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Clause Structure
Elements that form a clause
Clause Structure (below)
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Clause Structure
Summary of Practices
Function vs. Category: differentiate what a word does from what it is called
Beginning – Advanced ESL, Native Speakers
Word Functions ("role" in clause)
Categories (word classification)
Linear labeling (function & category)
Practice (See Word Functions)
A leaf fell. [Subject–NP]
I found a red leaf. (Object–N]
A leaf fell. [Predicate–V]
A bright red leaf [Modifiers–AdjP]
A bright red leaf fell on the ground. [PredComp–PP]
Subject–Predicate: recognize how a word or phrase functions in a clause
Intermediate – Advanced ESL, Native Speaker
Charlie raised his hand. [Subj–N]
Charlie raised his hand in the air. [Pred-V]
Charlie is enthusiastic. [PredComp–Adj]
Charlie raised his hand in the air. [PredComp (DO)–NP]
Charlie raised his hand in the air because he knew the answer. [Adjunct–PP]
Feeling confident, Charlie raised his hand. [Supl–NF]
Clever Charlie, my good friend, raised his hand. [Supl–NP]
Clause Elements—phrases and subclauses (constituents)
A Clause: examine the parts that make up a clause
Intermediate – Advanced ESL, Native Speaker
A Phrase (dependents)
A Nonfinite Clause (dependent)
A Finite Clause (independent)
A Subordinate Clause (dependent)
A Sentence– (spoken vs. written)
Practice 1 – identify
Practice 2 – edit
Dependent Structures
• Phrases (AdjP, NP, VP, AdvP, PP)
• Nonfinite Clauses (Gerund, Infin, PastPart.)
Independent Structures
• Finite Clauses
• Coordinated Finite Clauses
Spoken vs. Written Sentences
An Adjective: recognize how it can function in a clause
Intermediate–Advanced ESL, Native Speakers
The leaves are red. (descriptive)
The leaves are maple. (identifying)
We saw a red leaf. (modifies a noun [pre-position])
We saw something red. (modifies a noun [post-position])
The leaves appear/seem red. (can follow a stative verb)
The leaves are very red. (accepts a degree modifier)
An Adverb: recognize how they function in clauses
Beginning–Advanced ESL, Native Speakers
Practice – Identify
He spoke freely. (modifies a verb)
He is very smart. (modifies an adjective)
He teaches quite creatively. (modifies an adverb)
He stopped exactly on time. (modifies a preposition phrase)
Suddenly, everyone started clapping. (modifies a clause)
Frankly, I don't understand the problem. (modifies a clause)
A Noun: recognize how it can function in a clause
Beginning – Advanced ESL, Native Speakers
Practice 1 – Identify head noun
Practice 2 – Identify noun phrase
jet (noun)
A private jet (noun phrase)
A Preposition: recognize how a preposition functions in a clause
Beginning–Advanced ESL, Native Speakers
Under the canyon floor is a stream of water.
Jack is in the middle. (location)
Jack climbed down. (location)
Jack explores with enthusiasm. (manner)
Jack gets up early in order to go climbing. (purpose)
Verbs : recognize how a primary or secondary verb functions in a clause
Intermediate – Advanced ESL, Native Speaker
Inflection vs. Auxiliary Tense
Practice 1 – identify verb form
He walks / walked to work. (primary)
He walked. (tense)
Verb Group : recognize the form and function of a verb group in a clause
Intermediate – Advanced ESL, Native Speaker
We want to walk. (secondary)
He likes walking. (secondary)
He is being tiresome. (lexical "behaving")
He is walking. (auxiliary)
He was walking. (aspect)
He might walked. (mood)
Verb Phrase : recognize the included parts (constituents) of a verb phrase
Intermediate – Advanced ESL, Native Speaker
We want to walk. (secondary)
She likes walking. (secondary)
She is being tiresome. (lexical)
She is walking. (auxiliary)
She was walking. (aspect)
She might walk. (mood)
Auxiliary Verbs: recognize how an auxiliary verb expresses tense, aspect and/or mood
Advanced ESL, Native Speaker
Practice 1 – Identify lexical vs. auxiliary verb
Practice 2 – Identify auxiliaries
Practice 3 – Identify verb form type
Charlie has raised his hand. (tense)
Charlie is raising his hand. (aspect)
Charlie may raise his hand again. (mood)
The question has been asked. (voice)
Clause Categories
Finite / Nonfinite: recognize two clause categories (with primary and secondary verbs)
Advanced ESL, Native Speaker
Nonfinite Clause–Gerund-Participle
Nonfinite Clause–Past Participle
Practice 1 – Identify verb category
Practice 2 – Identify nonfinite clauses
Practice 3 – Identify verb form type
The children helped Charlie raise the flag.
Charlie wants to raise his hand.
Charlie likes raising his hand.
The flag raised on the pole waved in the wind.
Nonfinite Clause—Timing & Voice: express earlier or later timing in infinitive and gerund clauses
Intermediate–Advanced ESL
Practice 1 – Complete with correct form (MC)
Practice 2 – Correct or Incorrect?
Practice 3 – Edit (recognize and correct errors)
Jack seems to have left the door unlocked. (earlier)
He should have known better. (earlier)
Jack remembers having left in a hurry. (earlier)
He admits to being preoccupied. (same time)
He was told to lock the door. (same time)
He plans to double-check the door before leaving. (later)
Complete Thought: combine a topic and controlling idea
Intermediate – Advanced ESL, Native Speaker
Practice 1 – Identify the topic.
Practice 2 – Complete the controlling idea.
Why are 20% of Americans unable to find the U.S. on a map?
"I personally believe that U.S. Americans are unable to do so (find the U.S. on a map) because, uh, some people out there in our nation don't have maps and, uh, I believe that our, uh, education like such as in, uh, South Africa and, uh, the Iraq and everywhere like such as, and I believe that they should…
Run-on Sentences: recognize poorly coordinated and excessively long sentences
Intermediate– Advanced ESL, Native Speaker
Practice 1 – identify
Practice 2– edit sentence
My friend and I blogged and read over his shoulder.
My friend blogged, and I read over his shoulder.
Cleft Clauses: reposition content to another part of a sentence by using it or what
Advanced ESL, Native Speaker
"What" Clefts ("what" phrases)
"Who", "Where", "What", "Why" Clefts (wh- phrases)
Practice 1 – Identify
Practice 2 – Complete
Practice 3 – Edit
His energy amazed me.
What amazed me was his energy.
His energy was what amazed me.
It amazed me that he had so much energy.
Word Forms: recognize meanings of noun, verb, adjective and adverb forms
Beginning – Advanced ESL, native speakers
Practice 1 – Identify the word form (MC)
Practice 2 – Correct the word form
Practice 3 – Edit the sentences
The singer had imagination. (N)
He imagined. (V)
His writing was imaginative. (Adj)
He used words imaginatively. (Adv)
The singer sang about social revolution. (N)
He revolted against parental authority. (V)
~His writing was revolting. (Adj–meaning changes)
~He used words revoltingly. (Adv–meaning changes)
Negative Word Forms: express absence, doubt, denial, prohibition and more
Beginning – Advanced ESL, native speakers
Negativity Expressed in Noun Phrases
Similar but Different Negatives
Practice 1 – Identify the word form (MC)
Practice 2 – Contrast word forms (MC)
No one / Not anyone has parked illegally.
His inability / disability was clear to us.
He was unsatisfied / dissatisfied.
Do not park there! We do not park there.
He would park there, wouldn't he?
We asked him not to park there.
I doubt that he *never / ever helps.
He is neither optimistic nor pessimistic.
His no nonsense approach to life is refreshing. (expression)
because |
Justin wore his winter pants because it was snowing. (Click "Grammar Notes" arrow to see diagram.) |
coordinator |
We walk and we talk. |
present |
The wind blows. / The wind blows leaves / The wind is strong. / The wind blows in the winter. (Click "Grammar Notes" arrow to see diagram.) |
pres. progressive |
Isabela is working tonight. / Helen is jogging around the track. (Click "Grammar Notes" arrow to see diagram.) |
gerund-participle |
Starting a sentence with a gerund is common. (Click "Grammar Notes" arrow to see diagram.) |
gerund-participle |
Charlie dislikes sitting all day. (nonfinite clause) (Click "Grammar Notes" arrow to see diagram.) |
if clause |
We take an umbrella if it is raining (prep + clause) |
infinitive clause |
To start a sentence with an infinitive is awkward. (Click "Grammar Notes" arrow to see diagram.) |
It / an extraposed subject |
It is hard for him to sit all day. (infinitive clause with a subject) |
verb + infinitive |
Ed needs to get some help. (Click "Grammar Notes" arrow to see diagram.) |
verb + object + infinitive |
Ed persuaded Frida to do the painting Ed intended Frida to do the painting. (Click "Grammar Notes" arrow to see diagram.) |
auxiliary verbs |
Charlie was raising his hand. (Click "Grammar Notes" arrow to see diagram.) |
modals |
|
subject |
Clever Charlie next to you raised his hand. (Click "Grammar Notes" arrow to see diagram.) |
predicate |
Charlie suddenly raised his hand high in the air. (Click "Grammar Notes" arrow to see diagram.) |
rather than |
We walked home rather than drove home. / We walked home rather than get stuck in traffic. (Click "Grammar Notes" arrow to see diagram.) |
so that / such that |
The meteor was so beautiful that we watched it all night. / It was such a beautiful meteor storm that we watched it all night (Click "Grammar Notes" arrow to see diagram.). |
because |
Justin wore his winter pants because it was snowing. (Click "Grammar Notes" arrow to see diagram.) We walk because we like exercise. She married at thirteen because she had no other options. |
dative verbs |
You bought me a gift. (Click "Grammar Notes" arrow to see diagram.) |
participle clause / adjunct modifier |
The man who is seated beside the host is the guest. The man seated beside the host is the guest. (Click "Grammar Notes" arrow to see diagram.) |
participle clause |
Congress which consists of two houses in on a break. / Congress consisting of two houses is on a break. (Click "Grammar Notes" arrow to see diagram.) |
participle clause |
The building sitting on Alcatraz Island was a federal prison. |
participle clause |
The Golden Gate Bridge located in SF Bay was designed by Strauss. (Click "Grammar Notes" arrow to see diagram.) |
prepositional phrase |
We walk in the morning. |
