ‘‘Barbara wrecked her motorcycle yesterday,” where the adverb yesterday supplied the new information. In opening position, che adverbial will usually tie the sentence to what has gone before, either because it is the known information or because it is providing a cohesive element, such as time sequence, with an adverbial like then or later that day or on the following afternoon. T he opening adverbial in the sencence you just read provides that cohesive tie: In opening position contrasts with the discussion in the previ­ ous sentence about closing position. In a sense it is known information, even though opening position had not been discussed in the paragraph up to that point: Com m on sense tells us that a sentence has an opening as well as a closing position. 'Ihe versatility of adverbials lies not only in the variety o f positions they can occupy; it lies also in the variety o f their forms. They can be short and brisk, or they can be long and relaxed, changing the tone and pace o f the sentence. I haven’t been feeling well lately. I haven’t been feeling well since September. I haven’t been feeling well since the beginning o f the semester. I haven’t been feeling well since September, when the semester started. T h e A dverbial C lause. In C hapters 6 and 9 we emphasized the m ov­ able nature o f adverbial and subordinate clauses. They are both m ov­ able and versatile: O u r long list o f subordinators enables us to connect
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ideas for a wide variety o f reasons. C ertainly subordinate clauses are com m on structures in our language: In speech we use them often and autom atically. In w riting, o f course, they are not autom atic, nor are they always used as effectively as they could be. Tw o problem s that show up fairly often are related to the m eaning o f the sentence: (1) The wrong idea gets subordinated; and (2) the meaning o f the subordinator is imprecise. Here, for example, are two related ideas that a writer m ight want to combinc into a single sentence: W e worked hard for the candidates. Wc suspccted they didn’t stand a chancc. Here are some possibilities for connecting them: While we worked hard for the candidates, we suspected they didn’t stand a chance. Although we worked hard for the candidates, we suspected they didn’t stand a chance. W e worked hard for the candidates, even though we suspected they didn’t stand a chancc. W e need context, o f course, to know precisely w hat the connection between the two ideas should be, but given no other information, the last version expresses what would appear to be the logical relationship. Perhaps an even more common problem than the imprecise subordina­ tor is the compound sentence with no subordination— the sentence with two independent clauses, two equal focuses, that would be more accurate and effective with a single focus. The most com m on culprit is the com ­ pound sentence connected by but: The prime rate went down two percentage points during the last quarter, but governm ent economists are still worried about high inflation and low productivity. Because but is a coordinating conjunction, just as and is, the sentence has two ideas that, bv reason o f the structure, can be considered only as equals. But are they? Probably not. Here’s another compound sentence with but, a paragraph opener in an article about sleep. The paragraph preceding this one gives examples of accidents on the job connected with work schedules: The biological clock is flexible enough to adjust to slight changes in a person’s work schedule, but in many industries rotations in shift
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work are so drastic that they play havoc with bod}' rhythms, leaving employees unable to sleep at home and impairing their productiv­ ity at work, [emphasis added] E r ik E c k h o l m ,
N ew York Times Magazine
Here the two clauscs are clearly not equal: The main idea is the second clause. The idea in the first clause, although it has not previously appeared in the article, is presented as understood, as inform ation the reader is assumed to know— the known inform ation. The new inform ation is in the second clause. M aking the first clause subordinate will help the reader focus on the new idea: Although the biological clock is flexible enough to adjust to slight changes in a person’s work schedule, in many industries rotations in shift work are so drastic that they play havoc with body rhythms, leaving employees unable to sleep at home and impairing their productivity at work. Remember that a com pound sentence has two points of focus that, in terms ot structure, are equal. The com pound sentence is effective only when that structure accurately reflects the relationship o f the two ideas. If a single point o f focus would be more accurate, then a subordinating conjunction should introduce one o f the two ideas. —4 ' i
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63 Combine cach of the following groups of sentences into a single sentence by using subordination. In some cases you will want to reword the sentence. Remember that the subordinator you select will signal the relationship between the two ideas. You can probably come up with more than one possibility for each. 1. The famous Gateway Arch is in St. I.ouis. Kansas City claims the title “Gateway to the West.” 2. Our spring semester doesn’t end until the second week of June. Many students have a hard time finding summer jobs. 3. Thomas Jefferson acquired the Ozark Mountains for the United States in 1803. That was the year of the Louisiana Purchase. We bought the Louisiana Territory from Napoleon. 4. Many attorneys are unacquainted with oil and gas laws. They are unable to offer advice concerning oil and gas leases to their clients.
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5. The neighbors added a pi: bull to their pet population, which now numbers three unfriendly four-legged creatures. We have decided to fence in our backyard.
6 . The human circulatory system is a marvel of efficiency. It is still subject to a wide variety of degenerative diseases. 7. Carbohydraccs— starches— are chc body’s prime source of energy. Tad diets that severely restrict the intake of starches arc nearly always ineffective. Such diets can also be dangerous. 8 . Auto companies offered enticing cash rebates to buyers of new cars last January. Car sales increased dramatically. iiM iiiiiiiim iiiiiiiT T n —
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The A dverbs o f E m phasis. As you know, the adverbials are versatile structures. They provide their information of time, placc, manner, and che like in a variecy of shapes; and they give the writer special flexibility because they can fill so m any different sloes— at the beginning, the middle, and the end o f sentences. But there’s another group o f adverbials, m ainly single-word adverbs, whose purpose is to emphasize a parcicular structure and thus control the pace and rhythm of the sentence. Read che following sentences and note where you apply the main stress: 1 hardly slept last night. I slept hardly at all last night. My roommate never has trouble sleeping. Some people are always looking for croublc. Joe tells me chac he rarely stays awake past midnight. You probably puc che emphasis on hardly, all, never, always, and rarely. Given these examples, you can think o f other words chat you use for emphasis: other negatives, such as seldom, barely, scarcely; ocher time and frequency words, such as afterwards, finally, sometimes; and others express­ ing duration, such as already, no longer, still. It’s possible, o f course, to wrice sentences in which these words would not have main stress, where the principle of end focus, for example, would still be in effect. But certainly these are words that you, as a writer, need to recognize; they often wield the power in a sencence, controlling ics intona­ tion contour and making a difference in the message. T h e C o m m o n O nly. O ne of our most versatile— b u t also m ost frequencly misused— adverbials o f emphasis is the common only. Like ocher
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emphasizers, only can change che focus of the sentence by directing the reader’s attention to a particular word: I’m taking only twelve credits chis semester. 'Ihe car only looks old; it’s really quite new. Joe isn’t only handsome: he’s rich too. Paul cleans house only on Saturdays. W hen you read these sentences, you’ll find yourself putting nearly equal emphasis on both only and the word chat follows it. B ut th e re ’s also a co m m o n pro b lem w ith only: Ic’s fre q u e n tly misplaced— and most o f che cime we don’t even notice! I’m only taking twelve credics chis semester. Paul only cleans house on Saturdays. W e’re only going to be gone for two or three days. Jane refuses to watch the Super Bowl; she only likes baseball. A well-placed only can strengthen the sentence focus. It sends a message to the reader that the writer has crafced the sentence carefully.
M ETADISC O U RSE In our discussion of sentence modifiers in C hapter 9, we contrasted the use of dearly in two sentences: M ark did not explain the situation clearly. Clearly, M ark did not explain the situation. In the first, clearly is an adverbial modifying explain; in the second it adds emphasis, indicating che w riter’s com m itm ent to the truth of the state­ ment. Ihis kind of accicude message is called metadiscourse, or discourse about discourse. Here are some further sample sentences from Chapter 9 that include sentence modifiers as attitude markers: Frankly. I didn’t expect sailing to be so m uch work. To our amazement, the driver o f the Corvette walked away from the accident. To my regret. I have never seen the Grand Canyon. These words and phrases add a feeling o f inform ality that may not be appropriate in a formal paper; and, in fact, examples like these arc prob­ ably m ore com m on in speech than in w riting. But, certainly, attitude
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statements like these (and like the “certainly” in this sentence) make a dif­ ference in the writer’s voice, the sense o f connection to the reader. Here arc some examples from the text itself. The first one is from the introduction to Part V (page 308): Unfortunately, methods o f teaching grammar have been slow to change. And this one is from the section in this chapter called “Choosing Verbs” (page 316): The verb, after all, occupies the central, pivotal slot of the sentence pattern. Neither unfortunately nor after all contributes to the truth of its sentence; neither alters the tact o f the statement in any way, so wc certainly can’t call them adverbials. Then why add those extra words? In both cases they are sending a message to you, the reader, from us, the authors of your grammar book. And don’t assume that they are “extra” words: They’re important. In the first example, the word unfortunately tells you what we think about the gram mar-teaching situation; it tells you what side we’re on, in case you didn’t know. The signal in the second example, after all, is even more im portant. W ithout it, if we had written, simply, The verb occupies the central, pivotal slot of the sentence pattern, you might have become indignant, at least momentarily, to think chat we chink chat after fourteen chapters of studying sentences you still haven’t figured out that verbs occupy an im portant place! The phrase after all is there to tell you that we are well aware that you do indeed already know the importance o f verbs. H ere’s another example from che cexc. Ih is one opens the section in Chapter 2 on the noun phrase (page 18): The term noun phrase may be new to you, although you’re pre bablv familiar with the word phrase. . . . Think of what the words may and probably are doing in that sencence: Their purpose is called hedging. W e don’c know for sure that the term noun phrase is new to you, but we suspect ic is; we do think you’re famil­ iar with the more com m on term phrase. In both cases, however, we re hedging our bets; may and probably allow us to do chac. W riters have a fairly large repertoire of hedging words: fairly is one of them, along with could, might, perhaps, at times, sometimes, almost, usually, and many other such words and phrases that qualify our statem ents, that add a note of
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probability co what otherwise might come across as certainty, when cer­ tainty may not be appropriate or possible. A nother im portant purpose o f m etadiscourse is cohesion. Cohesive signals act as guideposcs chat clarify the purpose or direction o f a passage and connect it to w hat has gone before. For example, when a sentence begins, as this one does, with the phrase “for example,” you know the sen­ tence will discuss an example o f the concept just m entioned. The phrase may not be necessary— m any examples go unm arked bccause they are expected— but sometimes chat specific signal is very important. O ther connectors you’re familiar with, such as first, in the first place, second, next, and finally, clearly add to the case o f reading, the flow of the text. Those that signal contrasting pairs o f ideas— on the one hand!on the other hand— are also especially helpful to keep the reader on course. These are am ong the connectors called conjunctive adverbs that you studied in Chapter 10 on coordination and in the “Conjunction” section of Chapter 12, “The Structure Classes.”
STYLE Everything w'e write, we write “w ith style,” in one sense of che word— when the word refers simply to an individual’s way o f writing. You have your own style ofw riting, just as you have your own style of walking and whistling and wearing your hair. Wc also use the word style to characteri7.c the overall impression of a piccc ofwriting, such as the plain style, the pom pous style, the official style. W hen you follow advice about being brief and using simple words, the outcome will be a plain style; words chac are coo fancy will probably rcsulc in a pompous style. The word style is also used in connection with variations in sentence structure, with the structural and punctuation choices that you as a writer can use to your advantage. For example, in the second sentence o f the previous paragraph, three verb phrases in a series are connected with two ands and no commas: walking and whistling and wearing your hair It could have been written with w o commas and only one and: walking, whistling, and wearing your hair O r o n ly com m as: walking, whistling, wearing your hair Such stylistic variations have traditionally occupied an im portant place in the study of rhetoric. In fact, the Greeks had names for every deviation
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from ordinary word order and usage, and Greek orators practiced us­ ing them. Some o f the more common ones you’re familiar with, such as “figures of speech” as simile, m etaphor, and personification. But m any of them, you probably don’t even notice— such as the shift, in both this sentence and the previous one, of the direct object to opening position. In this section we will examine the rhetorical effects that these and other variations in sentence structure and punctuation can have. W o rd O rd e r V a ria tio n . V ariation from the standard su b ject-v erb object word order is fairly common in poetry; it can be effective in prose as well, partly because it is uncommon. Tn the following sentence, Charles Dickens made sure that the reader would hear the contrast between has and has not: Talent, Mr. Micawber has; money, Mr. Micawber has not. A nother fairly com m on rearrangem ent occurs when a clause as direct object opens the sentence, as you saw in the previous paragraph. W hich of these calls seemed more mysterious, it is not possible to say. Jam es A gee
Robert Frost used this variation, too, in the first line of his famous poem “Stopping by Woods on a Snow)' Evening”: W hose woods these are, I think 1 know. Notice that all these variations put special emphasis on the verb, the slot that would normally be in a valley when the sentence has a dircct object. W ith ccrtain adverbs in opening position, the subjecc and the auxiliary can be reversed: Never before had I seen such an eerie glow in the night sky. Rarely do I hear such words o f praise. You’ll notice that the opening adverbial is a peak o f stress. The following sentence, written by W inston Churchill, illustrates an­ other kind of shift in word order. Here the very last noun phrase in the sentence is the grammatical subject: Against Lee and his great Lieutenant [Stonewall Jackson], united for a year of intense action in a comradeship which recalls that of Marlborough and Eugene, were now to be marshaled the overwhelming forces o f the Union, [emphasis added]
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W hen you read this sentence aloud, you can hear your voice building to a peak of stress on overwhelming forces, just as Churchill planned. In tact, it’s hard to read the sentence w ithout sounding Churchillian. Ellipsis. Another fairly com m on stylistic variation is the use o f ellipsis, where part of the sentence is simply left out, or “understood,” usually for the purpose of avoiding repetition. In the following description o f Stone­ wall Jackson, Churchill used ellipsis in both sentences. In the first, he left out the linking verb in all but the first clause. The tightness o f the sentence actually reflects the description o f Jackson’s character: His character was stern, his m anner [was] reserved and usually for­ bidding, his tem per [was] Calvinisdc, his mode o f life [was] strict, frugal, austere. Black-bearded, pale-faced, with thin, compressed lips, aquiline nose, and dark, piercing eyes, he slouched in his weather-stained uniform a professor-warrior; yet [he was] greatly beloved by the few who knew him best, and [he was] gifted with that strange pow'er of com­ m anding measureless devotion from the thousands whom he ruled with an iron hand. Notice also in the last sentence that in the clause after the semicolon both the subjects and the verbs are understood. The C oordinate Series. Many of the structural variations that writers use for spccial effects occur in connection w ith coordinate structures— pairs and series o f sentences and sentence parts. O ne effective way of changing the emphasis in coordinate structures entails a small deviation from the usual way of using conjunctions, as you saw in the example about “walk­ ing, whistling, and wearing your hair.” In a series o f three or more struc­ tures, we generally use commas between the parts of the series, and we use a conjunction before the final member. H ere’s another example: At the class reunion, we laughed, reminisced, and sang the old songs. Here are two variations. Read them aloud and listen to the differences. At the class reunion we laughed and reminisccd and sang the old songs. At the class reunion wc laughed, reminisced, sang the old songs. The differences are subtle, but meaningful. I h e first variation puts empha­ sis on each verb with a fairly equal beat: / and / and /. It also puts a lilt in your voice. The second variation, the one w ithout conjunctions, has an
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open-ended quality, as chough che lisc were incomplece. The writer seems co be saying, “I could go on and on; I could tell you much more.” The following sentence, from C hurchill’s descripcion of Stonewall Jackson, includes that second technique. The phrases themselves have no conjunctions, as a regular series would, nor does the final series of adjectives: His character was stern, his manner reserved and usually forbidding, his temper Calvinistic, his mode of life strict, frugal, austere. The omission of the conjunction contributes to the striccness and frugality of scyle chac echo the words themselves. W ith conjunccions, che sencence would lose that echo: His mode o f life was strict and frugal and austere. The In tro d u cto ry Appositive Series. Tn the following passages, the sen­ tence opens with a series of noun phrases chac act as appositives to the subjccc. In chc firsc example, Churchill describes Queen Victoria: High dcvocion co her royal cask, domescic vircues, evidenc sincerity o f nacurc, a piercing and somecime disconcercing cruchfulness— all chese qualicies o f che Q ueen’s had long impressed chemselves upon the m ind of her subjects. The following description is from a Time article on the Vikings, wriccen by Michael D. Lemonick and Andrea Dorfman: Ravagcrs, despoilers, pagans, heachens— such epichecs preccy well summed up che Vikings for chose who lived in che Bricish Isles during medieval times. Often the noun phrase scries is in apposicion to a pronoun as subjccc, as in this example from William Golding: Political and religious systems, social customs, loyalties and tradi­ tions, they all came tumbling down like so many rotten apples off a tree. Notice, too, in these examples that the series does not include a conjunc­ tion before the last member. The D eliberate Sentence Fragm ent. Hie sentence fragments that com­ position ceachers flag with a marginal “frag” are the unintentional kind, usually the result o f punctuation errors, the m ost com m on being the subordinate clausc punctuated as a full sentence. But not all fragmencs
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are errors. Experienced writers know how ro use chem effectively— noun phrases or verb phrases that invariably call attention to themselves. Tlie first two examples are from novels of John le Carre: They remembered the tinkling of falling glass all right, and the timid brushing noise of the young foliage hitting the road. And the mewing of people too frightened to scream. The Little Drummer Girl O ur Candidate begins speaking. A deliberate, unimpressive opening. A Perfect Spy Barack Obam a opens Chapcer 5 o f his memoir, Dreams from M y Father, with three sentence fragments in two sentences. I h e second sentence has two fragments, an absolute phrase and a noun phrase: lh rcc o’clock in the morning. Ih e moon-washed streets empty, the growl of a car picking up speed down a distant road. In the following paragraph, which opens “Geraldo No Last N am e” by Sandra Cisneros, we are hearing fragmented thoughts— ideal candidates for sencence fragments. She met him at a dance. Pretty too, and young. Said he worked in a restaurant, but she can’t remember which one. Geraldo. That’s all. Green pants and Saturday shirt. Geraldo. Ihat’s what he cold her. And how was she to know she’d be the last one to see him alive. An accident, don’t you know. H it and run. R ep etitio n . Repetition has come up before in these pages— in both a positive and a negative sense. O n the positive side, repetition gives our sentences cohesion: I h e know n-new contract calls for the repetition, if not o f words, chen o f ideas. Ic is pare o f che glue that holds sentences together. But wc also have a negative label for repeticion when it has no purpose, when it gets in the reader’s way: Then we call it redundancy. If you’ve heard warnings about redundancy, if you’ve seen “red” in the m ar­ gins o f your essays, you might hesitate to use repetition deliberately. But don’t hesitate. It’s easy to distinguish redundancy from good repeticion, from repetition as a stylistic tool. The Greek rhetoricians had labels for every conceivable kind o f good repetition— from the repetition of sounds and syllables to chac of words and phrases in various locations in the sentence. W e’ll confine our discus­ sion to repetition in coordinate structures chac will make the reader sit up and take notice.
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Consider the Gettysburg Address. W hich of Lincoln’s words, other than “Fourscore and seven years ago,” do you remember? Probably “gov­ ernm ent o f the people, by the people, and for the people.” It’s hard to imagine chose words without the repetition: “Of, by, and for the people’' just wouldn’c have che same effect. And think about President Kennedy’s stirring words, with his repetition of any: [W]e shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty. Notice, too, that the conjunction has been omitted before the last member of the series, tie seems to be saying, “I could go on and on with my list.” You don’t have to be a president to use that kind of repetition, nor do you have to reserve it for formal occasions. W henever you use a coordi­ nate structure, there’s an opportunity for you to add to its im pact with repetition, simply by including words that wouldn’t have co be included. 'Ihe following sentence, from an essay in Time by Charles Krauthammer, could have been more concise, but it would have lost its drama: There is not a single W estern standard, there are two: what we demand of Western countries at peace and what we demand of W estern countries at war. And here is the second paragraph of the Time article about the Vikings by Michael D. Lemonick and Andrea Dorfman, with four repetitions of they were. The first paragraph began w'ith that opening appositive series wc saw earlier: But that view is wildlv J skewed. The Vikings O were indeed raiders, but they were also traders whose economic network stretched from today’s Iraq all the wray to the Canadian Arctic. They were democrats w'ho founded the world’s oldest surviving parliament while Britain was still mired in feudalism. Ihey were master metalworkers, fashioning exquisite jewelry from silver, gold and bronze. Above all, they were intrepid explorers whose restless hearts brought them to N orth America some 500 years before Columbus. In the follow ing one-sentence paragraph from U ndaunted Courage, Stephen E. Ambrose describes the birthplace o f M eriwether Lewis with repeated where clauses: Lewis was born in a place where the W est invited exploration but the East could provide education and knowledge, where the
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hunting was magnificent but plantation society provided refine­ ment and enlightenment, where he could learn wilderness skills while sharpening his wits about such matters as surveying, politics, natural history', and geography. Notice, too, the parallelism of the where clauses, each including a contrast­ ing pair of descriptors. A N TITH ESIS In his book on classical rhetoric, Edward P. J. Corbett defines antithesis as “the juxtaposition o f contrasting ideas, often in parallel.”1 Among his examples are the words o f Neil Armstrong as he stepped on the moon in 1969: That’s one small step for a man, one giant leap for mankind. Benjamin Franklin included this example in a letter he wrote in 1783: There never was a good war, or a bad peace. As you sec, the contrasting ideas in these sentences come from opposites: small/giant; good/bad. In his book The Discoverers, Daniel Boorstein pro­ vides antithesis with the simple notfrom —but from in discussing the origin o f clocks: The first steps toward the mechanical measurement of time, the begin­ nings of the modern clock in Europe, came not from farmers or shep­ herds, not from merchants or craftsmen, but from religious persons anxious to perform prompdy and regularly their duties to God. In his book M aking O ur Democracy Work, Associate Justice o f the Supreme Court Stephen Breyer quotes former Justice Robert H. Jackson’s juxtaposition of fin a l and infallible: [WJe are not final because we are infallible; rather, we arc infallible only insofar as our word is final. Note the opposite word meanings in the following passage from a New York Times book review by M artha Bayles: Precise detail adds texture, but profuse detail adds tedium. . . . 1. Classical Rhetoric fo r the Modern Student, 2nd ed. (New York: O xford Universicy Press, 1 9 7 1 ), p. 4 6 4 .
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And here the contrast is a pair o f adverbials: The surprise isn’t how often we make bad choices; the surprise is how seldom they defeat us. We should also note in all of these examples, in both this and the previous section on repetition, the importance of parallel structure. The use o f the stylistic devices we have taken up in this chapter will invariably call attention to themselves. For that reason, you will reserve these structures for im portant ideas, for those times when you want your reader to sit up and take notice. Like the gourmet cook who knows that too many spices can overwhelm a dish, you w on’t want to overwhelm your reader. But you will want to recognize that, like the spice that turns a bland sauce into fine cuisine, these stylistic tools can make the difference between ordinaiy and powerful prose.
U SIN G G E N D E R APPROPRIATELY As you learned in Chapter 14, the system of personal pronouns has a gap. A id it is that missing pronoun— the lack o f a gender-neutral pronoun in the third-person singular slot— that is responsible for a great deal of the sexism in our language. You’d think that he and she and it would be up to the task of covering all the contingencies, but they’re not. W hen we need a pronoun to refer to an unidentified person, such as “the w riter” or “a student” or just “someone,” our long-standing tradition has been to use the masculine: The writer of this news story should have kept his personal opinion out o f it. Someone left his book on the table. But that usage is no longer automatically accepted. Times and attitudes change, and we have come to recognize the power of language in shaping those attitudes. So an im portant step in reshaping society’s view o f women has been to eliminate the autom atic use o f he and his and him when the sex of someone referred to could just as easily be female. In a paragraph we looked at earlier in this chapter in connection with sentence rhythm , the writer has made an effort to avoid sexism with the generic salesperson, a title that has all but replaced the masculine salesman. But notice the pronoun in the last sentence: N ever invest in som ething you d o n ’t u n d erstan d or in the dream o f an artful salesperson. Be a buyer, not a sellee. Figure out what you want (be it life insurance, mutual funds or a vacuum
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clcancr) and then shop for a good buy. D o n ’t let som eone else cell you w hat you need— at least not if he happens to be selling it. A n d r e w T o b ia s
In speech we commonly use they for both singular and plural: D on’t let someone else tell you what you need— at least not if they happen to be selling it. Eventually, perhaps, the singular they, as ic is called, will become the accepted form in boch speech and wricing; after all, in the second person (you/your/you), we make no distinction between singular and plural, so it’s not unreasonable to do the same in the third person. But such changes come slowly. W hat should we do in the meantime? O ne comm on, but not necessarily effective, way co solve the problem o f che pronoun gap is with he or she: . . . at least not if he or she happens to be selling it. An occasional he or shewiW work in most situations like this one, but more than one in a paragraph will change the rhythm of the prose, slow che reader down, and call attention to itself when such attention is simply uncalled for. Often the plural is an easy and obvious solution. For example, in the following passages from books about language, the change to plural does not affect the overall meaning or intent: the human race O f all the developm ents in the history of nyfn, surely the most our ancestors were their rem arkable was language, for w ith it w /s able to pass on Fyis cultural heritage to succeeding generations who then did not have to rediscover how to make a fire, where to hunt, or how to build another wheel. C harles
B.
M a r t i n a n d C u r t M . R u i .o n
people they are It has been said that whenever a person speak^ he j / eicher mimickingO or analogizing. D O C
harles
H
ockett
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We should emphasize that these two passages were written several decadcs ago, when the masculine pronoun was the norm. Chances are, they would not have been written in this way today. All of us who are involved with words, who are sensitive to the power o f language, have gone through a consciousness-raising in the matter of sexist language. Here, then, are some of the ways in which you can make up for the pronoun gap when you write and/or revise your own scntcnccs: 1. USE T H E PLURAL:
Ever)’ writer should be aware of the power of language when he chooses his pronouns. Revision: Writers should be aware o f che power of language when they choose cheir pronouns. 2 . USE H E OR SH E IF YOU CAN USE IT ONLY ON CE:
Revision: Every writer should be aware of the power of language when he or she chooses pronouns. 3.
T U RN T H E CLAUSE IN T O A VERB PHRASE, T H U S ELIM INATING T H E PROBLEM SUBJECT:
Revision-. Ever}7writer should be aware of the power of language when choosing pronouns. T his third m ethod o f revision is often a good possibility because the offending pronoun nearly alw'ays shows up in the second clause of a pas­ sage, often as part of the same scntcncc. In our example, wc have turned the complete subordinate clause into an elliptical clause— that is, a clause with something missing. In this case w hat’s missing is che subjecc. (The ellipcical clause, which has some hidden picfalls, is discussed in Chapcer 9.) 4.
AVOID H IS AS A D ETERM IN ER, E IT H E R BY SU BSTITU TIN G A N O T H E R O N E OR, IN SOM E CASES, DELETING I HE D ETERM INER:
The writer of the news story should have kept his opinion out of it. Revision-. The w'riter of the news story should have kept fall) opin­ ion out of it. 5 . REWRI TE T H E ADVERBIAL CLAUSE AS A RELATIVE (W H O ) CLAUSE:
W hen a person buys a house, he should shop carefully for the lowest interest rate. Revision-. A person who buys a house should shop carefully for the lowesc inceresc race. The relative clause with its neutral who eliminates che necessicy o f a per­ sonal pronoun co rename a person.
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6 . CHA NGE T H E P O IN T OF VIEW :
Revision 2nd person: As a writer you should be aware o f the power of language when you choose (your) pronouns. Revision 1st person: As writers, wg should be aware of the power of language when wc choosc (our) pronouns. This emphasis on the variety of ways available for making our thoughts known applies to topics on grammar and style throughout all the chap­ ters. As you read in the opening of Part V, “Gram m ar for W riters,” we firmly believe that understanding those choiccs, understanding English grammar, does make a difference for writers and teachers of writing. r t t M ’THK i 5
Key Terms Absolute phrase
Metadiscourse
Abstract subject
M etaphor
Adverbial clause
Nominalization
Adverbs of emphasis
Parallel structure
^Antithesis
Passive voice
Appositive
Repetition
Cleft transformation
Rhetorical grammar
Cohesion
Rhythm
Coordinate series
Sentence fragment
Ellipsis
Sentence rhythm
End focus
Sexist language
Gender
Shifting adverbial
Hedging
Singular they
Intonation
Style
Introductory appositive scries
W ord-order variation
Know n-new contract
C'r' APT£/j>
16
Purposeful Punctuation
C H A P T E R P R E V IE W As you know, che purpose o f punctuation is to indicate the gram m ati­ cal structures in a written text. It makes the w riter’s m eaning clear to the reader by m arking boundaries, signaling levels o f im portance, and indicating linkages. O ur summ ary here is organized according to these purposes. Ih ro u g h o u t the previous chapters we have explained pun ctu atio n in the context of the sentence patterns and cheir expansions. Ihe first highlighted punctuation rule you saw— or, more accurately, nonpunctuacion rule— came in C h a p te r 3 after the description o f the basic patterns: Do not put single commas between the required slots. In describing the various expansions o f the required and optional slots, we have discussed che standard punctuation conventions, fully recogniz­ ing that m any o f chose conventions are simply general guidelines. W e strongly believe, however, that students— indeed, all of us who write— should know the standard p u n c tu a tio n conventions thoroughly and follow them as closely as possible, always with the reader in m ind. O ur purpose in this chapter is not to answer all of your punctuation questions. A handbook will explain single quotes and footnotes and ellipses points and question marks w ithin quotations and such. Rather, our purpose throughout the chapters— and summarized here— is co help you understand how punctuation concribuces to meaning and co give you confidence as you express your meaning in prose.
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M AKING C O N N E C T IO N S Compounding Sentences (see pages 216-219) 1. Use a comma between the independent clauses of a compound sencence when they are joined by a coordinating conjunction {and, but, or, nor, for, yet): Tl)ere is a difference between the music o f Bach and Mozart, and it is a difference worth discovering. The trial lastedfo r almost three months, yet it took the jury only three hours to render a verdict. The comma may be om itted if the clauses are very short and closely connected: Meg played the piano and Ihom sang. To use the comma w ithout the conjunction produces a nonconventional connection called the com m a splice. Writers do use comma splices on certain occasions, especially when combining w o or three short sen­ tences for special attention: They graduated on Friday, they got married on Sunday, they moved to Alaska on Monday. 2. Use a semicolon between independent clauses not joined by a coordi­ nating conjunction: There is a difference between the music o f Bach and Mozart; it is a difference worth discovering. The semicolon sends a message to the reader: Notice the tight connection. 3. Use a semicolon between the clauses o f a compound scntcncc when a conjunctive adverb (such as nonetheless, however, therefore) or an adver­ bial phrase (such as in that case, as a result, on the other hand) introduces the second clause (see page 218): The issues were difficult to sort out; however, the judges had to make a decision. The contract negotiations lastedfo r two years; as a result, many workers quit their jobs andfound other ones. The movability of the conjunctive adverb, set off by commas, enables the writer to change the focus in the second clause: The word just preceding it gets the main stress. 4. Use a semicolon between clauses joined by a coordinating conjunction if one or both o f the clauses includes commas: During the Italian Renaissance the inside o f the pomegranate, which is divided into compartments containing colorful seeds, was the basis
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for a popularfabric design; and in the Middle East this beautiful fru it figured prominently in the decorative arts. The reader knows immediately on reaching the semicolon that another complete sentence is coming; that immediacy would be missing with only a comma as the signal. 5. Use a colon between the clauses o f a compound sentence when the second clausc explains or amplifies the first clausc (see page 219): After reading the letter, he did something that surprised me: He laughed and tore it up. M y uncle was not wasteful: he was uncommonly thrifty. You have the choice o f using either a capital or a lowercase letter on the second clause. N oticc how the first clause sets up an expectation in the reader. T he colon says, “H ere comes the inform ation that you’re expecting”or “Here’s whac I promised.” In the second example, the not in the first clause sets the reader up for a contrast in the second. C o m p o u n d in g Structures W ith in Sentences (see pages 2 09-212) For com pound pairs o f words, phrases, and clauses that occur within the sentence, do N O T use a comma with the conjunction: High ceilings and cathedral windows are two features that I look for in a house, (compound subject) The skiers cleaned their boots and sprayed them with a water repellent, (compound predicate) The new citizens promised that they would obey the laws o f the country and that they would uphold the principles o f the Constitution, (compound direct object) Exceptions: You may use a comma with compound elements when the conjunction is but: I love mangos and peaches, but not apricots. You may also use a comma to give special emphasis to the sec­ ond element in a compound: The judge listened to our side o f the story, and then ruled against us. A dash would give the second element even more emphasis: Thejudge listened to our side o f the story— and then ruled against us.
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Connecting More Than Two Parts: The Series (see pages 211-212) 1. Use commas to separate three or more items in a series or list: Tacos, cheeseburgers, and low-carb salads are the most popular foods served in the cafeteria. The subway carries children going to school, adults going to work, and tourists going to the next historic site on their itinerary. N ote that the serial comma, the comma before the conjunction in a series, is left out by some writers and in some publications: Tacos, cheeseburgers and low-carb salads are the most popular foods served in the cafeteria. You can read about the importance o f the serial comma on page 211. 2. Use semicolons to separate items in a series or list when one or more of the items already includes a comma: Tf>e estate included lands and buildings; a portfolio of stocks, IRAs, and government bonds; and an extensive collection o f art works. SEPARATING P R E N O U N MODIFIERS (see pages 132-134) 1. Use a comma to separate tvvo or more coordinate modifiers that describe the same noun. Coordinate modifiers, which describe the noun indepen­ dently, require commas if they could be joined with and. Another way to test the need for the comma is to reverse their order. If this is possible, the comma is necessary. These adjectives are opinions, subjective qualities: The film was censoredfo r its raucous, vulgar language. A friendly, sensitive, intelligent counselor helped us with the compli­ cated paperwork. Note that no comma comes between the final modifier and the noun. 2. Do N O T use a comma between cumulative modifiers. Cumulative modi­ fiers, which describe the combination of the next modifier plus the noun it modifies, cannot be joined with and; and their order cannot be changed. We gave her a crystal perfume bottle. A set o f large shiny new brass pots hangs over the stove. In contrast to the coordinate modifiers, the cumulative modifiers will gener­ ally follow a set order: size, shape, condition or age, color, origin, or material: large shiny new brass pots Any coordinate adjectives will precede the cumulative modifiers in the string: beautiful large shiny new brass pots
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3. Use a hyphen co join the elements o f com pound modifiers when the first modifier applies to the second modifier, not to the headword: Everybody needs a home-cooked meal now and then. They attended a four-hour seminar on long-range planning. Also use hyphens in a complete phrase chac fills the modifier sloe: The results from this study are based on out-of-date statistics. But do not use hyphens in compound modifiers containing an -ly adverb: Ihe senator presented his proposal in clearly defined terms.
ID E N T IF Y IN G ESSENTIAL A N D N O N E SSE N T IA L STR U CTU RES (se e p a g e s 1 5 1 -1 5 4 ) 1. Use commas co set. off phrases or clauses thar merely com m ent on the nouns chey modify, rather chan defining or rescricting their meaning. In other words, a nonessential phrase or clause could be om itted without changing the meaning o f che sentence. Adjective clause: A popular concept in today '$ corporate world is time management, which has fo u r distinct phases. Participial phrase: The line judge, blocked by the player’s movement, could not tell whether the ball was in or out. Appositive: Richard Wagner, the composer o f T ristan and Isolde, was a leading exponent of German romanticism. 2. Do N O T set off phrases or clauses that are needed to identify rhe nouns they modify. O m itting an essential phrase or clausc would alter the meaning o f the sentence. Time management is a concept that has become popular in today’s corporate world. A line judge who is blocked by the player’s movement cannot tell whether the ball is in or out. The composer Richard Wagner was a leading exponent o f German romanticism. 3. Use commas to set off transitional phrases and parenthetical com­ ments that interrupt the flow o f the sentence (see page 123): Honesty, in my opinion, should always be tempered with kindness. Being totally honest is, after all, sometimes an excuse fo r being cruel.
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4. Use commas to set oft nouns of direct address (see page 193): Thefact is, my friends, we have no choice in this matter. Mr. Ortiz, can you send us a copy o f the accident report? 5. Use a comma to set off the reporting tag (e.g., she said, he replied, Darwin observed) from a direct quotation: Eleanor Roosevelt said, “No one can make you feel inferior without your consent. ” “No one can make you feel inferior, ”Eleanor Roosevelt said, “with­ out your consent. ” “No one can make you feel inferior without your consent, ” Eleanor Roosevelt observed. Note that the comma between the verb {said) and the quotation con­ stitutes an exception co che highlighced rule mentioned in the chapter preview (see page 340).
SIGNA LING SE N T EN C E OPENERS Put a comma afcer che following introductory structures: A long prepositional phrase: After a heavy downpour with lightning and high winds, the yard was littered with branches. A single-word sencence modifier: Surprisingly, the roof was still intact. Adverbial clause or verb phrase: Just to be thorough, my roommate checked the basement. As he feared, he found an inch and a h a lf o f water down there. Absolucc phrase: The electricity hatting gone out, our sump pump had quit working. Parcicipial phrase: Sighing heavily, we got out the wet-vac and went to work.
SIG NALIN G EMPHASIS 1. Use a colon to introduce a list o f appositives renaming a noun: The study o f grammar includes three areas: phonology, morphology, and syntax. For this class students need the following equipment: a laptop com­ puter, a spiral notebook, a pen, colored pencils, and a calculator.
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N ote that a complete sentence precedes the colon. Do not use a colon when the list o f items fills a complement slot: 7he equipment neededfor this class includes a laptop computer, a spiral notebook, a pen, colored pencils, and a calculator. 2. Use dashes to highlight explanatory or amplifying structures, such as appositives, modifiers, and parts of compounds: Foods high in protein— meats, fish, eggs, and cheese— should be part of everyone s daily diet. This provision will prevent corporations— large and small—from buying influence with campaign contributions. The stores were filled with holiday shoppers— even more so than last year. The soloist had a lean face, a long nose— and cold blue eyes. N ote that no punctuation precedes or follows a dash. 3. Use parentheses to downplay explanatory or amplifying material: Foods high in protein (meats, fish, eggs, and cheese) should be part o f everyone s daily diet. The stores were filled with holiday shoppers (even more so than last year).
U SIN G A P O ST R O PH E S FOR C O N T R A C T IO N A N D POSSESSIVE CASE (see pages 2 4 0 -2 4 4 ) 1. Use an apostrophe to show where a letter or letters are missing in a contraction: doesn’t = does not won’t = will not class o f ’75 = class of 1975 2. Use an apostrophe plus to form the possessive of a singular noun or an irregular plural noun: the soldier’s uniform — the uniform of the soldier a year’s lease = a lease for one year the boss’s daughter = che daughter of the boss my children’s clothes = the clothes of my children Note: Exceptions include certain words with more chan one sibilant (s or z) sound in the last syllable (Jesus’, Moses’) and proper nouns ending in an —eez sound: Aristophanes’ plays, Ramses’ tomb.
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3. Use an apostrophe alone ro form the possessive of a regular plural noun: the soldiers’ uniforms — the uniforms o f more than one soldier the Mendozas’house = the house o f the Mendozas 4. Use an apostrophe plus * to form the possessive o f indefinite pronouns: someone’s bright idea nobody s business 5. Do N O T add an apostrophe to the possessive forms of personal pro­ nouns: ours, yours, his, hers, its, theirs.
Exercise
64
The following passages are punctuated according to our conventional rules. However, the proliferation of commas tends to detract from their readability. Revise the punctuation with the reader in mind: 1. During the second two-year stretch of a president’s term in office, he may find himself on the defensive, even with his own part}', and, when, as frequently happens, his party loses a number of Senate and House seats in the midterm election, that second stretch can become even more defensive. 2. In recent years, the public attitude toward smoking, except perhaps in the tobacco-growing states, has changed so fast, with smoke-free zones everywhere, including restaurants, office buildings, and shop­ ping malls, it could almost be called a revolution, and even outdoor stadiums, such as Oriole Park at Camden Yards and Jacobs Field in Cleveland, have established a no-smoking policy.
Experiment with commas, colons, and dashes as you revise and/or combine the following sentences. 1. The cost of repairs to the nation’s public transportation facilities is an expenditure that cannot be delayed much longer if rhe system is to survive. Roads, bridges, and railroads arc all in need of repair. 2. To many people, rhe mushroom is a lowly fungus. It has little food value. To other people, it is a gourmet’s delight.
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3. The Chinese banned die import of certain American goods, such as cotton, synthetic fibers, and soybeans. The restriction has had an adverse effect on the U.S. economy, especially on the tarmers. 4. According to fashion experts, the crew cut will be back in style before long. That particular haircut was more or less the hallmark of che 1950s. 5. My favorite activities are skiing, playing golf, and bowling; unfortu­ nately, they cost more chan my budgee can stand. 6. Alexander Graham Bell is remembered as the inventor of the telephone. Most people probably don’t know that Bell succccded his father-in-law as president of the National Geographic Society. 7. Many scientists believe that sightings of “cryptids” are mistakes. Cryptids include Big Foot, the Loch Ness monster, and Yeti, known as the Abominable Snowman. Mistaken sightings can be attributed to unfamiliarity with known animals, rather than to delusions. 8. Eugene Schiffelin was a New Yorker. In 1890 he decided to intro­ duce all the birds mentioned in Shakespeare’s works into America. The only mention of the starling in Shakespeare is a single instance in Henry TV. Schiffelin loosed 60 starlings in Central Park. Today millions of starlings live here. They are voracious and aggressive and smart. They have blanketed the United States. In many places they blacken the sky.
PART
VI
Glossary of Grammatical Terms
(For further explanation of the terms listed here, check the Index for page references.) A bsolute adjective. An adjcctive w ith a m eaning that is generally not capable o f being intensified or compared, such as unique or perfect or square. Careful writers avoid such usages as “very perfect” or “more unique.” Absolute phrase. A noun phrase related to the sentence as a whole that includes a postnoun modifier (often a participial phrase). O ne kind of absolute explains a cause or condition (“ 7he weather being warm, we decided to have a picnic”); the other adds a detail or a point of focus lo the idea in the main clause (“fie spoke quietly to the class, his voice trembling'). Accusative case. Ihe Latin term denoting the case of nouns and pronouns functioning as direct objects and as objects of certain prepositions. Active voice. A feature of transitive verb sentences in which the subject is generally the agent and the direct object is the goal or objective of the action. Voice refers to the relationship of the subject to the verb. See also Passive voice. Adjectival. Any structure, no m atter what its form, that functions as a modifier o f a noun— that is, that functions as an adjective normally functions. See Chapter 7. Adjectival clause. See Relative clause. Adjective. O ne of the four form classcs, whose members act as modifiers o f nouns; most adjectives can be inflected for comparative and super­ lative degree {big, bigger, biggest)-, they can be qualified or intensified {rather big, very big); they have characteristic derivational endings such as -ous {famous), -ish {childish), -fu l(graceful), and -ary {complementary). Adjective phrase. A modified adjective, such as an adjective with a quali­ fier {very happy, extremely happy), a comparative or superlative word 349
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{more generous, most generous), or with a complement {happy to see you, happy that you could come). Adverb. O ne of the four form classes, whose members act as modifiers of verbs, contributing information of time, place, reason, manner, and the like. Like adjectives, certain adverbs can be qualified {very quickly, rather fast)-, some can be inflected for com parative and superlative degree {more quickly, fastest)-, they have characteristic derivational endings such as -ly {quickly), -wise {lengthwise), and -ward {backward). Adverbial. Any structure, no m atter w hat its form , that functions as a modifier of a verb— that is, that functions as an adverb normally func­ tions. See Chapter 6. Adverbial objective. H ie traditional label given to the noun phrase that functions adverbially: “Joe went home “It was cold last night.” Adverb phrase. A modified adverb, such as an adverb with a qualifier {very quickly, rather quickly) or with more or most {more quickly, most anxiously). Affix. A m orphem e, or meaningful unit, that is added to the beginning (prefix) or end (suffix) o f a word to change its m eaning or its gram ­ matical role or its form class: (prefix) wwlikely; (suffix) unlike/}'. Agent. The initiator of the action in the sentence, the “doer” of the action. Usually the agent is the subject in an active sentence: “John groomed the dog”; “ The committee elected Pam.” In a passive sentence the agent may be the object of the preposition by: “Pam was elected by the committee.” Agreement. (1) Subject-verb. A third-person singular subject in the pres­ ent tense takes the -j form o f the verb: “ The dog barks all night”; “He bothers the neighbors.” A plural subject takes the base form: 11The dogs bark'-, “They bother the neighbors.” (2) Pronoun-antecedent. The num ­ ber of the pronoun (whether singular or plural) agrees with the number o f its antecedent: “ The boys did their chores”; “Each girl did her best.” A llom orph. A v ariation o f a m orphem e, usually determ ined by its environment. For example, the three allomorphs of the regular plural m orphem e are determ ined by the final sound o f the nouns to which they are added: Is/ cats; Izl dogs; and 1^7.1 churches. Ambiguous. The condition in which a structure has more than one possible meaning. The source may be lexical (“She is blue’) or structural {“Visiting relatives can be boring”) or both (“The detective looked hard'). Antecedent. The noun or nominal that a pronoun stands for. A nticipatory it. The use o f the pronoun it in subject position in order to delay the actual subject: “It was M ary who had the accident in Phoenix.” See also Cleft sentence. Antithesis. I h e juxtaposition of contrasting ideas: “I come to bury Caesar, not to praise him .”
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A ppositive. A structure, often a noun phrase, th at renames another structure: “M y neighbor, a butcher at Weis Market, recently lost his jo b .' Clauses (“It is nice that you could come’) and verb phrases (“My favorite hobby, collecting stamps, is getting expensive”) can also function as appositives. Article. O ne of the determiner classes, including the indefinite a, or an, which signals only countable nouns, and the definite the, which can signal all classes of nouns. Aspect. The perfect (have + en) and progressive {be + ing) auxiliaries, which denote such features of verbs as completion, duration, and rep­ etition— time elements not related to past, present, or future. Attributive adjective. H ie adjective in prenoun position: “my new coat”; “the ^ a tt r a c ti o n .” See also Predicative adjective. Auxiliary. O ne of the structure-class words, a marker o f verbs. Auxiliaries include forms of have and be, as well as the modals, such as will, shall, and must, and the “stand-in auxiliary” do. Base form o f the verb. T he uninflected form o f the verb. In all verbs except be, the base form is the present tense: go, help. The base form also serves as the infinitive, usually preceded by to. Base m orphem e. I he m orphem e that gives a word its prim ary lexical meaning: helping, reflect. ifc patterns. The sentence patterns in which a form of be is the main verb: Patterns I, II, and III. Bound m orphem e. A morpheme that cannot stand alone as a word. Most affixes are bound (helping, reaa); some base morphemes are also bound (condif; legal). Case. A feature o f nouns and certain pronouns that denotes their rela­ tionship to other words in a sentence. Pronouns have three case dis­ tinctions: subjective (e.g., 7, they, who) possessive (e.g., my, their, whose)-, and objective (e.g., me, them , whom). N o u n s have only one case inflection, the possessive {John’s, the cat’s). The case o f nouns other than the possessive is sometimes referred to as com m on case. Catenative verb. A transitive verb that can take another verb as its object: “I like to jog”; “We enjoy jogging.” Clause. A structure with a subject and a predicate. The sentence patterns arc clause patterns. Clauses are either independent or dependent. Cleft sentence. A sentence variation that provides a way o f shifting the stress or focus o f the sentence: “A careless bicyclist caused the accident” ->■ “It was a careless bicyclist who caused the accident”; “W hat caused the accident was a careless bicyclist.”
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Cohesion, 'lhc grammatical, lexical, and semantic connections between sentences. Cohesive ties are furnished by pronouns that have anteced­ ents in previous sentences, by adverbial connections, by known infor­ mation, and by knowledge shared by the reader. Collective noun. A noun that refers to a collection of individuals: group, team, fam ily. Collective nouns can be replaced by both singular and plural pronouns, depending on the meaning. Com m and. See Imperative sentence. Com m on case. See Case. C om m on noun. A noun with general, rather than unique, reference (in contrast to proper nouns). Com m on nouns may be countable {house, book) or noncountable {water, oil)-, they may be concrete {house, water) or abstract {justice, indifference). Comparative degree. See Degree. C o m p lem en t. A structure th a t “com pletes” the sentence. T h e term includes those slots in the predicate that com plete the verb: direct object, indirect object, subject complement, and object complement. Certain adjectives also have com plem ents— clauses and phrases that pattern with them: “I was certain that he would come; I was afraid to go. ” Com plem entary infinitive. An infinitive that functions as the main verb. “I’m going to move next week”; “I have to fin d a new apartm ent.” Ihere is a modal-like quality in “going to” and “have to.” Complex sentence. A sentence that includes at least one dependent clause. C om pound-com plex sentence. A sentence that includes at least two independent clauses and one dependent clause. C om pound sentence. A sentence with two or more independent clauses. C om pound word. A word that is a combination o f two or more free mor­ phemes acting as a unit. Some compound words are closed (highlight), some are hyphenated (high-handed), and some are open, w ritten as separate words {high school). C onditional mood. The attitude o f probability designated by the modal auxiliaries could, may, might, would, and should. C onjunction. O ne o f the structure classes, which includes connectors that coordinate structures o f m any forms (e.g., and, or), subordinate sentences (e.g., if, because, when), and coordinate sentences with an adverbial emphasis (e.g., however, therefore). Conjunctive adverb. A conjunction that connects two sentences with an adverbial emphasis, such as however, therefore, moreovei-, and nevertheless. Coordinating conjunction. A conjunction that connects two or more sen­ tences or structures w ithin a sentence as equals: and, but, or, nor, for,
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Coordination. Away of expanding sentences in which two or more structures of the same form function as a unit. All die sentence slots and modifiers in the slots, as well as die sentence itself, can be coordinated. See Chapter 10. Correlative conjunction. A two-part conjunction that expresses a rela­ tionship between the coordinated structures: either—or, neither-nor, both—and, not only—but also. C ountable noun. A noun whose referent can be identified as a separate entity; the countable noun can be signaled by the indefinite article, a, and numbers: a house; an experience; two eggs; three problems. Declarative sentence. A sentence in the form of a statement (in contrast to a command, a question, or an exclamation). Deep structure. A term from transformational generative grammar that refers to the underlying semantic and syntactic relationships of the sen­ tence, in contrast to surface structure, which is the sentence as it is actually written or spoken. D efinite article. The determiner the, which generally marks a specific or previously m entioned noun: “the m an on the corner.” Degree. The variations in adjectives that indicate the simple quality of a noun, or positive degree (“Bill is a bigboy')-, its comparison to another, die com­ parative degree (“Bill is bigger than Tim ”); or to two or more, the superla­ tive degree (“Bill is the biggest person in the whole class”). Certain adverbs also have degree variations, usually designated by more and most. Dem onstrative pronoun. The pronouns this (plural these) and that (plural those), which function as nominal substitutes and as determiners. They include the feature of proximity: near {this, these)1 , distant {that, those). Dependent clause. A clause that functions as an adverbial, adjectival, nomi­ nal, or sentence modifier (in contrast to an independent, or main, clause). D erivational affix. A m orphem e that is added to a form-class word, ci­ ther to change its class {fie n d >friendly; act >action) or to change its meaning {legal-*■ illegal; boy >boyhood). D e te rm in e r. O ne o f the structure-class w ords, a m arker o f nouns. Determ iners include articles {a, the)-, possessive nouns and pronouns (e.g., Chuck’s, his, my)-, demonstrative pronouns {this, that)-, quantifiers (e.g., many, several)-, indefinite pronouns (e.g., each, every)-, and numbers. D ialect. The shared linguistic features of a group o f people, often one from a particular region or o f a particular ethnic or social background. Direct address. See Vocative. D irect object. A nominal slot in the predicate of the transitive sentence patterns. H ie direct object names the objective or goal or the receiver of the verb’s action: “We ate the peanuts”; “The boy hit the ball'-, “I enjoy playing chess.'
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Do support, lhc addicion o f the stand-in auxiliary do to a verb string that has no other auxiliary. The question, the negative, and the emphatic trans­ formations all require an auxiliary. Do also substitutes for a repeated verb phrase in compound sentences: “Bryan liked the movie, and I did too.” D ynam ic. W ords that exhibit features related to qualities capable o f change. Dynamic verbs can combine with the progressive aspect, be + -ing. “I am leaving now”; dynamic adjectives can follow the progressive form o f be: “H e is being silly.' See also Stative. Edited A m erican English. T he variety o f English usage that is widely accepted as the norm for the public writing o f school essays, newspa­ pers, magazines, and books. It is sometimes referred to as EAE. Elliptical clause. A clause in which a part has been left out but is “understood”: “Chester is older than I {am old)'-, “Bev can jog farther than Otis {canjog)' “ When {you are) planning your essay, be sure to consider the audience.” Em phatic sentence. A statement in which the main stress has been shifted to the auxiliary: “I a m trying.” W hen there is no auxiliary, the stand-in auxiliary do is added to carry the stress: “I d o want to go.” End focus. The common rhythm pattern in which the prom inent peak of stress falls on or near the find sentence slot. Exclamatory sentence. A sentence that expresses excitement or emotion. It may include a shift in the word order of a basic sentence that focuses on a complement: “W hat a beautiful day we’re having!” It is character­ ized by heightened pitch and stress and is usually punctuated with an exclamation point. Expanded determ iner. Ihe determiner, together with pre- and postdeter­ miners that qualify and quantify and in other ways alter its meaning. Expletive. A word that enables the writer or speaker to shift the stress in a sentence or to embed one sentence in another: “A fly is in my soup -*■ There is a fly in my soup”; “I know that he loves me.” The expletive is sometimes called an “empty word” because it plays a structural rather than a lexical role. Finite verb. Tlie first element in the verb string; the auxiliary or main verb that carries the tense, either present or past: “Connie was being silly”; “I eat too much junk food.” Flat adverb. A class of adverb that is the same in form as its corresponding adjective: fast, high, early, late, hard, long, etc. Form. The inherent features, the shapes, of words and phrases and clauses, as distinguished from their function in the sentence— characterized in words by prefixes and suffixes, in phrases by headwords and their objects or com­ plements or modifiers, and in clauscs by subjects and predicates. Form classes. The large, open classcs o f words that provide the lexical content of the language: nouns, verbs, adjectives, and adverbs. Each has
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characteristic derivational and inflectional morphemes that distinguish its forms. See Chapter 12. Free modifier. A nonrestrictive, nondefining modifier that is set off by commas and can usually occupy a position at the beginning, at the end, or in the middle of the sentence: “He spoke quietly to the class, his voice trembling : “Looking pale and nervous, she stood at the podium ”; “New England in the autum n, because o f the brilliant maples and birches, has become a tourist destination.” Free m orphem e. A single m orphem e that is also a com plete word (in contrast to a bound morpheme, which is not). Function. Ihe role that a particular structure plays, or the slot that it fills, in a sentence (or in any larger structure). In “The book on the table is m ine,” “table” functions as the object o f a preposition in the preposi­ tional phrase “on the table”; the prepositional phrase functions as an adjectival, modifying “book.” Ihe entire noun phrase “the book on the table” functions as the subject in its sentence. Functional shift. The conversion of one word class to another, simply by changing its function: “H e bottled the wine” (noun to verb); “She low­ ered the curtain” (adjective to verb); “W c took a swim” (verb to noun). Future tim e. Unlike the present and past, future time is not designated by a distinctive verb form. W e have other ways o f doing so: with the modal auxiliaries shall and will (‘7 7 / see you tonight”); with the aux­ iliary be + going to {“I'm going to buy the cheese this afternoon”); and with adverbials of time (“W e’re having mac and cheese tonight'). G ender. A feature of personal pronouns and certain nouns that distin­ guishes masculine {he), fem inine {she), and neuter {it). N ouns w ith gender distinctions include waiter, waitress, actor, actress, girl, boy, man, woman, ewe, ram. Genitive case. The Latin term for possessive case. G erund. An -ing verb functioning as a nominal: “I enjoy jogging •, “Run­ ning is good exercise.” G eru n d phrase. A gerund together w ith all o f its com plem ents and modifiers. Grammatical. Usage that conforms to the rules that native speakers follow or that native speakers would find acceptable in a given situation. See also Ungrammatical. Headword. Tlie word that fills the noun slot in the noun phrase: “the little boy across the street.” The verb is the headword o f the verb phrase; the preposition is the headword o f the prepositional phrase. Hedging. A metadiscourse signal that helps readers interpret the writer’s degree o f certainty: perhaps, possibly, might, seems, etc.
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H elping verb. See Auxiliary. H eteronym s. W ords that arc spelled the same but differ in both meaning and pronunciation: bass/bass', wound/wound-, Polish/polish. H om onym s. W ords and morphemes that have the same sound and the same spelling but have different meanings: saw/saw; farmer/brighter. Hom ophones. W ords that have the same sound, but with both different meanings and different spellings: sale/sail; to!too!two. Idiom . A combination of words, a set phrase, whose meaning cannot be predicted from the meaning of the individual words. Im perative sentence. T he sentence in the form o f a com m and. T he imperative sentence includes the base form o f the verb and usually an understood subjcct {you): “E a ty our spinach”; “Finish your report as soon as possible”; “You^o on without me.” Indefinite article, ih e determ iner a, or an, which marks an unspecified count noun. See also Definite article. In d efin ite p ro n o u n . A large category that includes quantifiers (e.g., enough, several, many, much), universals {all, both, every, each), and par­ titives {any, either, neither, no, some). M any of the indefinite pronouns can function as determiners. Indefinite relative pron o u n . T he relative pronouns with -ever added, which have indefinite referents; they introduce adjectival clauses: “I will give a bonus to whoever works the hardest” (i.e., to the person who works the hardest). Independent clause. The main clause o f the sentence; a com pound sen­ tence has more than one independent clause. Indicative m ood. The expression o f an idea as fact (as opposed to prob­ ability). Verb phrases without modal auxiliaries and those with will and shall are considered the indicative mood: “W e will go soon”; “W e are going tom orrow .” “W hen are you going?' See also Subjunctive mood and Conditional mood. Indirect object. The nom inal slot following the verb in a Pattern VIII sentence. In a sentence with a verb like give, the indirect object is the recipient; the direct object is the thing given: “We gave our friends a ride hom e.” The indirect object can be shifted to the slot following the direct object w ith the preposition to or for: “Joe gave a message to Kim”; “Sam bought a ticket for his dad.” Infinitive. The base form of the verb (present tense), usually expressed with to, which is called the “sign of the infinitive.” The infinitive can function ad­ verbially (“I stayed up all night to study for the exam”); adjectivally (“ lhat is no way to study’)-, or nominally (“ To stay up all night is foolish”). H ie only verb with an infinitive form separate from the present tense is he.
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Infinitive phrase. The infinitive together with all of its complements and modifiers. Inflection. See Inflectional suffix. Inflectional suffix. M orphemes that are added to the form classes (nouns, verbs, adjectives, and adverbs) to change their grammatical role in some way. Nouns have two inflectional suffixes ( -s plural and - s possessive); verbs have four ( -s, -ing, -ed, and -en) adjectives and some adverbs have two ( -e-rand -est). Intensifier. See Qualifier. Intensive pronoun. A pronoun that serves as an appositive to emphasize a noun or pronoun. It is formed by adding -self or -selves to a personal pronoun: “I myself prefer chocolate.” Interjection. A word considered independent of the main sentence, often punccuaced with an cxclamacion point: “Ouch!My shoe pinches”; “Oh! Is that what you meant?” Interrogative. O ne o f the structure classes. Som etimes referred uo as “wh-words,” che interrogatives— where, when, who, what, and how— introduce questions and nom inal clauses, filling the roles o f nouns, adjectives, and adverbs in their clauses: “ Where is she going?” “I wonder who is going with her.” Interrogative sentence. A sentence that is a question in form: “Are you leaving now?” “W hen are you leaving?” In to n atio n . Ihe rhythm ic pattern of a spoken sentence, affected by its stress and pitch and pauses. Intransitive verb. Hie verbs of Pattern VT sentences, most of which require no complement to be complete. Irregular verb. Any verb in which the -ed and -en forms are not that of the reg­ ular verb; in other words, a verb in which the past-tense and past-participle forms are not simply the addition of -d, -ed, or -t to the base form. /r-cleft. See Cleft sentence. K now n-new contract. A comm on feature o f prose in which the known information opens the sentence and the new information occupies the point of main focus at or near the end of the sentence. Linking verb. The verbs o f Patterns IV and V, which require a subject complement to be complete. M ain verb. 'Ihe verb that fills the last slot in the verb-expansion formula. See also Predicating verb. M anner adverb. An adverb that answers the question of “how ” or “in what m anner” about the verb. M ost m anner adverbs are derived from adjectives with the addition of -ly: quickly, merrily, candidly.
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Mass noun. See Noncountable noun. M etadiscourse. Any words that are included in a message beyond the sub­ ject o f the message itself: such connectors as fo r example, finally, in the first place; attitude markers, such as emphatic words (clearly, certainly)-, hedges {possibly, perhaps)-, and other comments o f the author directed to the reader. M etaphor. A figure o f speech in which an attribute is applied to some­ thing or someone that is literally untrue but that expresses a sense o f connection. W hen we call Superman a man o f steel, we are using the term “steel” metaphorically, to attribute the qualities o f steel to Super­ man. M any common expressions arc based on metaphor: the eye o f the hurricane, a carpet of grass, a movie that bombed. M odal auxiliary. The auxiliary7 that occupies the opening slot in the verbexpansion rule and may affect what is known as the m ood of the verb, conveying probability, possibility, obligation, and the like. M ood. A quality o f the verb denoting fact (indicative), a condition con­ trary to fact (subjunctive), and probability or possibility (conditional). M orphem e. A sound or combination of sounds with meaning. M orphology. The study of morphemes. See Chapter 11. N om inal. Any structure that functions as a noun phrase normally func­ tions. See Chapter 8. Nom inal clause. A clause that fills a noun phrase (NP) slot. N om inalization. The process of producing a noun by adding derivational affixes to another word class, com m only a verb: legalize-legalization-, regulate-regulation-, friendly-friendliness. Nom inative case. The Latin term for subjective case. Noncountable noun. Nouns referring to what might be called an undifferen­ tiated mass— such as wood, water, sugar, glass— or an abstraction— justice, love, indifference. W hether or not you can use the indefinite article, a, is probably the best test of countability: If you can, the noun is countable. N onfinite verb phrase. A verb phrase that functions other than as a predi­ cate. Verbs and verb phrases acting as adjectivals, adverbials, and nomi­ nal s within the sentence are nonfinite. N onrestrictive modifier. A modifier in the noun phrase that comments about the noun rather than defines it. Nonrestrictive modifiers follow­ ing the noun are set off by commas. N oun. One of the four form classes, whose members fill the headword slot in the noun phrase. M ost nouns can be inflectcd for plural and pos­ sessive {boy, boys, boy’s, boys’). N ouns have characteristic derivational endings, such as -tion {action, compensation), -ment {contentmeni), and
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-ness {happiness). N ouns can also function as adjectivals and adverbials (The neighbor children went home). N oun clause. See N om inal clause. N oun phrase (NP). The noun headword with all of its attendant pre- and postnoun modifiers. N u m b er. A feature of nouns and pronouns, referring to singular and plural. Object complement. The slot following the direct object, filled bv an ad­ jectival (Pattern IX) or a nominal (Pattern X). 'Ihe object complement has two functions: (1) It completes the idea o f the verb; and (2) it modifies (if an adjective) or renames (if- a nominal) the direct objcct: “I found the play exciting ; “Wc consider Pete a g o o d fie n d ” Object of preposition. The nominal slot— usually filled by a noun phrase — diat follows the preposition to form a prepositional phrase. Objective case. The role in a sentence of a noun phrase or pronoun when it functions as an object— dircct object, indirect objcct, object com ­ plem ent, or object o f the preposition. Although nouns do not have a special form for objective case, m any o f the pronouns do; personal pronouns and the relative pronoun who have separate forms when they function as objects. See Chapter 14. O ptional slot. T he adverbial inform ation th at can be added to all the sentence patterns; such information is not required for grammaticality. Parallel structure. A coordinate structure in which all the coordinate parts are of the same grammatical form. Participial phrase. A participle together with all o f its complements and modifiers. Participle. H ie -ing and -en verb (or verb phrase) functioning as an adjec­ tival or adverbial. See also Present participle and Past participle. Particle. A word that combines with a verb to form a phrasal verb: look up, look into, put up with. Passive voice. A feature o f transitive sentences in w hich the direct object (the objective or goal) is shifted to the subject position and be —-en is added to the verb. The term passive refers to the relation­ ship between the subject and verb: “Ed ate the pizza” —►“The pizza was eaten by E d.” Past participle. The -en form of the verb. Past tense. The -ed form of the verb, usually denoting a specific past action. Person. A feature o f personal pronouns that distinguishes the speaker or writer (first person), the person or thing spoken to (second person), and the person or thing spoken o f (third person).
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Personal pronoun. The pronoun thar refers to a specific person or thing. In the subjective case the personal pronouns are I, you, he, she, we, you, they, and it. The personal pronouns have variant forms for objective and possessive case. Phonem e. H ie smallest unit of sound that makes a difference in meaning. Phonology. The study of phonemes. Phrasal preposition. A preposition consisting of two or m ore words, a simple preposition preceded by a word from another category, such as an adverb or adjective: according to, aside from, because of, prior to. Phrasal verb. A verb-particle combination that produces a meaning that cannot be predicted from the m eaning of the parts: look up, p u t up with, make up. Phrase. A word or group of words that functions as a unit w ithin the sentence. Plural. A feature o f nouns and pronouns denoting more than one, usually signaled in nouns by the inflectional ending -s (or -es). Positive degree. Sec Degree. Possessive case. The inflected form o f nouns {John s, the dog’s) and pro­ nouns {my, his, your, her, their, etc.) usually indicating ownership. Predicate. O ne of the two principal parts o f the sentence, the com m ent made about the subject. The predicate includes the verb, together with its complements and modifiers. Predicate adjective. The adjective that functions as a subject complement. Predicate nom inative. Tine noun or nom inal that functions as a subject complement. Predicating verb. The function of the verb slot in the sentence patterns, consisting o f the main verb together w ith its auxiliaries. T he verbexpansion rule in Chapter 4 accounts for the auxiliary-verb combinations of the predicating verb. Predicative adjective. The adjective that occupies a com plem ent slot in the sentence as subject complement or object complement. Prefix. An affix added to the beginning o f the word to change its meaning (wwlikely, //legal, prescribe, renew) or its class (ewable, little). Preposition. A structure-class word found in pre-position to— that is, pre­ ceding— a nominal. Prepositions can be classed according to their form as simple {above, at, in, of, etc.) or phrasal {according to, instead of, etc.). Prepositional phrase. The com bination of a preposition and a nominal, which is known as the object of the preposition. Prescriptive gram m ar. An approach to teaching grammar, the purpose o f which is to prescribe “proper” usage, rather than to describe how
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the language is actually used. It is sometimes referred to as “linguistic etiquette.” Present participle. The -ing form o f the verb. Present tense. T he base form and the -s form o f the verb: help, helps. The present tense denotes a present point in time (“I understand your position”), a habitual action (“I jog five miles a day”), or the “timeless” present (“Shakespeare helps us understand ourselves”). Pronoun. A word that substitutes for a noun— or, more accurately, for a nominal— in the sentence. Pronoun—antecedent agreement. See Agreement. Proper noun. A noun w ith individual reference to a person, a historical event, or other name. Proper nouns are capitalized. Qualifier. A structure-class word that qualifies or intensifies an adjective or adverb: “W e worked rather slowly”; “The work was very difficult.” Reciprocal pronoun. The pronouns each other and one another, which re­ fer to previously named nouns. Referent. H ie thing (or person, event, concept, action, ctc.)— in other words, the reality— that a word stands for. Reflexive pronoun. A pronoun formed by adding -self or -selves to a form of the personal pronoun, used as an object in the sentence to refer to a previously named noun or pronoun: “I gave myself a haircut.” Regionalism. A characteristic feature of the pronunciation or structure of the language spoken in a particular region of the counuy. R egular verb. A verb in which the -ed form (the past tense) and the -en form (the past participle) are form ed by adding -ed (or, in some cases, -d or -r) to the base. These two forms of a regular verb are always identical. “1 walked hom e”; “I have walked home ever}' day this week.” Relative adverb. The adverbs where, when, and why, which introduce adjectival clauses. Relative clause. A clausc introduced by a relative pronoun {who, which, that) or a relative adverb {when, where, why) that generally modifies a noun. The broad-reference which clause functions as a sentence modifier. Relative pronoun. The pronouns who {whom, whose), which, and that in their role as introducers of a relative clause. Restrictive modifier. A modifier in the noun phrase whose function is to restrict the m eaning of the noun. A modifier is restrictive when it is needed to identify the referent of the headword. The restrictive modi­ fier is not set off by commas. R etained object. T he direct object o f a P attern V III sentence th at is retained in its original position when the sentence is transformed into
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the passive voice: “The judges awarded Mary the prize” awarded the prize.”
“Mary was
Sentence. A word or group o f words based on one or m ore subject— predicate, or clausc, patterns. The written sentence begins with a capital letter and ends with terminal punctuation— a period, question mark, or an exclamation point. Sentence modifier. A word or phrase or clausc that modifies the sentence as a whole. See Chapter 9. Sentence patterns. The simple skeletal sentences, made up o f two or three or four required elements, that underlie our sentences, even che most complex among them. Ten such patterns will account for almost all the possible sentences of English. See Chapter 3. Serial comma. The comma that is used before the conjunction in a scries: “O n our fishing trip to Alaska, wc caught salm on, halibut, and the elusive Arctic grayling.” Some publications, as a m atter o f policy, om it the serial comma. Simple preposition. A one-word preposition. See also Phrasal preposition. Singular. A feature of nouns and pronouns denoting one referent. Singular they. I h e use o f the plural pronoun they {their, them) in reference to a singular antecedent whose sex is unknown. It is especially com ­ m on in reference to the indefinite pronouns, such as someone, everyone, everybody, which take singular verbs, even when they refer to more than one person: “Everyone is expectcd to do their best”; “Someone callcd but they didn’t leave a message.” This use of the plural pronoun is an alternative to his or her/he or she. Although common in speech, it is not generally accepted in formal writing. Standard English. See Edited American English. Stand-in auxiliary. Ihe auxiliary do {does, did), which we add to sentences when we transform them into questions, negatives, and emphatic state­ ments when there is no auxiliary in the original. Stative. Words that exhibit features relating to an unchanging state, in con­ trast to those that change. Stative verbs do not pattern with the progres­ sive aspect: *“I am resembling my m other.” Stative adjectives generally do not follow the progressive form of be: *“H e is being tall.” See also Dynamic. Structuralism . An approach to analyzing grammar, associated with midtw entieth-century linguists, in which the purpose is to describe how the language is actually used in its various dialects, not to prescribe a a j? • corrcct version. Structure classes. The small, closed classes of words that explain the gram­ matical or structural relationships o f the form classes. See Chapter 13.
Part VI: Glossary o f Grammatical Terms
363
Subject. The opening slot in the sentence patterns, filled by a noun phrase or other nominal, that functions as the topic o f the sentence. Subject complement, ihe nominal or adjectival in Pattern II, III, IV, and V sentences following the verb, which renames or modifies the subject. The passive version of a Pattern IX or X sentence will also have a subject com plem ent, the nominal or adjectival that in the active voice func­ tions as the object complement. Subjective case. The role in the sentence o f a noun phrase or a pronoun when it functions as che subjcct o f the sentence. Personal pronouns have distinctive forms for subjective case: 1, he, she, they, etc. Subject-verb agreement. See Agreement. Subjunctive m ood. An expression of che verb in which the base form , rather than the inflected form, is used (1) in certain that clauses convey­ ing strong suggestions or resolutions or commands (“We suggest that Mar) go with us'’; “I move thac che meeting be adjourned”; “1 demand chat you let us in”), and (2) in the expression of wishes or conditions contrary to fact (“If I were you, I’d be careful”; “I wish it were sum ­ m er”). The subjunctive o f the verb be is expressed by were or be, even for subjects chat normally take is or was. Subordinate clause. A dependent clause introduced by a subordinating conjunction, such as if, since, because, and although. Subordinating conjunction. See Subordinator. Subordinator. A subordinating conjunction that turns a complete sen­ tence into a subordinate clause and expresses the connection between the subordinate clause and the main clausc. Substantive. A structure that functions as a noun; a nominal. Suffix. A n affix ad d ed to the en d o f a form -class w ord to change its class (act action-, laugh -►Yinghable) w ith derivational suffixes or co change ics grammatical function (b o y - *' boys; w a lk —* walking) w ith inflectional suffixes. See also Derivational affix and Inflectional suffix. Superlative degree. See Degree. Surface structure. A term used by transformational grammarians to des­ ignate che sentences of the language as they are spoken and written. See also Deep structure. Syntax. The structure o f sentences; the relationship o f the parts o f che sentence. Tense. A grammatical feature o f verbs and auxiliaries relating co time. Three verb forms indicate cense: the base form and the -s form (pres­ ent) and the -e d form (past). N ote chat “tense” in relation to the modal auxiliaries refers only co form, noc to time.
3 64
Pan Vp Glossary o f Grammatical Terms
T ensed verb. A verb string that includes T(tcnsc). In contrast, gerunds, infinitives, and participles have no tense marker. There transform ation. A variation of a basic sentence in which the exple­ tive there is added at the beginning and the subject is shifted to a posi­ tion following be: “A fly is in my soup” —*■“There is a fly in my soup.” Third-person singular. The personal pronouns he, she, and it. The term is also used in reference to the -s form of the verb. T ransform ational gram m ar (also called transform ational generative, or T -G ). A theory o f gram m ar that attem pts to account for the abil­ ity o f native speakers to generate and process the sentences o f their language. Transitive verb. Ihe verbs o f Patterns VII through X, which require at least one complement, the dircct object, co be complete. W ith only a few exceptions, transitive verbs are those that can be transformed into the passive voice. U ngram m atical. Usage that does not conform to the rules chat native speakers follow. Usage chat varies from one dialect or speech com m u­ nity co another is not necessarily ungrammatical. “1 ain’t coming” is an unacceptable usage to many, although it follows the “rules.” However, it is not part o f the prestige, or standard, dialect and would be inap­ propriate in most formal and business situations. See also Grammatical and Edited American English. Verb. O ne o f the four form classes, traditionally thought o f as che accion word in the sentence. A better way to recognizc the verb, however, is by its form, its -s and -ing endings. Verbs also have an -ed and an -en form, although in the case of some irregular verbs chcse forms are not readily apparent. And every verb, without exception, can be marked by auxiliaries. Many verbs also have characterisric derivational forms, such as -ify {typify), -ize {criticize), and -ate {activate). Verb phrase (VP). A verb together with its complements and modifiers; the predicace of the sentence is a verb phrase. See also Gerund phrase, Infinitive phrase, and Participial phrase. V erb -e x p a n sio n ru le. T h e fo rm u la th a t describes o u r syscem for expanding che verb with auxiliaries to express variations in meaning. See C hapter 4. Vocative. The noun or noun phrase o f direcc address, considered a scncencc modifier: ‘'Mike, is chac you?” What-cleft. See Cleft sentence. W7;-question. A quescion chat is introduced by an interrogative, such as who, which, when, where, why, or how, that asks for inform ation of content, in contrast to a yes/no question.
Part VI: Glossary o f Grammatical Terms
365
Yes/no interrogative. The words z/and whether (or not) rhat introduce nominal clauses that ask or suggest a yeslno question: “I wonder i f Kim is coming ‘‘I wonder whether or not she’s coming Y es/no q u e stio n . A question th ar calls for a yes or no response. It is characterized by the opening auxiliary, in contrast to the interroga­ tive thar opens the wA-qucstion: “Are you being served?” “D id the Orioles win?”
Appendix: Sentence Diagramming
O ur use o f scntcncc diagramming to teach grammar reflects the purpose described by Alonzo Reed and Brainerd Kellogg, who crcarcd this system o f illustrating sentences well over a century ago: “to picture rhe complete analysis o f the sentence, w ith principal and subordinate parrs in their proper relation” (p. vi).1 W e w ould extend that statem ent o f purpose to emphasize the role of a visual m ethod for helping students recognize and differentiate the sentence patterns as well. W e believe that the sentence patterns, intro­ duced in C hapter 3, provide a practical fram ework for organizing the details o f clauses, along with their modification and subordination and coordination. Reed and Kellogg acknowledge the criticism that diagramm ing alters the order of sentence parts. They maintain, however— and we agree— that this alternation “is a merit, for it teaches the pupil to look through the literary order and discover the logical order” (p. vii). We also agree that engaging in “the logical analysis o f the sentence . . . is to learn to think” (p. v). W e would add that, in conjunction with diagramming, the scntcncc patterns provide an organized set of tools for thinking. The ten diagrams on page 55 make clear che basic structure of the patterns, as well as their similarities and differences. For example, there is only one pattern, the intransitive Pattern VI, in which che predicate requires no structure be­ yond the verb; the diagrams also clarify that only transitive patterns include the vertical line thar identifies a direct object; and the slanrcd lines in Patterns II and III explain why be qualifies as a linking verb. W hen you recognize diat ir’s the verb rhat determines die sentence pattern, you can then understand— and visualize— thar the same features apply when the verb form is no longer that of predicating verb. For example, when an ' A lo n zo R eed and Brainerd K ellogg,
Higher Lessons in .English (N e w
York: M aynard,
Merrill & C o ., 1 9 0 2 ). Between 1 8 7 7 and 1913, cwenty-five ed ition s were published.
366
Sentence Diagramming
367
active Pattern VII verb functions as an adverbial (infinitive) or adjectival (participle) or nom inal (gerund), it will be followed by a direct object. It’s im portant to recognize that the various requirements o f the scntcncc patterns (direct object, indirect object, subject complement, etc.) apply to the verbs in all their functions, not just when they are the predicating verbs. Throughout the text we have included diagrams to illustrate the vari­ ous sentence expansions. You will find them listed in the Index under the name of the structure. We arc including in this Appendix a few diagrams for structures not covered in the book. However, we do not assume that every sentence is amenable to diagramming. And we would also note that many teachers using the text consider diagrams optional for their stu­ dents; the sentence patterns and their formulas can easily be understood without them.
VARIATIONS FROM REED & KELLOGG 1. O ne major change from the R& K system occurs in Patterns IX and X, the two transitive patterns that include objecc complements. The R&K diagram locates the object complement between the verb and the direct objecc: S V / PC DO
They explain that the line separating the verb from che object complement slants toward the O C to show that the complement belongs to the object. In our version, coo, che O C line slants to­ ward the object, but our diagram also maintains the linear order o f the sentence: V DO OC
lhis version also illustrates that the connection between the direct object and its complement is similar to the connection between the subject and the subject complement in linking verbs. 2. Another difference, fairly minor, concerns the line that connects a subordinate clause with the main clause. W e show it as a dot­ ted line; the R&K system uses a line that is half solid and half dot­ ted when the word expresses both an adverbial and a connective purpose, such as when, where, after, and so forth; we make no distinction based on meaning.
368
Appendix m ice
will play
EXCEPTIONS TO R&K DIAGRAMS N ot all structures are amenable to diagramming. O ne example is the noun phrase in which the headword has an expanded determiner, as discussed on pages 269-270: A ll o f the cookies are gone. In this sentence, cookies is the headword, preceded by an expanded deter­ miner. However, the traditional diagram would show A ll as the headword: A ll
In this case, a tree diagram would make the relationship clear: NP
/ D et / prcdet
N ou n
det
ADDITIONAL DIAGRAMS In the diagram o f the n o u n phrase, no m atter where in the sentence it appears and no m atter how m any modifiers it includes, the headword is on a horizontal line with the determiner, adjective(s), and modifying noun(s) slanting down from it:2 a b le
decision
y' The relationship o f prenoun m odifiers is n ot always represented accurately by the diagram. For example, the first diagram does not indicate that new modifies kitchen table, not just table-, in the second example, the adjcctive important m odifies career decision, not just decision.
Sentence Diagramming
369
W hen the modifiers themselves have modifiers, either qualifiers or other nouns, the diagram will make that clear:
W hen the determiner is a possessive noun, it may have a determiner o f ics own: my daughter’s car, che car’s electrical system:
As the diagrams illustrate, the whole phrases “my daughter” and “the car” have been made possessive. You can show that my daughter’s and the car’s conscicute a single modifier of the headword by substituting a possessive pronoun: her car, its electrical system. In Chapter 5 we saw che w h a t - c lt h , a way of changing scncence focus; the result is a nominal clause, like those you saw in Chapter 8: A branch in the road causcd ------W hat caused the accident was the accident. a branch in che road.
W hat
branch
caused
v * ro id &
accident
caused accidfnc
/>
w a s branch
V
370
Appendix
Elliptical clauses o f com parison were discussed in the chapter on sen­ tence modifiers (pages 197-199): I’m a year older than my sister. I *m
older_________
r A * sister
V, My roommate studies harder than I do. room m ate
i
studies
do x

V Some elliptical sentences we saw were ambiguous: The Packers beat the Patriots worse than the Panthers. Packers
x
beat

I Patriots
x
%
Panthers
V
Answers to the Exercises
CH A PTER 2
Exercise 1, page 19 1. The students d
their long trip
H
d
H
2. our new neighbors d
the hall
H
d
H
4. A huge crowd d
H
H
d
d
H
H
an enormous crowird d H
her new boyfriend
Exercise 3, page 25 1. adj, adv 4. adj
H
d
6. Jessica
4. They
d
the big parade
H
Exercise 2, page 21 1. Thev
the weekends
H
d
d
H
the streets
5. This new lasagna recipe
H
d
the library
3. Mickey’s roommate d
our best friends
H
some cookies d
H
2. He
3. She
5. They
6. It
2. adv, adv
3. adj, adv
5. adv, adv
6. adv,adv, adv 371
372
Answers to the Exercises
CH A PTER 3 Exercise 4, page 3 4 Brian’s problem
1 serious.
1
N’P
adj subj comp
be pred vb
subj
problem
is

serious

2. The workers
are
NP subj
on the roof. (I)
he pred
PreP P^11' ADV/TP
vb
3. The excitement of the fans NP
is
the soul o f wit. (Ill)
NP,
be
NP,
subj
pred
subj comp
vb
Brevity
really contagious. (II)
he pred
subj
4. Brevity
is
_ !A .
soul
adj subj comp
Answers to the Exercises
5. The final exam
was
NP subj
at four o’clock. (I)
be pred vb
exam
373
prep phr ADV/TP
was

*
V
four o ’clock

6. The kids
are
NP subj
Ik pred vb
kids
are

adj subj comp

silly

Si
vs
V
7. The basketball team
IS be pred vb
NP subj
8. A foolish consistency
is
NP, subj
be pred vb
consistency
v«
is
on a roll. (II) prep ph r subj comp
the hobgoblin of little minds. (Ill)
hobgoblin %
V 'm i n d s
NP. subj comp
374
Answers to the Exercises
Exercise 5, page 3 6 1. The baby
looks Ink vb pred vb
Nl> subj
baby
looks

2. O ur new neighbors Nl>, subj
q
V
adj subj comp
healdiy
became
became
NP, iubj comp

'u '4
The piano NP snbj
4. October NP subj
OcLober
our best friends. (V)
Ink vb pred vb
neighbors
X
healthy. (IV)
friends
V A
^
sounds 1 out o f tune. (IV) Inkv b pred vb
turned Inkvh pred vb
turned c o l d
prep phr subj comp
extremely cold. (IV) adj subj comp
Answers to the Exercises
5. You
look
pro subj (Nl)
a mess! (V)
Ink vb pred vb
look
You
NP, subj comp

mess
V 6. That spaghetti
smells
N I3 subj
spaghetti
ink vb pred vb
smells

wonderful. (IV) adj subj comp
wonderful
a
Your idea
seems
KP
Ink vb
subj
pred vb
idea
seems
sensible. ( adj sub] comp
sensible

t

Cyberspace
remains
NP. subj
Ink vb
NT.
pred vb
subj comp
Cyberspace
remains

a com
mystery
Exercise 6, page 3 9 1. The rug in the dining room is dirty.
(II)
adj
2. We rarely dine in che dining room. adv
(VI)
375
376
Answers to the Exercises
3. The b)^ak between classes seems very short on sunny davs. adj
(IV)
adv
4. At the diner on Water Street, we chatted aimlessly until midnight.
J
adj —
t
adv
(VI)
-------------------------------
5. Daylilies grow wild in our backyard.
(VI— or, perhaps, IV)
adv
6. In 1638 a young philanthropist^ P u r ita n background became the adv
adj
founder of the oldest university in the U.S.
^
^
(V)
a(Jj
adj
7. The name of that young man was John Harvard.
(Ill)
adj
8. My cousin from Iowa City works for a family with seven children. adj
t
adj
adv
Exercise 7, page 41
2.
boys
tu rn e d in
$ 3.
b ab v
m id n ig h t
tu rn e d

X 1'-
him self
(VI)
Answers to the Exercises students
turned
fighter
passed out round
Exercise 8, page 44 1. The boys NP, Subj
boys
prepared
j
a terrific spaghetti dinner. (VII)
tr vb pred vb
prepared
NP, dir obj
I
dinner
377
378
Answers to the Exercises
2. An old jalopy
turned
NP 5Ubj
into our driveway. (VI)
incvh pred vb
prep phr op i ADV
The ugly duckling
turned into
XP
In k vb
subj
p re d vb
duckling
turned into
A
Cl NSs


4. The fog
swan

on little cat feet. (VI)
int vb pred vb
fog
NP, subj comp
V
comes
NP subj

a beautiful swan. (V)
prep phr opt ADV
comes
«- p
feet


V.
A
5. O n Sundays
the neighbor across the hall
walks
NP, subj
tr vb pred vb
prep phr opr ADV
at
6:00
a .m
prep phr opt ADV
.
(VII)
his dog Nl dir obj
Answers to ihe Exercises
6. Betsy

NP subj
often adv opr ADV
7. After w o months prep phr opt ADV
jogs

inrvh pred vb
^
reminisccd im vb pred vb
about the good old days. (VI) prep phr opr ADV
with her dog. (VI) prep phr opt ADV
rhe teachers callcd off tr vb NP, suhj
8. The whole gang NP subj

379
pred vb
their strike. (VI I ) NP. dir obj
at our class reunion prep phr opt ADV
380
Answers to the Exercises
Exercise 9, page 4 6 1. For lunch iManny made himself a humongous sandwich. (VIII) prep phr TTvb p ro NP, NP, opr ADV
prcd vh
subj
M anny
m ade
itici obj (NPJ
sandwich
1
n
V 1

lunch
dir obj
o
. him self

V>
2. I

pro subj iMP.)
made
an A
tr vh prcd vb
NP, dir obj
m ade
on my research paper. (VII) prep phr
opi ADV
A
3. The kids made up a story about monsters from outer space. (VII) NP, subj kid s
rr vb prcdvb
NP, dir obj
m ade up
story
monsters sp a te
4. The teacher wrote a lot of comments in the margins. (VII) NP, subj
lr vb pred vb
NP, dir obj
teach er
w ro te
lot
v
.
m argins
V
prep phr opr ADV
co m m e n ts
Answers to the Exercises
381
5. My advisor wrote a letter of recommendation for me. (VTII) NP. subj
NP, dir obj
tr vb
pred vb
p re p ph r in d obj
NP.
advisor
wrote
letter
V V '
recom m endation
me
7

6. I
! wrote down
pro Subj
7.
I
saw
1
pro subj NP,
I
the assignment
tr vb pred vb
myself
in the mirror.
pro
prep phr
pred vb
dir obj NPa
o p t ADV
V
very carefully. (VII) adv phr opt ADV
tr vb
saw

NP, dir obj
(V II)
mvself
m irror
V
8. Shirl

gave

herself
NP,
rr vb
pro
subj
p re d v b
indir obj
a pat on the back. (VIII) Nr, direct obj
NT,
gave_____ I
Shirl
herself
par______ back
382
Answers to the Exercises
Exercise 10, page 50 1. The kids on our block and their dogs drive my mother crazy. (DC) NPj compound iubj
ir vb pred vb
NPt dir obj
adj obj comp
ldds
2. She
calls
them
pro subj (NP.)
u vb pred vb
pro dir obj (NPJ
She
calls
them
NP, cbj comp

V
neighborhood
3. O n Friday che weather suddenly turned cold and bluster}'. (IV) prep phr
NP
adv'
inkvh
compound adj
opr ADV
iubj
o p t ADV
pied vb
.subj com p
weathc
Answers to the Exercises
4. The teacher

was
NP, subj

unhappy
be pred vb
383
with our test scores. (II) prep phr opt ADV
Adj
5. England’s soccer fans have a reputation for wild behavior. (VII) NP, subj
rr vb pred vb
NP, dir obj
6. M y boss at the pizza parlor promised me NP, Subj
cr vb pred vb
boss


prom ised
parlor
>
V k
me
a raise. (VIII)
pro indobj (NP )
NP3 dir obj
raise
V
'
7. Banquo’s ghost appeared to Macbeth at the banquet. (VI) NP subj
ghost *2
prep phr op i ADV
inr vb pred vb
appeared

'o

M acbeth

-------------- --------------
banquet
■

prep phr opt ADV
384
Answers to the Exercises
8. The new arrivals at the animal shelter appeared und. (IV) NP subj
Iixk vb vb appeared
a r r iv a ls

adj sub corap
undernourished
'p
%
9. Both Alaska and Hawaii attained statehood in 1959. (VII) NP subj
rrvb pred vb
NP, dir obj
prep phr opr ADV
Alaska attained Hawaii
statehood
1959
10. According to the latest census, W yoming is prep phr opr ADV
NP, Subj
be pred vh
our least populous state. (Ill) NP, subj com p
11. Some people consider Minnesota’s winters excessively long. (IX) NP, suhj
rrvh pred vb
people
consider
NP, dir obj

winters

adj phr obj comp
long
Answers to the Exercises
12. Emily

NPj subj
selected

385
peach and lavender
rrvb pred vb
compound NP, dir obj
as the color scheme for her wedding. (X) NP, obj comp
as
(Note: fo r her wedding could also be considered adverbial.) CH A PTER 4
Exercise 11, page 65 1. have has 2. do does
had
having
had
did
doing
done
3. say
says
said
saying
said
4. make
makes
made
making
made
5. go
goes
went
going
gone
6. take
takes
took
taking
taken
7. come
comes
came
coming
come
8. see
sees
saw
seeing
seen
9. get
gets
got
getting
got, gotten
10. move
moves
moved
moving
moved
11. prove
proves
proved
proving
proved, proven
12. put
puts
put
putting
put
13. think
thinks
thought
thinking
thought
14. beat
beats
beat
beating
beat, beaten
15- meet
meets
met
meeting
met
386
Answers to the Exercises
Exercise 12, page 71 A. 1. has worked
5. should have had
2. will be playing
6. had had
3. was being
7 . could have been
4. is having
8. may have been trying
B. 1. past + be + -ing + study 2. pres + have + -en + find 3. past + lose 4. pres + have + -en + be + -ing + skip 5. past + can + be 6. pres + seem 7. pres + will + be + -ing + have 8. past + shall + have + -en + study
C H A P T E R
5
Exercise 13, page 89 1. The Emancipation Proclamation was signed by President Lincoln in 1862. 2. Several sensational news stories have been published by the campus paper this semester. 3. A run-off election will be held in two weeks. 4. The suspect is being kept in solitary confinement. 5. I am pleased by your positive attitude. 6. Bill was being teased about his new mustache by his fraternity brothers. 7. Your computer files should be backed up on a regular basis. 8. Power lines have been knocked down by heavy thunderstorms in three counties.
Answers to the Exercises
387
Exercise 14, page 92 1. Avatar was given rave reviews by many critics. 2. The third graders are being given too m uch homework. 3. Three finalists have been chosen for the science award. 4. The staircase walls have been turned into an art museum by these colorful murals. 5. Roger Federer is often referred to as the greatest tennis player of all time. 6. Some o f our most intricate fugues were composed by Bach.
Exercise 15, page 93 1. The cheerleading squad led the football team onto the field. (VII) 2. A committee chooses the cheerleaders in the spring. (VII) 3. The managing editor had warned the new reporters about late submissions. (Vll) 4. The judges have chosen three finalists for the science award. (VII) 5. Someone manufactured dental floss for the first time in 1882. (VII) 6. People in financial circles are talking about the possibility of recession. (VII) 7. The critics called the play a smashing success. (X) 8. Someone has rendered the poison harmless. (IX)
Exercise 16, page 98 1. expletive (VII) 2. adverb (I) 3. expletive (I) 4. expletive (1) 5. adverb (I) 6. adverb (VI) 7. expletive (I) 8. adverb (VI)
388
Answers to the Exercises
C H A P T E R
6
Exercise 17, page 113 1.
wood
burn
(V II)
v heat
(VII)
(V I)
(Vll-passive)
6.
Man
-
animal
(I II)
Answers to the Exercises
Exercise 18, page 114 1. I’m going co wax the car parked in the garage. I’m going into the garage to wax the car. 2. W e watched the game from the porch. W e watched che game being played on the porch. 3. Fred tripped his teammate who was holding the bat. Fred stuck the bat out and tripped his teammate. 4. Susan washed the stones she found in the riverbed. Susan went co the river to wash the stones she found. Exercise 19, page 116 1. Pece is working nights this week. (XT) N
NP
2. I was awake the whole night. (II) NP
3. I’ll see you soon. (VII) adv
4. This m orning Pam threw away the leftover spaghetti. (VII) np
'
’
5. George will do dishes next time. (VII) ^
NP
6. I love weekends. (VII) 7. Bill works weekends. (VI) N'
8. At the first sign o f winter the birds flew south. (VI) prep phr
adv
Exercise 20, page 120 1. O ur cat often iumps up on the roof co reach the attic window', (main clause: VI; infinitive: VII)
Answers to the Exercises
2. Sometimes she even climbs the ladder to get there, (main clause: VII; infinitive: VI)
3. Last night my computer blinked ominously during an electrical storm . (VI)
4. I immediately turned it off. (VII)
5. W e went to the mall last Saturday to check out the big sales, (main clause: VI; infinitive: VII) We
went
Answers to the Exercises
391
6. Afterwards we stayed home to watch the playoff frame with Uncic D ick, (main clause: VI; infinitive: VII)
Exercise 21, page 123
392
A nswers to the Exercises
4.
M ik e
Is moving
Memphis

look tor '
be
[ job
% graduates
(Note: The adverbial clause could also be interpreted as a m odi­ fier of the main verb.)
CH A PTER 7 Exercise 22, page 134 A. 1. Some movie reviewers (D)
(n)
(H)
2. a riveting, ambitious example (D)
(pin)
(adj)
(II)
Answers to the Exercises
393
3. The film’s ccntral premise CD) (D) (adj) aI) 4. a worldwide social revolution (D)
(adj)
(adj)
(H)
5. two middle-class college boys (D)
(adj)
(n)
(n)
(H)
6. 2 brilliant sequence (D)
(adj)
(H)
7 . his Facebook co-founders tt>)
(n)
(H)
8. a wild party (D) (adj)
(H)
9. the exclusive collcge clubs (D)
(adj)
(n)
(H)
10. a derisive contrast (D)
(adj)
(H)
11. their computers (D)
(H)
12. thg beautiful young things (D)
(adj)
' (adj)
(H)
13. a future entrepreneur and billionaire (D)
(adj)
(H)
(H)
14. the born-to-rule kids (D)
B.
(part ph)
(H)
1. The departm ent’s personnel committee (D)
(n)
the main office (D)
(adj)
this m orning
(II)
(D)
2. O ur whole family (D)
(adj)
(H)
the new Sunday brunch m enu
(H) '
3. Serena’s daughter (D)
(H)
(H)
(D)
(adj)
(n)
(n)
the cafeteria
(H)
(0)
an expensivc-looking copper-colored bracelet (D)
(adj)
(pan)
(n)
(part)
the subway station (D)
(n) '
(H)
4. The bicycle-safetv commission (O)
(n)
(n) ’
their regular meeting (D)
(adj)
(H)
(adj)
(adj)
the new regulations
(H)
(0)
(adj)
this noon (D)
5. H er lovely, gracious manner (D)
(H)
(H)
(H)
the start (D)
(H)
(H)
(H)
394
Answers to the Exercises
6. Any mother (0)
the job
(H)
several air-traffic controllers
(D) (H)
(U)
7. The rising interest rates (D)
(pan)
(n)
(H)
(n)
(n)
(H)
a serious concern (D)
(adj)
(H)
even7cost-conscious citizcn (D)
(n)
(adj)
(H)
Exercise 23, page 137 1. with a cast on his leftjoot 2. o f the museum (near the visitors’information booth could modify either museum or meet) 3. after the game (at Bob s house could modify either party or game) 4. o f computer viruses 5. from within 6. for my science course, from Stanford 7. (o f any size could modify either loans or businesses) 8. with the weakest qualifications, about the selection process
Exercise 24, page 143 1. who traveled overland . . . m id-1800s: modifies pioneers; who — subj; VI 2. that the pioneers traveled; modifies routes; that = dir obj; VII 3. which appeared . . . days: modifies Chimney Rock; which = subj; VI 4. who braved . . . foot: modifies families; who — subj; VII 5. that those . . . wagon wheels . . . prairie: modifies ruts; that = dir obj; VII 6. which . . . iourncv: modifies Cont. Divide; which = subj; IIT 7 . which led to. . . GSL: modifies Mormon Trail; which = subj; VI where the followers . . . hom e: modifies GSL; where = ADV; VII 8. who had been promised . . . O regon: modifies farm ers. . .families-, who — subj; VIII (pass) 9. when two golden spikes . . . railway: modifies 1869; when = ADV; VII (pass) 10. which became obsolete . . . telegraph: modifies Pony Ex; which = subj (IV)
Answers to the Exercises
395
Exercise 25, page 146 Here are some possibilities; you will think of others. 1. Bill owns that expensive sports car standing in the driveway. (Note that the indefinite an bccomes definite with that.) 2. I am babysitting for the baby sleeping upstairs in the crib. 3. Some of the fans lining up at the ticket office will probably be disappointed. 4. 'Ihe students searching the Internet want to find material for their research projects. 5. Ihe defense could not stop the fullback charging through the line. 6. The teachers walking the picket line have been on strike for eight days.
Exercise 26, page 149 1. The award given every year to the outstanding volunteer has (VIII passive) been announced. award
has been announced
2. Being a philosopher, she can propose a problem for ever}' solution.
(HI) she
can propose

problem solution
philosopher
Answers 10 the Exercises
3. He has all che gall o f a shoplifter returning an item for a refund. (VII) H«
has
gall
V % V 1
sh o p lifter
Y ^ 'n i n g
j
<:
item

,
refund
4. The hostess gave the departing guests some leftover food for (VI) their pets, hosuess
gave
I
tood
guescs pets
(The preposdonal phrase could also be interpreted as adverbial.)
5- Finding the price reasonable, thev rented the apartment on the spot. ~ (IX) ' th e y
re n te d
V ;­nS
I
p rice
a p a rtm e n t

reasonable
Answers to the Exercises
397
6. Congress shall make no law abridging che freedom o f speech or (VII) of che press.
Congress
shall m ake
1
law
gins
freedom
speech
press
7. Some agencies will not fund research involving generic manipulation (VII) agencies
V V
will fund
V
research

. ° ^ in g
m anipulation
8. The ceachers' union has finally approved the last two disputed (VII passive) sections of the contract offered by the school district. (VII passive)
398
Answers to the Exercises
Exercise 27, page 151 Here are some possibilities; you will probably think of others. 1. Bccause the house needed considerable repair, my parents were able to buy it for little money. 2. Having misunderstood the assignment, I got a low grade on my paper. 3. The archeologists could not decipher the inscription, which was covered with the grime of centuries. 4. The bus left without the woman who was still searching for change in her purse. 5. The patient spent four hours on the operating table while doctors performed a double bypass on her (or his) severely blocked arteries. 6. Once considered only an average player, Chris has greatly improved his game in the last three months. 7. The dean o f men surprised several members of the football team as they were breaking in through the window of the girls’ dormitory. 8. Seen from miles away, the m ountain might be mistaken for a cloud.
Exercise 28, page 15 4 1. Johannes Gutenberg, who had . . . goldsmith, developed . . .; that changed the world of printing— restrictive, no comma 2. using movable metal type— restrictive, no commas 3. Movable type, often regarded . . . millennium, changed . . . ; [that] people read books— restrictive, no comma 4. a communal event, where one person . . . people. 5. printed before 1501— restrictive, no commas; is called an incunabulum, which literally means “swaddling clothes.” 6. that transfers . . . printed— restrictive, no comma; on which it is printed— restrictive, no comma 7. that bypass . . . plates— restrictive, no comma 8. Text messaging, which is called . . . Asia, has become . . . 9. SMS is hugely popular in India, where companies provide . . . 10. that made . . . papers— restrictive, no comma
Answers to the Exercises
399
Exercise 29, page 158 1. in which players . . . targe: (relative clause) 2. which originated . . . Netherlands (relative clausc); of bowling and shuffleboard (prep phrase); of billiards and chess (prep phrase) 3. that is 42 . . . wide (relative clause); of four players to a side (prep phrase); to a side (prep phrase) 4. that is . . . away (relative clause) 5. called Blue H one (participial phrase); which is . . . resiliency (relative clause) 6. of the wrist (prep phrase); imparting . . . named (participial phrase); for which . . . named (relative clause) 7. on a team (prep phrase); to knock . . . bounds (infinitive phrase) 8. of curling equipm ent (prep phrase); used by players . . . stone (participial phrase); of a teammate’s stone (prep phrase) 9. whose stones . . . target (relative clause); of the target (prep phrase); that is closer (relative clause) 10. where there are . . . circuit (relative clause); who play . . . circuit (relative clause) CH A PTER 8 Exercise 30, page 166 1. simple ballads sung to guitar music 2. son of the legendary songwriter W oodv Guthrie 3. Ai. O-fbeat film aoout illega, trash dum ping 4. the search for personal freedom 5. a contemporary folk singer and songwriter: Soul Journey and Time (The Revelator) 6. Casev Exercise 31, page 170 A.
1. Flying a supersonic jet— VII, subject; main clause: III 2. playing practical jokes on his players— VII, direct object; main clause: VII 3. telling a few jokes— VII, object o f preposition; main clause: VI 4. staying awake in my eight o’clock class— IV, subject complement; main clause: III 5. Leaving the scene of the accident— VII, subject; main clause: III 6. seeing the suspect near the entrance o f the bank— VII, direct object; main clause: VII
Answers to the Exercises
400 7.
going uo college— VI, object of preposition; main clause: VI
8. Thinking a problem through— VII, subject; main clause: VII I

Plying
je t
has been
✓
'

child h o o d
dream
Answers to the Exercises
402
Answers to the Exercises
Exercise 32, page 172 Here are some possibilities; you may come up with others. 1. After we had finished the decorations, the ballroom looked beautiful. 2. You will reduce your revising time by following a few helpful pointers. 3. in making a career decision, you will find your counselor a bi help. 4. By signing chis waiver, the tenant gives up any right to make claims against the owner. 5- O ur backpacks got really heavy after we hiked up chat steep mountain trail.
Exercise 33, page 175 1. ro give . . . Christmas— VIII, direct obj 2. to beg for mere)7— VI, subj comp 3. To walk . . . night— VI, subj 4. to become president— V, direct obj 5- to never take . . . lunch— VII, appositive 6. co d istract. . . nest— VII, direct obj 7.
to shock . . . views— VII, direct obj
8. To know him— VII, subj; to love him — VII, subj comp . N°
1.
Sivg
necktie
I
father Ruth
hope
plans
is

A

Christm as
Answers to the Exercises
could be
dangerous
VJ«
✓
6. . distract predators nest
bird
will attem pt
403
404
Answers to the Exercises
8.
V
know
I him
jl
love
I him
A.
Exercise 34, page 177 1. for vou ro cell the truch. infinitive (subj comp) 2. remaining silent, gerund (obj of prep) 3. to ignore . . . oraer. infinitive (appositive) 4. Raising . . . profile, gerund (subj) 5- to write . . . assignment, infinitive (direct obj) 6. your proofreading . . . m e. gerund (direct obj) 7. to watch . . . m orning, infinitive (direct obj) 8. The baby’s crying, gerund (subj) 1. you tell
thing
w ould be
truth
Answers to the Exercises arc m aking

situation
rem aining
silent

worse
406
Answers to the Exercises
w aich
¥ y m o rn in g
goldfinches
feeders
^
S
like
Exercise 35> page 179 Here are some possibilities; you will undoubtedly think of others. 1. You should know that this flight has been cancelled, (dir obj) 2. That the airlines overbook their flights makes everyone angry, (subj) 3. M y parents realize that I can’t call them even-' day, (dir obj) 4. lhat mv flight will be late has not occurred to them, (subj) 5. The truth is that they never asked me about my travel plans. (subj comp) 6. The fact chat I might keep them waiting disturbs me. (appositive) Exercise 36, page 181 1. Main clause: VII; nominal where clause (dir obj): VII 2. M ain clause: VII; adverbial when clausc: VJ1 3. Main clause: IV; adverbial when clause: VI 4. Main clause: III; nominal when clause (subj): VI 5. M ain clause: VI; adverbial where clause: VI 6. M ain clause: VIII; adverbial when clausc: VII; nominal where clause (dir obj): VII 7. Main clausc: VII; adverbial when clause: VII; nominal where clausc (dir obj): VI 8. Main clause: VTT; nominal where clause (dir obj): VII (passive) 9. M ain clause: VII; adverbial when clause: III 10. M ain clause: VII; nominal where clause (dir obj): I; adverbial when clause: VI
Answers to the Exercises
Exercise 37, page 182 1. how awesome a redwood tree could be fdir nbO 2. that it was too short (subj comp) 3. W hat Carlos said about his cousin (subj) 4. why people fear intimacy (obj of prep) 5. that they could have a dog (dir obj) 6. W ho invented calculus (subj) 7. which twin was Elaine (dir obj) 8. if we could come for the weekend (dir obj) 9. he would explain his explanation (dir obj) 10. that they should replay the point (appositive) could be awesome
realized
esterdav
2.
char
407
408
Answers to the Exercises
people teacher
is w a rin g
fear
book
Sk 5.
that could have
the
sisrer
told

/
children
6.
who
invented

calculus
is V
V
dispute di
%
[ dog

intim acy
Answers to the Exercises
8.
409
if
could come weekend
P e rc y
9.
w ondered
he
A
would explain
wish
I explanation
/
10 .
that chcy
should replay
point
* decision ( 7 I )
upset
contestants

Exercise 38, page 183 1. (In 1874), (in London), (today)— adv [for. . game], [of. . . game], [that was . . rodayj [of. . . todayj— adj what we play today— nom cl, o. p. 2. how graphite . . . tennis— nom cl, d. o.; [of tennis]— adj. 3. M ultiplying . . . serve— gerund ph, subj; [ o f . . . servej, [that many . . . enjoy]— adj.
410
Answers to the Exercises
4. [Introduced in 1970], [of tennis]— adj.; (in 1970), (by . . . attractive)— adv.; making the m atches. . . attractive— gerund ph, o. p. 5. (In . . . final), (in . . . won)— adv.; [which . . .won]— adj.; to con v ert. . . won— infinitive ph, d.o. 6. (Unless . . . injured), (because . . . losing)— adv.; to beat her— infinitive ph, delayed subj. 7. to win . . . retires— infinitive ph, subj comp; (before . . . retires)— adv. 8. (Two years) (after. . . baby)— adv.; getting . . . baby— gerund ph, o. p. 9. (Instead . . . shot) (when . . .lob)— adv.; using . . . shot— gerund ph, o. p.; to h i t . . . lob— infinitive ph, d.o. 10. (Although . . . chemistry) (in . . . results)— adv.; [who . . tennis], [in . . . tennis]— adj.; t h a t . . . chemistry— nom cl, d. o., that common . . . results— nom cl, appositive
CHAPTER 9 Exercise 39, page 195 1. Amazingly
6. (none)
2. (none)
7. W ithout a doubt
3. Well
8. no doubt
4. (none)
9. (none)
5- Strangely
10. my friend
Exercise 40, page 197 1. (no commas)
5. rent, even
2. us, although
6. (no commas)
3. over, we
7. apartment, even (optional)
4. coffee, since (optional)
8. heat, get
Exercise 41, page 199 A.
1. W hen you are late for work, the subway is better than the bus. 2. If bread is kept too long in hot weather, mold will grow on it. 3. While we were driving co che game on Saturday, an accident tied up traffic for over an hour.
Answers to the Exercises
B.
411
1. I picked up a midwestern acccnt while I was living in Omaha. 2. My accent is not as noticeable as Carlo’s accent is [noticeablej. 3. Holmes hit Ali harder than N orton h itA li (or Holmes hit Norton). 4. If it is necessary, strain the juice before adding the sugar. 5. W hile I was waiting . . . 6. I f your paper is handed in late . . . 7. Love goes toward love, as schoolboys go from their books. But love goes from love, as schoolboys go toward school with heavy looks. 8. 'Ihe weather in Little Rock is not as humid as it is in New Orleans.
Exercise 42, page 202 1. her tail . . . metronome (part) 2. their arms . . . shoulders (part) 3. The rain having . . . hour (pare) 4. her book . . . floor (adj phr); her eyes . . . flames (adj phrase) 5. che streets . . . light (NP); the p la n e t. . . edges (part); the sky . . . infinity (NP) 6. his bunched shirr . . . blades (prep ph); his coes . . . floor (pare); the aunt’s arms . . . shoulders (prep, phrase) Exercise 43, page 2 0 4 1. Cleaning the basement this m orning wasn’t very m uch fun. 2. It surprised me that Otis didn’t want to stay for the second half of the game. 3. I h e president criticized the Congress rather severely in his press conference; some observers considered his criticism quite inap­ propriate. 4. Contrary to the prediction of the weather sendee, the first snow­ storm of the season in Denver was both early and severe. 5. O ur having company for dinner three times this week probably means hot dogs for the rest o f the m onth. C H A P T E R 10 Exercise 44, page 212 1. (no commas) 2. now, I
412
Answers to the Exercises
3. tires, shock absorbers, and brake linings 4. 1970s, a 1959 Chevy, required 5. (no commas) 6. Corvette, the car Exercise 45, page 2 1 6 There’s more than one possibility in each case. 1. T can’t decide which activity I prefer: swimming . . . or jogging . . . 2. I almost never watch television. Either there is nothing on that appeals to me or the picture . . . 3. I don’t enjoy flying, and I don’t feel like taking the train. 4. Either the superintendent or the members o f the school board make the final decision. 5. Either the recipe was printed wrong, or I misread it. 6. I was unhappy with what he said and how he said it. 7. The coach announced an extra hour of drill on Saturday and no practice on Sunday. 8. M y history class, as wrell as both English classes, requires . . . 9. For my birthday dinner, A unt Rosa has promised to fix her famous lasagna and to bake my favorite cake. 10. For the picnic we brought lemonade and baskets of chicken.
CHAPTER 11 Exercise 46, page 229 nov a
aud it or
re nov at ion
aud ience
in nov ace
in aud ible
nov ice
aud it or ium
nov el ist
aud io
nov = new
aud = hear
dur able
con ceive
en dure
cap able
dur ation
sus cept ible
d u r ing
cap ture
cn d u r a n c e
inter cept
dur = hard
cap (cept) = take
Answers to the Exercises
413
Exercise 47, page 230 Check your answers with the dictionary and/or your instructor. Exercise 48, page 23 6 1. pre cis ion (bound + bound 4- bound; affix, base, affix) d
d
(Note: d = derivational; i = inflectional) 2. candid ate (free + bound; base, affix) d 3. de tour ed (bound + free + bound; affix, base, affix) d
i
4. ex cess ive ly (bound + bound + bound + bound; affix, base, affix, affix) d
d d
5. un a ware (bound + bound + free; affix, affix, base) d
d
6. money (free; base) 7. side walk s (free + free + bound; base, base, affix) i
8. pro m ot ion (bound + bound + bound; affix, base, affix) d
d
9- il leg al (bound + bound + bound; affix, base, affix) d
c d
10. weal th y (free + bound 4- bound; base, affix, affix) d d
11. tele vis ion (bound + bound -f bound; affix, base, affix) d
d
12. re vis es (bound + bound -r bound; affix, base, affix) d
i
C H A P T E R 12 Exercise 49, page 241 1. pleasure
5. derivation, derivative
2. regulation, regulator
6. retirement, retiree
3. stealth
7. formula, formation
4. seizure
8. revival
414
Answers to the Exercises
Exercise 50, page 242 1. Teacher’s, teachers’ 2. horse’s, horses’ 3. sister’s husband’s, sisters’ husbands’ 4. son’s, sons’
Exercise 51, page 244 1. Price’s
6. neighbor’s
2. Hedges’
7. neighbors’
3. James’s
8. Miss Piggy’s
4. Massachusetts’
9. women’s 10. Confucius’
5. Linus’s Exercise 52, page 255 friendly
friendlier
friendliest
helpful
more helpful
most helpful
wise
wiser
wisest
awrul
more awful
most awful
rich
richer
richest
mellow
mellower
mellowest
expensive
more expensive
most expensive
valid
more valid
most valid
pure
purer
purest
able
abler (more able)
ablest (most able)
Exercise 53, page 260 1. grief
grieve
grievous
grievously
2. variation
vary
variable
variably
various
variously
ably defensively
variance variety 3. ability
enable
able
4. defense
defend
defensive
Answers to the Exercises 5. economy
economize
economical
economically
economic 6. pleasure
please
pleasant
pleasantly
7. type
typify
typical
typically
8. prohibition
prohibit
prohibitive
prohibitively
9. cricic
criticize
critical
critically
validate
valid
validly
11. appreciation
appreciate
appreciative
appreciatively
12. beauty
beautify
beautiful
beautifully
13. acceptance
accept
acceptablc
acceptably
14. purity
purify
pure
purely
15- continuation
concinue
continuous
continuously
continual
continually
criricism 10. validacion validity
continuity
(Note: You may think of other possibilities.) C H A P T E R 13 Exercise 54, page 268 1. mv, j ' enough, O • her 2. John’s, the
4. more, the week’s
3. Every, chis, a
6. eicher, no
5. less, last
Exercise 55, page 271 1. have been (h a v in g
5. has to yleavg)
2. should have (gaten)
6. are (frustrating)
3. can’t (look)
7 . £an(b§.
4. will be Whelping)
8. shouldccontinue)
416
Answers to the Exercises
Exercise 56, page 2 7 7 1. in, since
5. According to, of, in
2. because of
6. with (on = particle)
3. in spite of
7. Except for, in, of, out of
4. Prior to, in
8. Between, until
Exercise 57, page 285 1. and— coordinating conjunction; on— preposition; 3n— determiner; in— preposition 2. Four— determiner; from— preposition; for— preposition; for— coordinating conjunction; for— preposition 3.
— subordinating conjunction; an— determiner; as— expletive; ai— preposition
4. bg— auxiliary; by— preposition; but— coordinating conjunction 5. of—preposition; o_ft— particle (part of verb); if—subordinating conjunction 6.
ars— auxiliary; of—preposition; Qr— expletive; our— determiner
7. will— auxiliary; with— preposition; while— subordinating conjunction 8. too— qualifier; two— determiner; ic — preposition
C H A P T E R 14 Exercise 58, page 293 1. They
4. them
6. him, it
2. We, him
5. them or them and him
7. us
3. She, it
8. He, them
Exercise 59, page 2 9 6 1. herself
3. itself
5. himself
2. themselves
4. ourselves
6. ourselves
Answers to the Exercises
417
Exercise 60, page 302 1. everything— indefinite; I— personal; one— indefinite 2. every— indefinite; any— indefinite; they— personal 3. Someone— indefinite; wg— personal; who— interrogative; it— personal 4. AH— indefinite; that— relative; I— personal; that— demonstrative 5. much— indefinite; they— personal; both— indefinite; more— indefinite; I— personal 6. I— personal; myself— intensive; whatever— indefinite relative; you— personal 7. enough— indefinite; me— personal 8. themselves— reflexive; one another’s— reciprocal 9. most— indefinite; I— personal; myself—reflexive 10. whoever— indefinite relative; one— indefinite
C H A P T E R 15 There is no one correct answer for any of the exercise items in this chapter. The answers given here are simply suggestions. Exercise 61, page 3 1 7 1. The small band of rebels resisted the army patrol for several hours, then surrendered just before dawn. News reports . . . did not specify. . . 2. The majority leader wields a great deal of influence in the W hite House. He or she can easily circumvent. . . 3. Several economists are saying that they anticipate an upturn . . . Others, however, maintain that interest rates must stabilize i f . . . 4. The night-shift workers . . . tried to compel them to relinquish. . . 5. The chairman . . . denounced the practice . . . He said that the new rules will eliminate . . . To some observers, such practices signify [or constituteJ bribery. Several senators have promised to form ulate. . . 6. D orm life changed drastically when colleges abrogated [or abolished] . . . In the old days . . . students who defied [or disregarded, disobeyed] the rules. At some schools . . . would not tolerate. . . routinely expelled.
418
Answers to the Exercises
Exercise 62, page 322 1. The community objected strongly when the school board cancelled the after-school drama program. 2. Now' that China has opened its doors to certain aspccts of capi­ talism, American companies are looking for ways to expand their markets and their product lines. 3. Analysts o f the siruacion in the Far East agree that opportunities for investment there are growing. 4. In his biography of Lyndon Johnson, Robert Caro describes the 1948 Senate election in great detail. 5- W hen Julie applied for a work-srudy job, she was surprised to learn that her parents would have to submit a detailed financial statement. 6. Tim worked long and hard before his new pizza parlor finally turned a profit. 7. Two im portant aims o f education are to broaden one’s view of life and to establish worthy goals. 8. Another important aim of education is to help students learn to think: to develop strategies for understanding and solving problems. Exercise 63, page 325 1. Even though the famous Gateway Arch is in St. Louis, it is Kansas City that claims the title “Gateway to the W est.” 2. Many students have a hard time finding summer jobs because our spring semester doesn’t end until the second week of June. 3. Thomas Jefferson acquired the Ozark Mountains for die United States when he negotiated die Louisiana Purchase with Napoleon in 1803. 4. Many attorneys are unable to offer advice to cheir clients con­ cerning oil and gas leases because they are unacquainted with che relevant laws. 5. W hen the neighbors added a pit bull to their pet population, which now numbers three unfriendly four-legged creatures, we decided to fence in our backyard. 6. Even though the human circulatory' system is a marvel of efficiency, it is still subject to a wide variety of degenerative diseases. 7. Because carbohydrates arc the body’s prime source of energy, fad diets that severely restrict them are not only ineffective, they are often dangerous. 8. W hen the auto companies offered cash rebates last January, sales of new cars increased dramacicalK'.
Answers to the Exercises
419
C H A P T E R 16 Exercise 64, page 3 4 7 1. During che second rwo-year stretch o f a president’s cerm in officc, he may find himself on the defensive, even with his own party; when— as frequently happens— his part)' loses a number of Senate and House seats in the midterm election, that second stretch can become even more defensive. 2. In rcccnt years, the public attitude toward smoking (except perhaps in the tobacco-growing states) has changcd so fast, with smoke-free zones everywhere, including restaurants, officc buildings, and shop­ ping malls, it could almost be called a revolution; even outdoor stadiums, such as Oriole Park at Camden Yards and Jacobs Field in Cleveland, have established a no-smoking policy. Exercise 65, page 3 4 7 1. 'Ihe cost of repairs to che nation’s public transportation facilities— roads, bridges, and railroads— is an expenditure that cannot be delayed much longer if the system is to survive. 2. To many people, the mushroom is a lowly fungus with little food value; to others, it is a gourmet’s delight. 3. A Chinese restriction on importing certain American goods, such as cotton, svnthctic fibers, and soybeans, has had an adverse effect on the U.S. economy— especially on the farmers. 4. According to fashion experts, the crew cut— the haircut that was more or less die hallmark of the 1950s— will be back in style before long. 5. Unfortunately, my favorite activities— skiing, playing golf, and bowling— cost more than my budget can stand. 6. M ost people probably don’t know that Alexander Graham Bell, the inventor of the telephone, succeeded his father-in-law as president of the National Geographic Society. 7. Many scientists believe that sightings of ‘'cryptids”— including Big Foot, the Loch Ness monster, and Yeti, the Abominable Snowman— are simply mistakes, attributable to unfamiliarity with known animals, rather than to delusions. 8. Eugene Schiffelin, a New Yorker, decided to introduce all the birds mentioned in Shakespeare’s works into America. In 1890— because of a single mention in Henry TV-—he loosed 60 starlings into Central Park. Today millions of aggressive and smart and voracious starlings have blanketed the United States; in many places they blacken the sky.
Index
A-adjectives, 256 AAV.E (African American Vernacular English), 80-81 Absolute adjectives, 256 defined, 349 Absolute phrase, 199 202 defined, 349 Abstract nouns, 13 1 ,2 6 8 A bstract subject, 3 2 1 -2 2 Accusative case, 290n. See also ObjecLivc ease, defined, 349 Active voice, 6 8 -8 0 , 8 6 -8 7 defined, 349 in prose, 9 2 -9 5 ADJ. See Adjectival. Adjectival, 25, 31, 3 3 -3 4 , 35, 128-62 adjective, 1 31-32, 157-58 adverb, 158 clause. See Relative clauses, as adjectivals. defined, 25, 349 as free m odifier, 147 as function, 106, 128-29 infinitive, 156 m ultiple modifiers, 135, 155 noun, 131-32, 157, 162 noun phrase, 157 as object com plem ent, 47, 148-49 participial phrase, 143-51. See also Participles, postnoun modifiers, 13, 135-47, 157 prenoun modifiers, 131-34
420
prepositional phrase, 24—26, 33, 35, 58, 136-37 diagram m ing o f 34, 58 as sentence slot, 31, 3 3 -3 4 , 35 as subject com plem ent, 31, 3 3 -3 4 , 35 Adjective com plem ents, 259 Adjective-form ing suffixes, 256 Adjective phrase defined, 3 4 9 -5 0 Adjecrives, 2 2 -2 3 , 2 5 2 -5 7 A-adjectives, 256 with absolute m eaning, 256 in absolute phrases, 200-201 attributive, 2 5 5 -5 6 com parative degree of, 22, 2 5 3 -5 5 with com plem ents, 256 defined, 349 degree of, 22, 2 5 3 -5 5 derivational suffixes of, 232, 2 5 2 -5 3 diagram m ing o f 56, 157—58 inflectional suffixes of, 22, 231, 25 3 -5 5 interrogative, 300 m arked/unm arked, 262 modifiers of, 198-99 as objcct com plem ents, 31—47-48 as postnoun modifiers, 157 predicative, 255—56 as prenoun modifiers, 1 31-33, 343—44 qualified, 26, 132, 2 7 2 -7 4 sem antic feamres of, 8 3 -8 4 , 132 stative vs. dynamic, 8 3 -8 4 subclasses of, 2 5 5 -5 6 as subject com plem ents, 31, 3 3 -3 5
Index superlative degree of, 22, 2 5 3 -5 5
o f direction, 259
volitional vs. nonvolitional, 83 A djeaive test fram e, 252, 261 A D V /T P . See Adverbial o f tim e or place
o f duration, 259 o f emphasis, 3 2 6 -2 7 flat, 259
A dverb-form ing suffixes, 2 5 7 -5 9 Adverbial, 19, 25, 3 7 -3 8 , 108 -2 7 adverb, 109-12 clause, 1 21-23, 3 2 3 -2 4 . See also Subordinate clause, conjunction. See C onjunctive adverb,
o f frequency, 110, 111-12, 259 hyphens with, 133
defined, 25, 121, 350 diagram m ing of, 38, 58, 112, 122-23 o f emphasis, 3 2 6 -2 7 to express future, 72 as function, ] 05 infinitive, 117-19 introductory, 191-92 movabilicy of, 3 7 -3 8 , 1 0 9 -1 2 , 127, 3 2 2 -2 3 nouns and noun phrases, 1 1 4 -1 6 objectives, 115 as optional slot, 3 7 -3 8 participles, 121, 151 in Pattern I, 3 2 -3 3 in Pattern V I, 38 placem ent of, 373 prepositional phrase. 2 4 -2 5 , 3 7 -3 8 , 112-14 punctuation of, 123 -2 4 required, 32, 51 in sentence patrcrn form ula, 31, 32, 3 7 -3 8 shifting, in w riting, 3 2 2 -2 7 o f tim e or place, 3 1 -3 3 , 259 verb phrases, 117- l 9 versatility of, 3 2 2 -2 3 Adverbial objective, 115 defined, 350 Adverb phrase, 38 defined, 350 Adverbs, 2 2 -2 4 , 109-12, 2 5 7 -6 0 as adjectivals, 158 as adverbials, 109-12 o f concession, 259 defined, 350 degree of, 22, 110, 254, 259 derivational suffixes of, 23, 2 5 7 -5 9 ,2 6 0 diagram m ing of, 32, 38, 58, 110
421
inflectional suffixes of, 22, 231, 259 interrogative, 52 introductory, 190-91 locative. See Adverbs, o f place, o f m anner, 23, 110-11, 133, 190, 254, 2 5 7 -5 8 , 262 defined, 3 5 7 degree of, 22, 110, 254 and hyphens, 133 as qualifiers, 2 7 3 -7 4 as sentence modifiers, 190 m ovability of, 2 3 -2 4 , 110, 127 negative, 111 -1 2 o f place, 23, 31, 32, 97, 110-11, 259 com pared w ilh expletive there, 97, 98 qualifiers with, 22, 38, 58, 110, 273 relative, 142 as sentence modifiers, 190-91 o f sequence, 259 there, 96—97, 110-11 o f tim e, 2 3 ,3 1 ,3 2 , 1 1 0 -1 1 ,2 5 9 Affixes, 2 2 9 -3 4 creating words w ith, 257 defined, 350 African A m erican Vernacular English. See AA VF. Agent, 8 7 -8 8 , 92, 3 2 1 -2 2 defined, 350 Agreement defined, 350 pronoun-antecedent, 290, 3 0 3 -3 0 4 subject-verb, 97, 130, 2 1 3 -1 5 , 223, 270 with collective nouns, 130, 246 with com pound subjects, 2 1 3 -1 5 exception to rule, 97 with indefinite pronouns, 247 with quantified phrases, 270 in there transform ation, 97 A in ’t, 8—10 Allomorphs, 2 3 3 -3 4 defined, 350 Always, 111
422
Index
Am biguity
Articles, 18, 26, 96, 131, 248, 2 6 6 -6 8
o f adjectivals, 137, 156, 161 of £y-phrase, 213 o f coordinate structures, 213, 222 o f elliptical .structures, 198, 206 o f -ing verbs, 186-87, 262 in headlines, 287 ol indefinite pronouns, 305 of modifiers, 137, 1 6 1 ,2 1 3 in negative sentences, 84, 305 o f noun phrases, 206, 304 of personal pronouns, 304 -3 0 5 in possessive case, 245, 261 o f prenoun modifiers, 222 o f prepositional phrases, 114, 137 in sentence patterns, 62, 262 in surface structure, 7 A m biguous. See also Ambiguity. defined, 350 Am brose, Stephen E., 310 A m o u n t oflnumber of, 2 4 9 -5 0 A nd, as sentence opener, 279 Answers to exorcises, 371 —419 -Antecedent defined, 350 ol pronouns, 290 in relative clause, 138—40, 2 9 8 -9 9 A nticipatory it, 99, 184, 2 9 1 -9 2 defined, 350 Antithesis, 3 3 5 -3 6 defined, 350 Apostrophe, 241 —44, 3 4 6 -4 7 Appendix on diagram m ing, 3 6 6 -7 0 Appositive, 1 64-66, 2 0 2 -2 0 3 , 332 clause as, 179, 181 colon w ith, 3 4 5 -4 6 defined, 351 diagram m ing of, 165, 169, 174, 179 explanatory, 283 gerund as, 169 infinitive as, 173, 174 intensive pronoun as, 2 9 6 -9 7 introductory series, 332 m ovability of, 165, 332 or, as introducer of, 283 punctuation of, 165-66, 186, 332 as revision tool, 3 1 8 -1 9 as sentence m odifier, 2 0 2 -2 0 3 , 319
defined, 351 in there transform ation, 96 As as expletive, 49, 2 8 3 -8 4 as subordinator, 281 Aspect, 74 defined, 351 A ttributive adjectives, 2 5 5 -5 6 defined, 351 Australian English, 267 Auxiliaries, 6 6 -7 6 , 7 8 -7 9 , 2 7 0 -7 2 . See also Be; Have; M odal auxiliaries, in AAVE, 80-81 defined, 351 diagram m ing, 57 do, as stand in for, 7 8 -7 9 m odal, 6 8 -7 2 m odal-like verbs as, 270-71 in passive verbs, 8 7 -8 8 shifted, in questions, 52 in verb-expansion rule, 6 6 -7 6 bad/badly, 6 1 -6 2 Baron, D ennis E., 5 Base form o f verb, 17, 65 defined, 351 Base m orphem e, 228-31 defined, 351 Basic sentences, in prose, 310 -1 1 Be, See also Pattern I; Pattern II; Paitern III. in AAVF., 80-81 w ith -e n , in passive voice, 8 7 -8 8 forms o f 32, 65 w ith -ing, 6 6 -6 9 , 7 5 -7 6 exceptions to, 77, 8 3 -8 4 as linking verb, 35 in m etaphor, 3 1 9 -2 0 overuse of, 3 1 8 -1 9 patterns of, 30, 31, 3 2 -3 5 defined, 351 exceptions to, 61 in subjunctive m ood, 73 as test for object complement, 47-48, 149 in there transiorm ation, 9 5 -9 8 Between, 294 Bible, 84 Black English V ernacular. See AAVE.
Index Borrowed words, 245 Bound m orphem es, 2 2 9 -3 4 defined, 351 British English, 267 Broad reference o f dem onstrative pronoun, 298 o f relative clause, 2 0 3 -2 0 4 But, 2 1 0 ,2 1 7 imprecise use of, 324—25 as sentence opener, 279 Capitalization, 249 Case. See also Objective case; Possessive case; Subjective ease, defined, 351 o f nouns, 2 4 1 -4 4 of personal pronouns, 2 9 0 -9 1 , 2 9 3 -9 4 o f relative pronouns, 139—41, 2 9 8 -9 9 Catenaiivc verbs defined, 351 C hanging sentence focus, 8 6 -1 0 4 cleft sentences, 9 8 -1 0 0 passive voice, 8 6 -9 5 there transform ation, 9 5 -9 8 Chicago M am uil o f Style, 212n, 243 Chom sky, N oam , 7 C hoosing verhs, 316—20 overuse o f be, 318—19 passive voicc, 93—94, 320 Christensen, Francis, 152n, 161 C inquain, 127 Classroom practices, 12-13 Clauses adjectival, 1 43-54, 2 8 0 -8 2 , 2 9 8 -9 9 punctuation of, 151-54 adverbial, 109, 1 21-23, 3 2 3 -2 5 as appositive, 179, 181 broad reference, 2 0 3 -2 0 4 of com parison, 198-99 dangling, 197-98 defined!' 121-22, 351 dependent, 122 elliptical, 71n, 197- 9 9 , 206 as forms, 106 independent, 122 nom inal, 177—84 in cleft sentences, 9 8 -1 0 0 punctuation of, 183
423
nonrestrictive. 15 1 -5 4 as object of preposition, 181 relative, 138—43, 151—54, 2 8 0 -8 2 , 2 9 3 -9 4 , 2 9 8 -9 9 punctuation of, 151-54 as sentence m odifier, 2 0 3 -2 0 4 restrictive, 151-54 subordinate, 122-23, 1 9 5 -9 9 , 2 8 0 -8 2 elliptical, 197-99 punctuation of, 196-97 C left sentence, 9 8 -1 0 0 , 315 defined, 351 diagram of, 369 C losed classes o f words. See Structure classes, exceptions to, 2 7 3 -7 4 Cloze test, 2 8 7 -8 8 C ode-swirching, 12-13 C ohesion, 311-1 2 defined, 352 role o f m etadiscourse in, 329 role o f passive in, 9 3 -9 5 , 103, 320 Collective nouns, 130, 2 4 6 -4 7 defined, 352 Collodi, Carlo, 11-12 Colloquial expressions, 273. See also Speechw riting differences. C olon, 219, 342, 3 4 5 -4 6 C om m ands. See Im perative sentences. C om m as with adverbials, 123-24 between sentences, 2 1 6 -1 7 , 341 changing m eaning w idi, 134, 206, 151-54 with nonrestrictive modifiers, 151-5 4 ,3 4 4 with prenoun modifiers, 132, 3 4 3 -4 4 w idi quotations, 55 with reporting tags, 345 rules for clauses, 1 5 1 -5 4 with sentence modifiers, 190-94, 1 96-97, 2 0 2 -2 0 4 , 345 w ith sentence openers, 345 w ith series, 2 1 1 -1 2 , 343 C om m a splice, 341 C om m enting modifiers, 1 5 2 -5 3 , 344. See also Nonrestrictive punctuation.
424
Index
C om m on ease defined, 352 C om m on nouns, 248 defined, 352 C om parative degree o f adjectives, 22, 2 5 3 -5 5 o f adverbs, 22, 110, 254, 259 irregular, 254 Com parison in elliptical clauses, 198-99, 206 diagram of, 370 C om plem entary infinitive defined, 352 C om plem ents. See also Direct objects; IndirecL objects; O bject com plem ents, o f adjectives, 256 defined, 352 in sentence paccerns, 33—49 Complecive cense, 81 C om plex sentence, 122 defined, 352 C om pound-com plex sentence, 122, 220 defined, 352 C om pound sentence, 122, 2 1 6 -2 0 defined, 352 diagram m ing of, 219 focus in, 3 2 3 -2 5 punctuation of, 2 1 7 -1 9 , 341 —42 C om pound structures, 4 9 -5 0 , 2 1 6 -2 0 , 3 4 1 -4 3 am biguity of, 213, 222 diagram m ing of, 50, 58 C om pound words, 2 3 5 -3 6 , 237 defined, 352 Concession adverbs, 259 C onditional m ood, 71 defined, 352 C onjunctions, 49, 216—17, 2 7 8 -8 2 defined, 352 C onjunctive adverbs, 218, 280 d e fin e d ,352 C ontinuous tense. See Progressive tenses. C ontractions, 346 C oordination conjunctions, 49, 2 7 8 -7 9 defined, 352 C oordination, 49, 2 0 9 -2 4 am biguity in, 213 o f com plete sentences, 2 1 6 -2 0 , 341 —42
defined, 353 as stylistic device, 3 3 1 -3 2 within the sentence, 2 0 9 -1 6 , 342 Correctness, 8 -1 0 , 12 Correlative conjunctions, 49, 214, 279 defined, 353 parallelism w ith, 215, 217 subject-verb agreement w ith, 2 1 4 -1 5 C ountable nouns, 2 6 7 -6 8 defined, 353 w ith determ iners, 131, 248, 2 6 7 -6 8 Cum ulative modifiers, 131-32, 343 D angling D angling D angling D angling
elliptical clauses, 197-98 gerunds, 171-72 infinitives, 119 participles, 149-50
Dare, as auxiliary, 271 Dashes, 346 w ith com pound elem ents, 211, 342 for sentence appositives, 202 D ear Abby, 2 7 5 -7 6 Declarative sentence, 5 1 -5 2 defined, 353 Deep structure defined, 353 D efining m odifier, 1 52-54, 161, 344. See also Restrictive punctuation. D efinite articles, 96, 131, 268 defined, 353 D efinitions o f gram m ar, 4 -5 , 3 0 7 -3 0 8 Degree. See also C om parative degree; Superlative degree, defined, 353 Delayed subject in cleft transform ation, 9 8 -1 0 0 w ith dangling participle, 149-50 w ith a, 9 8 -1 0 0 , 184 nom inal clausc as, 184 in there transform ation. 95—98, 316 Deletion o f agent in passive voice, 87 in elliptical clause, “ In , 197-99, 331 in headword w ith possessive, 291 o f main verb with modal, 71n o f object in adjectival clause, 140 o f that in nom inal clause, 179 o f whom and that in relative clause, 140
Index D em onstrative pronouns, 18, 130-31, 2 6 6 -6 7 , 197-98 defined, 353 D ependent clause, 1 21-23, 1 38-43, 1 77-84. See also Adverbial clause; N om inal clause; Relative clausc; Subordinate clause, defined, 353 Derivational affixes, 23, 2 3 0 -3 3 , 260 o f adjcctives, 232, 2 5 2 -5 3 o f adverbs, 23, 2 5 7 -5 9 arbitrary nature of, 232 defined, 353 o f nouns, 232, 240—45 o f verbs, 232, 250-51 Descriptive gram m ar, 6 Determ iners, 18 -1 9 , 130-31, 2 6 5 -7 0 with abstract nouns, 268 articles as, 18, 248, 266 classes of, 266 w ith countable nouns, 267 defined, 353 dem onstrative pronouns as, 18, 1 30-31, 2 6 6 -6 7 , 2 9 7 -9 8 exceptions to, 267 expanded, 2 6 9 -7 0 diagram m ed. 368 as function, 226 indefinite pronouns as, 19, 266 interrogatives as, 52, 181 w ith noncountable nouns, 2 6 7 -6 8 nouns as, 18, 266 num bers as, 266 possessive nouns as, 13 0 -3 1 , 266 possessive pronouns as, 130-31, 266, 291 possessive relative pronouns as, 139 with proper nouns, 268 quantifiers as, 2 6 9 -7 0 revising, to avoid sexism, 338 as slot in noun phrase, 18, 129 as subjects o f gerunds, 171 D iagram m ing, 5 5 -5 8 , 366—70. See also entries o f specific structures. Dialect, 4, 10 defined, 353 D illard, A nnie, 312 D irect address. See Vocatives.
425
D irect objects, 42, 4 5 -5 9 clauscs as, 177-79 com pound, 4 9 -5 0 defined, 353 diagram m ing of, 57 gerunds as, 168 infinities as, 173, 176 quotations as, 55, 183 D irection, adverbs of, 259 D isjunction w ith but, 210 w ith or and nor, 2 14 D o-support, 7 7 -7 9 , 84, 270 in AAVE, 81 defined, 354 D ouble possessive, 291 D uration, adverbs of, 259 Dynam ic, as w ord feature, 83, 84 defined, 354 Ebonics. See AAVE. -ed form o f verbs, 17, 6 4 -6 5 , 6 9 -7 0 E dited Am erican English, 10-11. See also Speech-writing differences; Usage defined, 354 Elements o f Style, 243 ELL issues always, 111 a(n)/the, 131 go [+J -ing, 172-73 reflexive verbs, 296 the some/any rule, 302 special rules for -ing verbs, 77 the systematic verb form s, 66 would, 212 Ellipsis. See Elliptical constructions. Elliptical clause, “ in , 19~—98 defined, 354 Elliptical constructions am biguity of, 198, 2 1 2 -1 5 o f com parison, 1 97-99, 206 diagram of, 370 coordinate structures as, 2 1 2 -1 5 dangling, 197-98 as stylistic variation, 331 w ith understood m ain verb, 71n Em bedding, 136, 161, 18“ -8 8
426
Index
Em phatic reflexive pronouns. See Intensive pronouns. Emphacic sentences, 79 defined, 354 E nd focus, 3 1 3 -1 5 defined, 354 -en form o f verbs, 64, 65 w ith have, 6 6 -7 0 , 74, 76 as participle, 146—47 in passive voice, 8 6 -95 E nding preposition, 2 7 7 -7 8 English-speaking councries, 3 Essentia) structures, 344. See aho Punctuation, restrictive. Exceptions to sentence patterns, 39, 5 1 ,6 1 Exceptions to verb-inflection system, 252 Exclamatory sentences, 5 1 -5 2 , 54 defined, 354 Expanded determ iners, 2 6 9 -7 0 defined, 354 diagram of, 368 Expanded relative pronouns. See Indefinite relative pronouns. Expanding die m ain verb, 6 3 -8 5 Explanatory appositives, 283 Expletive, 2 8 2 -8 4 as with object com plem ent, 49, 2 8 3 -8 4 defined, 354 diagram m ing o f 284 //a s, 182, 284 as nom inalrzer, 284 or in explanatory appositive, 283 that in nom inal clause, 178-79, 283 distinguished from pronouns, 179-80 there in transformed sentences, 9 5 -9 8 , 283 as sentence subject, 102 whether (or not) as, 182, 284 Fewer/less, 2 4 9 -5 0 Finite verb, 69 defined, 354 FlaL adverbs, 259 defined, 354 Focusing tools, 100, 3 1 5 -1 6 Focus o f sentence. See also E nd focus; Rhythm o f sentences, adverbials as, 3 2 2 -2 3 cleft sentences as, 9 8 -1 0 0
passive voice as, 9 3 -9 5 there transform ation as, 9 5 -9 8 Foreign plural inflections, 245 Form , as feacure, 105-107 defined, 354; Form al style. See also Ediced American English; Speech-wricing differences; Usage, in gerund phrase, 171 with whom, 11-12, 140 Form and function, 105-107 chart of, 106 Form classes, 6, 16—24, 2 2 5 -2 6 , 2 3 9 -6 3 adjectives, 2 2 -2 4 , 2 5 2 -5 7 adverbs, 2 2 -2 4 , 2 5 7 -5 9 defined, 354 nouns, 17, 18-19, 2 3 9 -5 0 verbs, 17, 2 5 0 -5 2 Eragmenr. See Sentence fragm ent. Eree modifier, 147 defined, 355 Free m orphem e, 2 2 9 -3 0 defined, 355 French verbs, 6 4 -6 5 Frequency adverbs of, 1 11-12, 259 o f irregular verbs, 65—66, 317 o f prepositions, 274n of published words, 286 Frost, Robert, 291 Function, as feature, 105-107 defined, 355 Functional shift, 1 3 1 -3 2 , 250 defined, 355 Function words. See Structure classes. Future, 72 G ender, 290, 2 9 2 -9 3 defined, 355 using appropriately, 3 3 6 -3 9 Genitive case, 261, 290n. See also Possessive Case, defined, 355 G erund phrase. See also G erunds. defined, 355 G erunds, 166-73 as abstract subjects, 326 as appositives, 169 am biguity of, 187
Index dangling, 17 1 -7 2 defined, 355 diagram m ing of, 1 68-69, 171 sentence patterns of, 169-70 subject of, 171 Get, as auxiliary, 8 9 -9 0 Glossal}' o f gramm atical terms, 3 4 9 -6 5 Go, w ith -ing verbs, 172-73 G ram m ar for writers, 3 0 7 -3 9 Grammar, three definitions, 4 -5 , 307 Gram m atical defined, 355 G reen, Lisa, 80n H abitual tense, 81 Haussam en, Brock, 293 Have, as auxiliary, 6 7 -7 0 , 76, 270 H ave to, as auxiliary, 270-71 H eadlines. 103, 287 H eadw ord, 18 -1 9 , 2 1 ,1 2 9 -3 0 defined, 355 diagram m ing of, 33, 56 H edging, 3 2 8 -2 9 d e fin e d ,355 H elping verbs. See Auxiliaries. H e or she, to avoid sexism, 338 Heceronyms, 238 defined, 356 H om onym s, 234 defined, 356 H om ophones, 284, 238 defined, 356 Hopefidly, 193 Hyphens changing m eaning with, 134, 161 w ith prenoun modifiers, 133, 134, 1 6 1 ,3 4 4 with prepositional phrases, 133 Idioms, 40—41, 43—44, 62, 316—18 d e fin e d ,350 form ality of, in w riting, 3 1 6 -1 8 hyphens wich, 134 as sentence modifiers, 192 w ith up, 2 7 5 -7 6
If as nom inalizer, 182, 284 as subordinator, 1 95-96, 281 in subjunctive m ood, 7 3 -7 4
427
Im perative sentences, 53 defined, 356 Indefinite article, 131, 248, 268 defined, 356 in there transform ation, 96 Indefinite pronouns, 19, 247, 266, 300-301 ambiguicy w ith, 305 defined, 356 as determ iners, 19, 266 expanded, 300 -3 0 1 num ber of, 247 problem s wich, 3 0 1 -3 0 2 Indefinite relative pronouns, 196, 299, 304 defined, 356 diagram m ing of, 304 in subordinate clauses, 196 Independent clause, 122 defined, 356 Indicative m ood, 71 defined, 356 Indirect objeccs, 31, 44—47 defined, 356 diagram m ing of, 57 in passive sencences, 91 reflexive or reciprocal pronoun as, 4 6 -6 7 Indirect questions, 282 Infinitive phrase. See also Infinitives. defined, 357 Infinitives, 65, 1 17-19, 17 3 -7 7 adjectival, 156-57 adverbial, 117-19 dangling, 119 defined, 356 as delayed subjects, 184 diagram of, 117-18 in imperative sentences, 53 introductory, 118, 124, 191-92 nom inal, 1 7 3 -7 7 as sentence modifiers, 191-92 sentence patterns of, 1 1 7 -1 8 , 174 split, 11 9 -2 0 subject of, 1 1 9 ,1 5 6 -5 7 , 175-77 to, as signal of, 117 Inflection, See Inflectional suffixes. Inflection o f French verbs, 6 4 -6 5 Inflectional suffixes, 2 3 0 -3 4 o f adjectives, 2 3 0 -3 2 , 2 5 3 -5 5 of adverbs, 231, 254, 259 defined, 357
428
Index
Inflectional suffixes, (com) o f nouns, 17, 23 L, 241 —45 o f preposition near, 254
as personal pronoun, 290-91 with unw anted apostrophe, 292
o f verbs, l 7 , 6 4 -6 5 , 231, 251 Inform ation
J uncture, 132
focus of. in passive voice, 87, 9 3 -9 4 in know n-new contract, 312 -ing form o f verb, 17, 6 5 -7 0 , 7 5 -7 6 . See also G erunds; Participles,
K now n-new contract, 3 1 1 -1 2 defined, 357
as adjectival, 133, 143—46 as adverbial, 121, 151 as nom inal, 166-73 special rules for, 77 Intensifies. See Qualifiers. Intensive pronouns, 296—97 defined, 357 Interjections, 194-95 defined, 357 Interrogative, 1 80-83, 282 adjectives, 300 adverbs, 52, 282 defined, 357 as determ iner, 52 distinguished from subordinator, 182 in nom inal clauses, 1 80-82, 282 pronouns, 52, 1 80-81, 282, 301 Interrogative sentences, 5 2 -5 3 defined, 357 Intonation. See Also Stress, defined ol fragments, 125
Language change, 10—11, 84 Language com petence, 5 Language variety, 10—11 L atin gram m ar, 5 -6 , 290n Lay/lie, 7 9 -8 0 le C arre, John, 333 Less/fewer, 2 4 9 -5 0 Lie/lay, 7 9 -8 0 Like, 36 Linguistic etiquette, 5, 9, 307 Linguistics, 6—8 Linking verbs, 31, 3 5 -3 6 . See abo P attern IV; Pattern V. Locative adverb. See Adverbs, o f place. -ly adverbs. See Adverbs, o f m anner. M ain clause. See Independent clausc. M ain verb, 30, 6 3 -8 5 defined, 357 M anner adverbs. See also Adverbs, o f m anner, defined, 357
pattern o f sentences, 3 1 2 -1 4 ol subordinate clauses, 125 in there transform ation, 9 6 -9 7 Intransitive phrasal verbs, 40-41 Intransitive verbs, 30, 31, 3 8 -4 1 . See also Parrern VI.
M etadiseourse, 1 9 0 ,3 2 7 -2 9 defined, 358 M etaphor, 3 1 9 -2 0
defined, 3 5 7 Irregular degree inflections, 254 Irregular plural inflections, 245
defined, 358 M idverbs, 51, 90 M issing p ro noun, 292
Irregular verbs, 6 3 -6 6 be, 65
M odal auxiliaries, 6 8 -7 2 , 270-71 for expressing future, 72 defined, 358
defined, 357 irregular -s form , 66 and nonstandard usage, 83
h as anticipator)- subject, 184, 2 9 1 -9 2 in d e ft transform ation, 99, 31 5 as em pty w ord, 292
M arginal modals. See M odal-like verbs. M arked/unm arked adjectives, 262 Mass nouns. See N oncountable nouns.
M odal-like verbs, 270-71 M odeling, 207 M odern linguistics, 6 -8 M odification. See Adjectivals; Adverbials; Sentence modifiers.
Index M ood, 70-71 conditional, 71 defined, 358 imperative, 53 indicative, 71 w ith modal auxiliaries, 70-71 subjunctive, 7:3-74 More/most, 22, 110, 254, 259 M orphem es, 2 2 7 -3 8 defined, 358 M orphology, 7, 2 2 7 -3 8 defined, 358 M ovability o f adverbials, 3 7 -3 8 , 1 0 9 -1 2 , 127, 3 2 2 -2 3 end focus and, 3 1 3 -1 5 o f adverbs, 109-12 o f appositives, 165, 332 o f conjunctive adverbs, 218, 280 o f participles, 147 test, w ith particles, 40—41 M ultiple modifiers am biguity of, 137, 156 in noun phrase, 15 3 -5 6 o f verb, 3 7 -3 8 M V. See M ain verb. N ational Council o f Teachers o f English, 1 2 - 13
Need, as auxiliary, 271 Negative adverbs, 111—12 Negative com parison, 254 Negative sentences, 'T8 am biguity of, 84, 305 diagram m ing, 57 New gram m ar, 6—7. See also Structural gramm ar. N om inal, 163-88 appositives, 164-66 clauses, 177-84 as abstract subjects, 321 as appositives, 179, 181 delined, 358 in cleft sentences, 9 9 -1 0 0 punctuation of, 183 defined, 358 as delayed subject, 184 dem onstrative pronoun as, 298 as function, 106, 164
429
slow, 164 verb phrase as, 166—“ 7. See also Gerunds; Infinitives. Nom inali/.arion, in writing, 321—22 defined, 358 Nominali/.er, 1 8 7 -8 8 ,2 8 4 N om inative absolute. See Absolute phrase. N om inative case, 290n. See also Subjective ease, d e fin e d ,358 N oncountable nouns, 248, 257—68 defined, 358 determ iners and, 131, 2 6 7 -6 8 Noncssential structure, 344. See also Punctuation, nonrestrictive. N onfinite verb phrase defined, 358 N onrestrictive modifier. See also Punctuation. Defined, 358 Nonsense sentence, 233, 263—64 N onstandard usage, 8—10, 83 N oun clausc. See N om inal clause. N ouii'lo rm in g suffixes, 2 3 1 -3 2 , 240-41 N oun head. See Headword. N oun phrase, 18—22, 29, 128—62. See also Absolute phrase, as adjcctivaJ, 162 as adverbial, 114-16 as appositive, 164-66, 332 defined, 359 determ iner in, 130-31 diagram m ing of, 56 as direct object, 31, 42, 45—49 as fragm ent, 3 3 2 -3 3 functions of. See N om inal, headwords in, 129-30 as indirect object, 45 as object com plem ent, 31, 4 7 —49 as object o f preposition, 24—25 as postnoun modifier, 157 punctuation in, 132 referent of, 30, 34, 36, 42, 45—46, 48 as slot in sentence pattern, 31 as subject, 1 8 ,3 1 , 3 2 -5 6 as subjcct com plem ent, 31, 34, 36—3 ” in passive voice, 9 1 -9 2 substitutes, 166-88
430
Index
N ouns, 16-19, 23 9 -5 0 . See also N oun Phrase, abstracr, 13 ], 268 as adjectivals, 131-32, 157, 162 as adverbials, 114—1 5 collccrivc, 130, 2 4 6 -4 7 com m on, 248 countable, 248 defined, 17, 19, 358 derivational suffixes of. 2 3 1 -3 2 , 240—41 as determ iners 18, 1 3 0 -3 1 , 266. See also Possessive case, o f direct address, 1 93-94, 206 functional shift of, 131-32, 251 as headwords, 18, 21, 131-35 identifying, 17 inflectional suffixes of, 17, 2 3 0 -3 1 , 2 3 3 -3 4 , 2 4 1 -4 5 irregular plural, 242n, 245 mass, 2 4 7 ^ 8 , 2 6 7 -6 8 as m odifier in N P , 131-32, 157 noncountable, 131, 248, 2 6 7 -6 8 plural-only, 246 possessive case of, 17, 241—45 as determ iners, 130, 266 as subject o f gerunds, 171 proper, 131, 154, 248, 268 sem antic features of, 84, 247—48 subclasses of, 247—48 N oun phrase substitutes, See Nom inals. N P. See N oun phrase. N um ber, as feature o f collective nouns, 130 defined, 359 o f dem onstrative pronouns, 2 9 7 -9 8 o f headword, 130 o f indefinite pronouns, 24~ o f nouns, 17, 241—42, 246—48 o f personal pronouns, 64, 290 o f reflexive pronouns, 295 N um ber ofiamount of, 2 4 9 -5 0 N um bers as determ iners, 130, 266, 269, 300 as pronouns, 300 subscript, in sentence pattern formulas, 30
O bam a, Barack, 333 O bject com plem ents, 31, 477—49 defined, 359 diagram m ing of, 57, 284 introduced by expletives, 49, 2 8 3 -8 4 participle as, 148—49 prepositional phrase as, 148 Objective case defined, 359 o f personal pronouns, 290, 2 9 3 -9 4 o f relative pronouns, 139, 140—41, 2 9 3 -9 4 , 298 Objective genitive, 261 O bject o f preposition, 24—25, 295 clausc as, 181 defined, 359 gerund as, 1~ 1—72 Of, in possessive case, 244, 245, 291 O ptional slot, 3 7 -3 8 defined, 359 One, as pronoun, 300 Only, m ovability of, 3 2 6 -2 7 O p en classes o f words. See Form classes. Or as conjunction, 210, 214, 217, 279 as expletive, 283 Overuse o f be, 3 1 8 -1 9 Parallel structure, 215, 222, 336 defined, 359 Parentheses in diagram for appositives, 165, 169, 174 in verb-expansion rule, 6 7 -6 8 Parenthetical com m ents, 344 Parenthetical sentence openers, 344 Participial phrase, 143-51. See also Participles, defined, 359 Participles, 64, 133-34, 143-51 in absolute phrases, 200-201 as adverbials, 121, 151 dangling, 149-50 defined, 359 diagram m ing of, 144—48 as free m odifier, 147 movable, 147 as object com plem ents, 148-49
Index passive, 14 6—67 as prcnoun modifiers, 133 punctuation of, 151-52
Partem V, 31, 36 distinguishing from P attern VII, 115-16 Pattern VI, 31, 38—41
as reduced clauses, 144—45, 146 as sentence modifiers, 192 sentence patterns of, 144—45 as verb form , 64 Particles, 40—41, 62, 1 0 2-103, 2 7 7 -7 8 , 284, 286 defined, 359 Pans o f speech. See T raditional gramm ar; W ord classes. Passive voice, 8 6 -9 5 , 320 agent in, 87, 320 changing to active, 9 2 -9 3 cohesion w ith, 9 3 -9 4 , 103, 320 defined, 359 diagram m ing of, 8 7 -8 8 , 9 1 -9 2 exceptions to, 90 o f expanded verbs, 88 w ith get, 8 9 -9 0 misuses of, 94—95 o f participial phrases, 146—17 in prose, 9 3 -9 4 , 320 purposes of, 9 3 -9 5 retained object in, 91 steps in, 8 7 -8 8 subject com plem ent in, 91 as tool for writers, 320 Past participle 17, 65. See abo -en form o f verbs, defined, 359 Past tense, 17, 64, 65, 69 defined 359 Pattern 1, 3 1 -3 3 adverbials in, 31, 3 7 -3 8 restrictions w ith be [+] -ing, in there transform ation, 9 7 Pattern II, 31, 3 3 -3 4 distinguishing from Pattern restrictions w ith be [+] -ing, Pattern III, 31, 34 restrictions w ith be [+] -ing, P aiL ern IV , 3 1 ,3 5 -3 6 restrictions with be [+] -ing, w ith bad/badly, 6 1 -6 2 w ith like phrase, 36 w ith required adverbial, 39
431
77
I, 60-61 83
with phrasal verbs, 40—41 with required adverbial, 39 Pattern VII, 31, 4 2 -4 4 distinguishing from Pattern V, 115—16 passive of, 8 6 -9 0 exceptions to, 90 with transitive phrasal verbs, 43 Pattern V III, 31, 4 4 -4 6 , 57 , 176-77 passive of, 9 0 -9 1 Partem IX, 31, 4 7 -4 8 passive of, 9 1 -9 2 Pattern X, 31, 48—49 passive of, 91 - 9 2 Pedestal in diagram, 34, 58, 148, 178 Perfect tenses, 74, 76 Person, 64, 290. See also Point o f view, defined, 359 first, in prose, 95 o f French verbs, 6 4 -6 5 Personal pronouns, 2 9 0 -9 4 defined, 360 Phonem e defined, 360 Phonology, 7, 2 2 7 -2 8 defined, 360 Phrasal prepositions, 2 7 6 -7 7 defined, 360 Phrasal subordinators, 281 Phrasal verbs, 4 0 -4 1 , 4 3 -4 4 , 62, 102, 317 -1 8 defined, 360 inform ality of, 317 Phrase, 18 as form, 106 defined, 18, 360 Pinker, Steven, 257, 264, 310 Pinocchio, 11-12 Pitch, related to punctuation, 125, 132, 211-12
Place 84 84
adverbs of, 23, 32, 9 6 -9 8 , 11 0 -1 1 , 259 prepositional phrases of, 32 Plural, 2 4 5 -5 8 . See also N um ber, as feature defined, 360 irregular, 245 using, to avoid sexism, 338
432
Index
Plural-only nouns, 246 Poinr o f view, 9 4 -9 5 . See also Person. changing, to avoid sexism, 339 Positive degree, 2 5 3 -5 5 Possessive ca.se, 17, 241—45, 290-91 am biguity in, 245, 261 alternate forms of, 291 apostrophe for, 242—44, 346 defined, 360 as determ iners, I 7 , 13 0 -3 1 , 266 double, 291 in gerund phrase, 171 in l.atin, 261 m eaning of, 244—45 o f nouns, l 7 , 2 4 1 -4 5 w ith of, 244, 245, 291 o f personal pronouns, 266, 291 punctuation of, 2 4 2 -4 4 o f relative pronouns, 139, 2 9 8 -9 9 Postdeterm iners, 2 6 9 -7 0 P ostnoun modifiers, 135-58 adjectives, 157 adverbs as, 158 am biguity of, 137, 156, 161 appositives as, 164-66 infinitives as, 156 m ultiple, 155-56 n o u n phrases as, 157 participial phrases as, 14 3 -4 7 prepositional phrases as, 13 6 -3 7 punctuation of, 151-54 relative clauses as, 1 38-43, 153 Predeterm iner, 2 6 9 -7 0 Predicate, 2 0 -2 2 , 2 9 -3 0 com pound, 4 9 -5 0 defined, 360 Predicate adjective, 33n defined, 360 Predicate nom inative, 33n defined, 360 Predicating verb, 30, 66—76 branching diagram of, 66 defined, 360 Predicative adjectives, 2 5 5 -5 6 defined, 360 Prefix, 2 2 9 -3 3 defined, 360
Prcnoun modifiers, 131-34 diagram m ing, 56 punctuation of, 132-34, 3 4 3 -4 4 Prepositional phrases, 2 4 -2 6 , 3 3 -3 5 , 3y—40 in absolute phrases, 200-201 adjectival, 2 4 -2 6 , 3 3 -3 5 , 3 9 -4 0 , 136-37 adverbial, 2 4 -2 6 , 3 7 -3 8 , 3 9 -4 0 , 112 -1 4 am biguity of, 114, 137 w ith between, 295 com pound, 4 9 -5 0 defined, 360 diagram m ing, 50, 58, 1 12-14, 275, 276 identifying function o f 2 4 -2 5 , 60, 105 infinitives in, 175 -7 6 modifiers of, 11 2 -1 3 as object com plem ent, 148 in passive transform ation, 8 7 -8 8 in P attern I, 3 7 -3 8 as possessive with of, 244, 245, 291 as prenoun modifiers, 13 3 -3 4 punctuation of, 1 23-24, 134, 345 as sentence modifiers, 19 1 -9 2 as subject com plem ents, 3 3 -3 4 , 35 Prepositions, 2 4 -2 6 , 274—78. See also Prepositional phrases, com pared w ith panicles, 284, 286 defined, 360 ending, 2 7 7 -7 8 frequency of, 274n w ith inflection, 254 optional w ith adverbial noun, 115 phrasal, 276 simple, 274 Prescriptive gram m ar, 5 defined, 360 Present participle, 6 4 -6 5 . See also -ing form o f verbs, defined, 361 Present tense, 17, 64, 69 in AAVE, 80-81 defined, 361 Principal parts o f verbs, 17, 64, 94 Progressive tenses, 7 5 -7 6 restrictions with, 76, 77 Pronom inal, 289 P ron oun-an teceden i agreemen t. See Agreement.
Index Pronouns, 2 8 9 -3 0 6 am biguiiy of, 304—305 antecedent of, 290 case of, 290-91 defined, 361 dem onstrative, 18, 1 30-31, 2 6 6 -6 7 , 2 9 7 -9 8 as determ iners, 18, 26, 130-31, 2 6 6 -6 7 , 297 em phatic, 296 gender of, 2 9 2 -9 3 for identifying N P slot, 2 1 -2 2 , 178 indefinite, 247, 266, 300-301 indefinite relative, 190, 2 9 8 -9 9 , 304 as indirect object, 4 5 -4 6 intensive, 2 9 6 -9 7 interrogative, 2 9 9 -3 0 0 the missing one, 292—93 w ith modifiers, 301 num bers as, 300 as object o f preposition, 291, 294 personal, 21, 2 9 0 -9 4 possessive case of, 266, 291, 2 9 8 -9 9 , 301 as determ iners, 1 30-31, 266, 301 as subjec: ol gerund, 171 reciprocal, 43, 46, 297 reflexive, 43, 46, 2 9 5 -9 6 relative, 1 38-40, 153, 2 9 8 -9 9 sexism of, 292, 3 3 6 -3 8 Proper nouns, 18, 131, 154, 248, 268 defined, 361 w ith determ iners, 268 modifiers wich, 268 in noun phrase, 131 Proxim ity, o f dem onstrative pronouns, 297 Pullum , Geoffrey K., 73 P unctuation, 340—48. See also Com m as; Dashes; H yphens, of adjectival clauses, 151-54 ol adverbials, 123-25 w all apostrophes, 2 4 1 -4 4 , 3 4 6 -4 7 o f appositives, 1 65-66, 186, 332 avoiding errors of, 153-54 o f clauses, 123, 1 51-54, 3 4 1 -4 2 w ith colons, 219, 342, 3 4 5 -4 6 ot com pound sentences, 2 1 6 -1 8 , 3 4 1 -4 2
433
using contractions, 346 o f coordinate structures, 209—24, 341—43 with dashes, 202, 211, 342, 346 in diagrams, 58 in direct address, 2 9 3 -9 4 , 345 o f essential and nonessential structures, 344—45 w ith exclamation marks, 54, 194 w ith hyphens, 133-34, 161, 344 o f introductory modifiers, 1 23-24, 345 o f nom inal clauses, 183 nonrescrictivc, 1 5 1 -5 4 , 165-66, 1 9 6 ,3 4 4 w ith parentheses, 346 w ith parenthetical com m ents, 344 o f participial phrases, 151-54 o f possessive case, 241—44, 346—§7 o f prenoun modifiers, 1 32-33, 343—14 o f quotations, 55, 183 related lo speech, 132 o f reporting tags, 345 restrictive, 1 5 1 -5 4 , 161, 165, 196 w idi semicolons, 218, 341 o f sentence modifiers, 191—92, 194, 19 6 -9 7 , 345 and sentence slots, 5 4 -55 o f series, 2 1 1 -1 2 , 329, 331 signaling emphasis, 3 4 5 -4 6 o f subordinate clauses, 124-25, 19 6 -9 7 o f transitional phrases, 344 Qualifiers, 22, 26, 38, 2 7 2 -7 4 w ith adjectives, 22, 26, 132, 157, 273 w ith adverbs, 22, 26, 38, 58, 110, 273 defined, 361 diagram m ing of, 38, 56, 60, 110, 157, 2 7 2 -7 3 as function, 226 -ly adverbs as, 273 w ith prepositional phrases, 112 -1 3 Quantifiers, 2 6 9 -7 0 questions, 52, 2 9 9 -3 0 0 do support w ith, 78 tag, 9 -1 0 , 84^85 Q uotations, 55, 183
434
Index
Reciprocal pronouns, 43, 46, 297 defined, 361 Recursiveness. See Em bedding Redundancy, 333 Reed and Kellogg diagrams, 5 5 -5 8 , 3 6 6 -7 0 . See also D iagram m ing variations from original, 367—68 Referent. See also Antecedent, am biguity of, 62 defined, 361 o f direct object, 42—43 o f indefinite relative pronouns, 299, 304 o f noun phrase, 30, 34, 43, 45, 48, 116 related io punctuation, 151-54 Reflexive pronoun, 43, 46, 2 9 5 -9 6 defined, 361 em phatic, 296 Regionalisms, 4, 10 defined, 361 Regular verb, 64 defined, 361 Relative adverb, 142 defined, 361 Relative clauses as adjectivals, 138-43, 151-54, 2 9 3 -9 4 diagram m ing, 138-40 with indefinite relative pronouns, 3 0 1 -3 0 2 ,3 0 5 punctuation of, 151-54 with relative adverbs, 142 with broad reference, 2 0 3 -2 0 4 defined, 361 as sentence modifiers, 203—204 Relative pronouns, 138—40, 293—94, 2 9 8 -9 9 . See also Indefinite relative pronouns, case of, 1 39-41, 2 9 8 -9 9 defined, 361 deletion of, 140 expanded, 299 Rem ote past tense, 81 Repetition as stylistic device, 333 -3 5 Reporting tags, 345 Required adverbial, 31, 32, 51 Restrictive modifier. See also PuncLuation. defined, 361
Retained object, 91 defined, 361 Revising prose with appositives, 3 1 8 -1 9 to avoid sexism, 3 3 6 -3 9 with verbs, 3 1 6 -1 7 Rhetoric, 309 Rhetorical gram m ar, 3 0 9 -3 9 R hythm o f sentences, 9 5 -9 7 , 3 1 2 -1 5 . See also Intonation; Stress, with cleft transform ations, 9 7 -9 9 w'kh coordinate series, 331, 3 3 3 -3 5 effect o f adverbials on, 3 2 6 -2 7 w ith ihere transform ation, 9 5 -9 7 Roberts, Paul, 8 -1 0 Rules o f thum b for punctuating adjectival clauses and phrases, 15 3 -5 4 for p u nctuation prenoun adjectives, 132 for understanding participles, 145—46 Safire, W illiam , 141 School gram m ar, 5 -6 . See also T raditional G ram m ar. Second am endm ent, 200 Sem antic feamres o f words, 8 3 -8 4 Semi-auxiliaries, See M odal-like verbs. Semicolon, 218, 342 Sentence, 17, 2 0 -2 2 , 3 0 -3 1 . See also Sentence patterns, coordination, 2 1 6 -2 0 , 341 —42 defined, 1 21-22, 362 focus of, 3 1 5 -1 6 form ula, 2 0 -2 2 , 2 9 -3 0 rhydim . ,&<• R hythm o f sentences, slots, 31 punctuation and, 54—55 Sentence appositive, 2 0 2 -2 0 3 , 319 Sentence com bining, 162, 207, 224 as revision tool, 3 2 5 -2 6 Sentence fragm ents, 124-25 as stylistic device, 3 3 2 -3 3 Sentence modifiers, 189-208 absolute phrases as, 199 -2 0 2 adverbs, 190-91 appositives as, 2 0 2 -2 0 3 , 332 defined, 362 diagram m ing, 190, 192, 201
Index elliptical clauses as, 197-99 as function, 106 infinitives as, 192 interjections as, 194-95 as m etadiscourse, 190, 3 2 7 -2 9 participles as, 192 punctuation of, 191-92,194, 196-97, 345 relative clauses as, 2 0 3 -2 0 4 subordinate clauses as, 195-99 vocatives, 193-94 Sentence openers, 345. See also Sentence modifiers. Sentence patterns, 2 8 -6 2 , 3 1 0 -1 2 . See also patterns listed by num ber, am biguity in, 62, 262 defined, 362 diagram m ing of, 5 6 -5 8 , 3 6 6 -6 7 in passive voice, 87, 9 1 -9 2 distinguishing, 6 0 -6 1 , 11 5 -1 6 exceptions to 39, 51, 61 form ulas of, 31 o f gerunds, 169-70 o f infinitives, 1 17-18, 174 o f lie and lay, 7 9 -8 0 o f participles, 144-145 and punctuation, 54—55 o f there transf orm ation, 9 5 -9 8 Sentence slots, 3 0 -3 1 , 164 Sentence types, 5 1 -5 4 , ^8 cleft, 9 8 - 1 0 0 ,3 1 5 - 1 6 declarative, 5 1 -5 2 em phatic, 79 exclamatory, 5 1 -5 2 , 54 imperative, 51, 53 interrogative, 51, 5 2 -5 3 , 78 there, 9 5 -9 8 . See also 77tere transform ation. Serial com m a, 2 1 1 -1 2 , 343 defined, 362 Series, 2 1 1 -1 2 , 329, 3 3 1 -3 2 , 343 Set phrases. See Idioms. Sexism in language, 290, 2 9 2 -9 3 , 3 0 5 -3 0 6 , 3 3 6 -3 3 9 Shakespeare, 84, 187. 262 Shifting adverbials, 3 2 2 -2 3 Sibilant sounds, 242 Sim ple prepositions, 274 defined, 362
435
Singular See also N um ber, as feature. defined, 362 Singular they, 293, 301—302, 337 defined, 362 Some/any rule, 302 Speech-writing differences in conveying m eaning, 98—99 w ith interjections, 194 w ith whom, 12, 140—41, 2 9 3 -9 4 Spelling change, 12 o f irregular plurals, 233—34, 242n of possessive nouns, 2 3 3 -3 4 recognition o f m orphem es in, 237, 248 Split infinitive, 119-20 Standard English. See Kdited American English; Form al style; Speechw riting differences; Usage. Stand-in auxiliary, 7 7 -7 9 , 84. See also Do Support, defined, 362 Stative, as w ord feature, 83, 84 defined, 362 Stem, o f word. See Base m orphem e. Stock phrases. See Idioms. Stress. See also Intonation, in cleft sentences, 9 9 -1 0 0 degrees of, 235n patterns in com pound w'ords, 2 3 5 -3 6 and rhychm, 3 1 3 -1 5 o f structure classes, 265 w ith superlative degree, 259 o f there transform ation, 9 5 -9 8 , 283 Structural gram m ar, 6 -7 , 225, 239 Structuralism , 6 - 7 defined, 362 Structure classes, 6, 2 6 -2 7 , 2 2 5 -2 6 , 2 6 5 -8 8 . See also entries o f subclasses, auxiliaries, 6 6 -8 1 , 2 7 0 -7 2 conjunctions, 49, 2 0 9 -1 0 , 2 1 3 -1 6 , 2 7 8 -8 2 defined, 362 determ iners, 18-19, 1 3 0 -3 1 ,2 6 5 -7 0 expletives, 2 8 2 -8 4 interrogatives, 180-83 prepositions, 2 4 -2 5 , 2 7 4 -7 8 qualifiers, 2 7 2 -7 4
436
Index
Strunk, W illiam , 243 Style, 3 2 9 -3 0 Subject, 2 0 -2 2 , 2 9 -3 0 abstract:, 3 2 1 -2 2 clause as, 181, 182, 184 com pound, 4 9 -5 0 defined, 363 of gerund, 171 gerund as, 167-68 o f infinitive, 119, 156-57, 175-77 infinitive as, 1” 3 -7 4 o f participle, 146, 149-50 understood, 53, 157 Subject com plem ents, 31, 3 3 -3 7 adjectives as, 31, 33, 35 com pound, 4 9 -5 0 defined, 363 diagram m ing of, 57, 58 gerunds as, 168 infinitives as, 173 nom inal clauses as, 179 noun phrases as, 34, 36 in passive voice, 90—92 prepositional phrases as, 3 3 -3 4 , 35 Subject-verb agreem ent See Agreement. Subjective case defined, 363 o f personal pronouns, 290-91 o f relative pronouns, 140—41 Subjective genitive, 261 Subjunctive m ood, 7 3 -7 4 defined, 363 Subordinate clauses, 121-23, 195-99 o f com parison, 198 -99 defined, 363 elliptical, 197-99 punctuation of, 12 4 -2 5 , 196-97 as sentence modifiers, 195-99 Subordinating conjunctions, 122, 195, 2 8 0 -8 2 when, distinguished from interrogative, 181-82 Subordinator. See a ko Subordinating conjunctions, defined, 363 Subscript num bers, 30 Substantive. See also N om inal, defined, 363
Suffix, 17, 23, 64, 2 2 9 -3 3 . See also Derivational affixes; Inflectional suffixes, defined, 363 Superlative degree o f adjectives, 22, 2 5 3 -5 5 o f adverbs, 22, 110, 254, 259 Surface structure defined, 363 Syllable, 228 added for possessive, 243 Syntax, 5, 7, 227 defined, 363 T (tense m arker), 73. also Tense, fa g question, 9 -1 0 , 8 4 -8 5 , 102 Tense, 6 9 -7 0 , 72, 7 5 -7 6 defined, 363 future, 7 2 -7 3 of modal auxiliaries, 70-71 past, 69, 75 present, 70-7 1 traditional labels for, ^ 5 -7 6 Tensed verbs, 69 defined, 364 That w ith broad reference, 298 as dem onstrative pronoun, 18, 130-31, 2 9 7 -9 8 as expletive, 178-79, 187-88, 283 com pared w ith relative pronoun, 179-80 m ultiple functions of, 187 as nom inalizer, 1 87-88, 283 as relative pronoun, 138-40, 153 com pared w ith expletive, 179-80 in restrictive clauses, 153 in subjunctive clauses, 7 3 -7 4 vague reference of, 298 There, as adverb, 9 6 -9 7 , 110-11 There T ransform ation, 9 5 -9 8 , 283 w ith dangling participle, 150 defined, 364 diagram m ing of, 96 in prose, 316 sentence rhythm of, 9 6 -9 7 They, w ith neutral status, 292 w ith singular m eaning. See Singular ihey.
Index Ihird-person singular defined, 364 o f pronouns, 290 w ith verbs, 64 lack of, in subjunctive, 7 3 -7 4 T im e adverbs of, 23, 31, 32, 1 10-11, 259 prepositional phrases of, 25, 32, 38 To, as sign of infinitive, 117 T raditional gram m ar adverbial objectives in, 115 accusativc cast in, 290n definition o f adverb in, 257 definition o f noun in, 17 direct objects in, 42 future tense in, 72 genitive case in, 261, 290n interjections in, 194-95 nom inative case in, 290n T ransform ational gram m ar, 7 -8 defined, 364 T ransitivc-passive relationship, 90 T ransitive verbs, 19, 31, 4 3 -4 9 . See also Pattern VII; Pattern VIII; P attern DC; I’atLCrn X. defined, 364 T w o-letter words, 287 T w o-w ord verbs. See Phrasal verbs. U nderstood subject, 53 Ungram m atical defined, 369 U nw anted apostrophe, 292 Up, in idiom s, 2 7 5 -7 6 Usage, 5 ,8 -1 1 , 2 4 9 -5 0 . See also Usage Matters. Usage M atters Capitalization, 249 Case, 2 9 3 -9 4 D angling participles, 149-50 The ending preposition, 277- 7 8 Focusing tools, 100 Hopefully, 193 Lie and lay, 7 9 -8 0 Problem pronouns, 3 0 1 -0 2 The “split” infinitive, 119-20 Ihe unw anted apostrophe, 292 Who or whom, 140-41
437
V erb-expansion rule, 67- “ 2 branching diagram of, 69 defined, 364 exceptions to, 7 6 -7 7 passive voice of, 88 V erb-form ing affixes, 250-51 Verb phrases, 19 -2 2 , 6 6 -7 6 . See also G erunds; Infinitives; Participles, as adjectivals, 148-53 as adverbials, 117-19, 151 com pound, 4 9 -5 0 , 58, 2 0 9 -1 2 defined, 364 diagram m ing of , 50, 58 introductory, 118, 124, 147, 191-92 as predicates, 20, 2 9 -3 0 Verbs, 17, 19-20, 6 3 -8 5 . See also Be, Verb phrases. agreem ent o f subjects w ith, 97, 12 9 -3 0 ; 2 1 3 -1 5 , 223, 270 base form of, 16-17, 6 3 -6 5 categories of, 31 choosing, in w riting, 3 1 6 -1 7 com pound, 4 9 -5 0 , 2 0 9 -1 2 defined, 17, 364 derivational affixes of, 232, 250-51 W f o rm of, 17, 65, 69 emphasis on, 3 2 9 -3 0 -en form of, 64, 65, 6 6 -7 0 , 74, 76 expanded, 6 6 -7 6 , 7 8 -7 9 as form class, 2 5 0 -5 2 form ed by functional shift, 250 form s of, 6 4 -6 5 , 6 6 -7 6 inflectional suffixes of, 17, 6 4 -6 5 , 231, 2 5 1 -5 2 exceptions to rule, 252 -ing form of, 17, 6 4 -6 5 , 6 6 -7 0 , 7 5 -7 6 intransitive, 19, 3 1 ,3 8 -4 1 irregular, 6 4 -6 5 linking, 31, 3 5 -3 6 nom inalization of, 3 2 1 -2 2 passive, 8 6 -9 5 past participle of, 17, 65 phrasal, 4 0 -4 1 , 4 3 -4 4 , 62, 3 1 6 -1 8 predicating, 30, 6 6 -7 6 principal parts of, 17, 64, 94 regular, 6 3 -6 4
438
Index
Verbs, (cont) sem antic features of, 84 -s form of, 65, 66 cense o f 17 , 6 9 -7 0 , 72, 7 5 - 7 6 transitive, 19, 31, 4 2 -4 9 voice of, 8 6 -9 5 Vocatives, 19 3 -9 4 , 206 defined, 364 punctuation of, 345 Voice. See Active voice; Passive voice. V olition, as feature o f adjectives, 83 W hat clause in cleft sencence, 9 8 -1 0 0 , 3 1 5 -1 6 diagram of, 369 as nom inal, 180-81 When, role o f in clause, 18 1 -8 2 Whei'e, role o f in clause, 181-82 Whether (or not), 182, 284 Which clause, 139—40, 153, 2 0 3 -2 0 4 w iih broad reference, 2 0 3 -2 0 4
W ord, as form , 106 size of, 287 W ord classes, 2 2 5 -3 0 6 . See also Form classes; Structure Classes; Pronouns. W ord counts, 274n, 286 W ord form ation, 2 2 7 -3 8 , 264. See also Derivational affixes. W ord order o f adverbs, 111 in cleft sentences, 9 8 -1 0 0 in exclam atory sentences, 52, 54 o f prcnoun modifiers, 129-31 in quescions, 5 2 -5 3 stylistic variation in, 329 -3 1 in there transform ation, 9 5 -9 8 W ords and phrases, 1 6 -27 W orld language, 3 Would, uses of, 272 Yes/no incerrogative, 1S2
wholwhomlwhose, 12-13, 52, 139-41 tt/'A-question, 5 2 -5 3
defined, 365 Yes/no question, 52
defined, 364 W ill
defined, 365 as nom inal clause, 182 You nonscandard plurals of, 4 as undersrood subject, 53
to express future, 72 for polite requests, 272 for various m eanings, 73
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R E S E A R C H A N D C IT IN G S O U R C E S Instructors and stu d en ts receive access t o th e EBSCO C on ten tS elect database, censu s data from Social Explorer, A ssociated Press new s feeds, and th e Pearson bookshelf. Pearson SourceC heck helps students and instructors m o n ito r originality and avoid plagiarism.
ETEXTA N D MORE Just like the printed text, students and instructors can highlight and add their ow n notes t o their interactive te x t online. Chapter quizzes and flashcards offer im m ediate feedback, and a grad eb ook allows both students and instructors to m on itor stu d en t progress throughout th e course. To o rd er this t e x t w ith M y S e a r c h L a b access at no extra charge, use ISBN 0 -2 0 5 -2 5 100-5
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