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Transcript of Teachers College Columbia University
Teachers CollegeColumbia University
“Drawing” Complex Sentences II:Adjective Clauses, Extraction, Attachment, and
Reduction
FALL 2011Reese M. Heitner
Copyright Reese M. Heitner, July 2010. All Rights Reserved.
Advanced grammar students are routinely confronted with the challenge of writing, revising,
and proofreading multi-clause sentences.
“Drawing” Complex Sentences
3 Connectors (Swales & Feak, 2004, pp. 27- 29, 177-178;
Hogue, 2003, pp. 30-53, 278-284)
“Drawing” Complex Sentences
Subordinators: Adverbial Clause Subordinators of Time (Hogue, 2003, pp. 42-53) (When, After, Before, Since, etc.)
Adverbial Clause Subordinators of Reason
(Because, If, Although, Since, etc.)Adjective (Relative) Clause Subordinators(Who, Whom, Whose, Where, etc.)Noun Clause Subordinators(That, What, How, Who, Where, etc.)
Coordinators: And, But, Yet, Or, Nor, So, etc. (Hogue, 2003, pp. 32-40)
Transitionals: However, Consequently, By contrast, etc. (Hogue, 2003, p. 301-306) (one-word), -ly adverbs, prepositional phrases
“Drawing” Complex Sentences
Adjective Clauses(Hogue, 2003, pp. 186-191)
WHO was explaining the text. The students copied the teacher(1).
Clause Main Clause Sub .
“Drawing” Complex Sentences
WHO was explaining the text. The students copied the teacher
(1) RP .
WHO were explaining the text were understood.
The students
(2)RP .
passed. The students WHOM the teacher taught
WHICH the teacher explained.
The students wrote the sentence(3) RP .
RP .(4)
“Drawing” Complex Sentences
was explaining the text.The students copied the teacher
WHO WHO was explaining the text. The students copied the teacher(1)
(1b)(1a)
(1a)The students copied the teacher. (1b) was explaining the text.
Adjectives Clauses are based upon Noun-Noun Repetition
The teacher
“Drawing” Complex Sentences
Reconstructing N-N Repetition
(1a)
(1b)
The students copied the teacher. The teacher was explaining the text.
(1c)
(1d)
The students copied the teacher. The teacher was explaining the text.
Aux V (O) S V O RP .was explaining the text
The students copied the teacher
WHO .
“Drawing” Complex Sentences
Relative Clause Basic Pattern 1:
S V O RP VP (O)
WHO was explaining the text.
The students copied the teacher
Reconstructing N-N Repetition
The students were understood. The students were explaining the text.
(2a)
(2b)
The students were understood. The students were explaining the text.
(2c) were understood
The students
WHO .(2d
)
were explaining the text
“Drawing” Complex Sentences
VP S RP . Aux V O
“Drawing” Complex Sentences
Relative Clause Basic Pattern 2:
S RP VP O VP
The students WHO explained the sentence were understood.
“Drawing” Complex Sentences
Reconstructing N-N Repetition
The students wrote the sentence. The teacher explained the sentence.
(3a)
(3b)
The students wrote the sentence. The teacher explained the sentence.
(3c) the teacher explained
The students wrote the sentence
WHICH
.(3d)
t
S V S V O RP t
.
“Drawing” Complex Sentences
Relative Clause Basic Pattern 3:
S V O RP S V
The students wrote the sentence WHICH the teacher explained.
Reconstructing N-N Repetition
The students passed. The teacher taught the students.
(4a)
(4b)
The students passed. The teacher taught the students.
(4c) passed
The students
WHOM .(4d
)
the teacher taught
“Drawing” Complex Sentences
t
VP S WHOM S V t .
“Drawing” Complex Sentences
Relative Clause Basic Pattern 4:
S RP S V VP
The students WHOM the teacher taught passed.
“Drawing” Complex Sentences
Subject-Extraction Patterns
WHO was explaining the text.
The students copied the teacher
(1) Aux V O S V
O RP .
WHO were explaining the text were understood.The students
(2) V O S R
P V .
“Drawing” Complex Sentences
Subject-Extraction Reductions
(Swales & Feak, 2004, pp. 59-64)WHO was explaining the text.
The students copied the teacher
(1) Aux V O S V O RP .
WHO were explaining the text were understood.
The students
(2) Aux V O
S RP
V .
“Drawing” Complex Sentences
explaining the text. The students copied the teacher
(1) V-ing O S V O .
explaining the text were understood.The students
(2) V-ing O S V .
Subject-Extraction Reduction Patterns
passed. The students WHOM the teacher taught
(4)
WHICH the teacher explained.
The students understood the sentence
(3) S V
S V O
O .
S V S O . V
“Drawing” Complex Sentences
Object-Extraction Patterns
“Drawing” Complex Sentences
Object-Extraction Reductions
passed. The students WHOM the teacher taught
(4)
WHICH the teacher explained.
The students understood the sentence
(3) S V
S V O
O . S V S O . V
“Drawing” Complex Sentences
Object-Extraction Reduction Patterns
passed. The students the teacher taught (4)
the teacher explained.The students understood the sentence
(3) S V S V
O . S V S . V
passed. The students WHOM the teacher taught
(4)
(2)
S V S RP . V
“Drawing” Complex Sentences
Split MC Patterns
V O S RP
V .WHO explained the sentence were understood.
The students
“Drawing” Complex Sentences
Linear MC Patterns
WHICH the teacher explained. The students wrote the sentence(3) S V S V
O RP
WHO was explaining the text.
The students copied the teacher
(1) VP S V
O RP .
.
“Drawing” Complex SentencesKey Terms
Main Clause: “split” vs. “linear”
Attachment: subject vs. object
Extraction: subject vs. object
“Drawing” Complex Sentences
Guess the Pattern
(MC)
(A)
(S) The talk
is almost over
V S
we attended
(E) S V VS ...
.
Split
Subject-Attachment
Object-Extraction
Reduction
Correct!
“Drawing” Complex SentencesGuess the Pattern
(MC)
(A)
(S) They answered the speaker
asking the questions
S V O
(E) S V O
.
Linear
Object-Attachment
Subject- Extraction
Reduction Correct!
V O
.
.
.
“Drawing” Complex SentencesAdvanced Issues
Deletion of RP when object of Preposition:1. We left the lecture WHICH we had heard enough of. 2. We left the lecture of WHICH we had heard enough.3. We left the lecture WHICH we had heard enough of. 4. We left the lecture of WHICH we had heard enough.
Nonrestrictive (“nonessential”) versus Restrictive (“essential”) (Hogue, 2003, p. 190): 1. My wife, who is nice, will inherit my wealth. 1. My wife who is nice will inherit my wealth.
2. The students, whom we saw, were late. 2. The students whom we saw were late.
3. Hawaii, the only island state, is beautiful. 3. Hawaii the only island state is beautiful.
RULE: Use commas if the the referent is ALREADY UNIQUE. The relative clause is NOT essential.
Do NOT use commas when the referent needs selection. The relative clause is “essential.”
“Drawing” Complex Sentences
By visually exploiting the abstract grammatical geometry of multi-clause constructions, instructors and advanced students are encouraged to approach complex sentences in terms of architectural templates.
Advantages:
+ recognize the similarities/differences among basic relative clause constructions
+ identify incorrect constructions by attending to Noun-Noun repetition
+ understand subject vs. object extraction, attachment, movement, and reduction
Disadvantages:
– overly analytic, based upon syntax not semantics
– overly visual, based upon detecting abstract patterns
– overly technical, based upon “extraction” and “attachment”