We should know that an essay may have the following sections:
A. Introduction (General statements/dramatic introduction and the Thesis)
B. Body Paragraph (containing 1 or more academic paragraphs)
Each paragraph should have the following structure: the topic sentence, the supporting sentences, and optionally, the concluding sentence.
C. Conclusion (author's opinion, paraphrase of thesis or summary of the whole passage, and/or food for thought [reader's invitation to reflect or do something about it])
viernes, 28 de agosto de 2009
Writing? Mmmm... Do I have to Read?
One of my students' most common questions is how reading and writing are related if they want to improve their writing skills. The question, even though a simple one, is a really good one since it brings up a matter that is very important to realize from the very beginning we intend to improve if we want to become good writers.
Then, I reply with this question: Do you really think you can write about any matter if you are not knowledgeable enough? Indeed, reading a lot, reading very well, is one of the most important requirements to become good writers.
Then, I reply with this question: Do you really think you can write about any matter if you are not knowledgeable enough? Indeed, reading a lot, reading very well, is one of the most important requirements to become good writers.
jueves, 27 de agosto de 2009
Unit 13: The Passive
A passive construction occurs when you make the object of an action into the subject of a sentence. That is, whoever or whatever is performing the action is not the grammatical subject of the sentence. Take a look at this passive rephrasing of a familiar joke:
Why was the road crossed by the chicken?
Who is doing the action in this sentence? The chicken is the one doing the action in this sentence, but the chicken is not in the spot where you would expect the grammatical subject to be. Instead, the road is the grammatical subject. The more familiar phrasing (why did the chicken cross the road?) puts the actor in the subject position, the position of doing something—the chicken (the actor/doer) crosses the road (the object). We use active verbs to represent that "doing," whether it be crossing roads, proposing ideas, making arguments, or invading houses (more on that shortly).
Once you know what to look for, passive constructions are easy to spot. Look for a form of "to be" (is, are, am , was, were, has been, have been, had been, will be, will have been, being) followed by a past participle. (The past participle is a form of the verb that typically, but not always, ends in "-ed." Some exceptions to the "-ed" rule are words like "paid" (not "payed") and "driven." (not "drived"). Here's a sure-fire formula for identifying the passive voice:
form of "to be" + past participle = passive voice
For example:
The metropolis has been scorched by the dragon's fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
NOTE: forms of the word "have" can do several different things in English. For example, in the sentence "John has to study all afternoon," "had" is not part of a past-tense verb. It's a modal verb, like "must," "can," or "may"—these verbs tell how necessary it is to do something (compare "I have to study" versus "I may study"). And forms of "be" are not always passive, either—"be" can be the main verb of a sentence that describes a state of being, rather than an action. For example, the sentence "John is a good student" is not passive; "is" is simply describing John's state of being. The moral of the story: don't assume that any time you see a form of "have" and a form of "to be" together, you are looking at a passive sentence. "I have to be on time for the concert," for example, is not passive. Ask yourself whether there is an action going on in the sentence and, if so, whether whoever or whatever is doing that action is the subject of the sentence. In a passive sentence, the object of the action (e.g., the road) will be in the subject position at the front of the sentence. There will be a form of be and a past participle. If the subject appears at all, it will usually be at the end of the sentence, often in a phrase that starts with "by" (e.g., "by the chicken").
Rosa León
AO5F
Why was the road crossed by the chicken?
Who is doing the action in this sentence? The chicken is the one doing the action in this sentence, but the chicken is not in the spot where you would expect the grammatical subject to be. Instead, the road is the grammatical subject. The more familiar phrasing (why did the chicken cross the road?) puts the actor in the subject position, the position of doing something—the chicken (the actor/doer) crosses the road (the object). We use active verbs to represent that "doing," whether it be crossing roads, proposing ideas, making arguments, or invading houses (more on that shortly).
Once you know what to look for, passive constructions are easy to spot. Look for a form of "to be" (is, are, am , was, were, has been, have been, had been, will be, will have been, being) followed by a past participle. (The past participle is a form of the verb that typically, but not always, ends in "-ed." Some exceptions to the "-ed" rule are words like "paid" (not "payed") and "driven." (not "drived"). Here's a sure-fire formula for identifying the passive voice:
form of "to be" + past participle = passive voice
For example:
The metropolis has been scorched by the dragon's fiery breath.
When her house was invaded, Penelope had to think of ways to delay her remarriage.
NOTE: forms of the word "have" can do several different things in English. For example, in the sentence "John has to study all afternoon," "had" is not part of a past-tense verb. It's a modal verb, like "must," "can," or "may"—these verbs tell how necessary it is to do something (compare "I have to study" versus "I may study"). And forms of "be" are not always passive, either—"be" can be the main verb of a sentence that describes a state of being, rather than an action. For example, the sentence "John is a good student" is not passive; "is" is simply describing John's state of being. The moral of the story: don't assume that any time you see a form of "have" and a form of "to be" together, you are looking at a passive sentence. "I have to be on time for the concert," for example, is not passive. Ask yourself whether there is an action going on in the sentence and, if so, whether whoever or whatever is doing that action is the subject of the sentence. In a passive sentence, the object of the action (e.g., the road) will be in the subject position at the front of the sentence. There will be a form of be and a past participle. If the subject appears at all, it will usually be at the end of the sentence, often in a phrase that starts with "by" (e.g., "by the chicken").
Rosa León
AO5F
Unit 15 and 16: Gerunds and Infinitives
Gerunds and infinitives are forms of verbs that act like nouns.
Ali quit smoking in 1977.
He just decided to quit one day.
A gerund is a verb + -ing. An infinitive is to + the verb.
In both the examples above, the gerund and the infinitive are the objects of the verbs in the sentence. However, as noun substitutes, gerunds and infinitives can also be the subject of a sentence.
Smoking is hard habit to give up.
To quit takes a lot of will power.
This lesson will focus primarily on verbs that precede infinitives and gerunds when they are used as objects in a sentence. Click here for a list of verbs that are followed by gerunds, verbs that are followed by infinitives, and verbs that can be followed by either.
Some common verbs are always followed by a gerund:
Jeannie admitted taking the money from the desk.
The teacher considered calling the police.
Jeannie said she was so embarrassed that she felt like dying.
The teacher finally said she would recommend giving Jeannie a light punishment.
Some verbs are always followed by infinitives.
The president said he aimed to bring down taxes.
He asked Congress to pass a tax reduction bill.
The president's party consented to lower the taxes.
However, the opposition refused to cooperate.
The president promised to fight for lower taxes in the next term.
Some verbs can be followed by either a gerund or an infinitive.
Edina's husband, Bob, began taking cooking lessons last month.
Soon he began to try out all his new creations on her.
Edina said she likes eating as much as Bob likes to cook.
She loves to sample his new recipes and she loves not cooking herself.
However, she told me she regrets eating so much rich food.
She's going to try eating less of his great food...and, she's going to try not to hurt Bob's feelings!
Go, go, go!
A common expression in English is
go + an activity
We go swimming,
we go shopping,
we go fishing,
we go jogging,
we go sightseeing, and
we go bar-hopping (or, so I've heard).
Not always exactly the same...
Some verbs have the same meaning when followed by an infinitive or a gerund:
The same:
I like going to the races.
I like to go to the races.
The same:
I hate going to the dentist.
I hate to go to the dentist.
The same:
It began raining.
It began to rain.
However, some verbs have a slightly different meaning when followed by an infinitive as opposed to a gerund.
remember, forget, stop
The difference is often in the sequence of events. See what you think about the following pairs of sentences:
I remembered to feed the dog this morning.
I remember feeding him his favorite food.
-----first--------- second
---second----first
(I remembered and then I fed him.)
(I fed him and later I remembered the action.)
I forgot to go to the bank.
I forgot going to the bank.
-----------------
second first
(I didn't remember and I didn't go to the bank.)
(I went to the bank, but later I forgot that I did.)
I stopped to smoke.
I stopped smoking.
---first----- second
--second-- first
(I paused what I was doing to have a cigarette.)
(I was a smoker, but now I'm not.)
One more difference
You can also use either an infinitive or a gerund after go on. However, note the difference:
I told Billy to stop, but he went on putting his fingers in the soup.
(The use of a gerund after go on indicates a continuing or persistent activity.)
I was very proud of Billy. We went on to become a famous chef.
(The use of an infinitive after go on indicates a noteworthy or notorious future activity.)
The real test for you will be how well you get the feel of when to use infinitives or gerunds. You can get a better understanding of this if you read English novels and other materials critically.
Rosa León
AO5F
Ali quit smoking in 1977.
He just decided to quit one day.
A gerund is a verb + -ing. An infinitive is to + the verb.
In both the examples above, the gerund and the infinitive are the objects of the verbs in the sentence. However, as noun substitutes, gerunds and infinitives can also be the subject of a sentence.
Smoking is hard habit to give up.
To quit takes a lot of will power.
This lesson will focus primarily on verbs that precede infinitives and gerunds when they are used as objects in a sentence. Click here for a list of verbs that are followed by gerunds, verbs that are followed by infinitives, and verbs that can be followed by either.
Some common verbs are always followed by a gerund:
Jeannie admitted taking the money from the desk.
The teacher considered calling the police.
Jeannie said she was so embarrassed that she felt like dying.
The teacher finally said she would recommend giving Jeannie a light punishment.
Some verbs are always followed by infinitives.
The president said he aimed to bring down taxes.
He asked Congress to pass a tax reduction bill.
The president's party consented to lower the taxes.
However, the opposition refused to cooperate.
The president promised to fight for lower taxes in the next term.
Some verbs can be followed by either a gerund or an infinitive.
Edina's husband, Bob, began taking cooking lessons last month.
Soon he began to try out all his new creations on her.
Edina said she likes eating as much as Bob likes to cook.
She loves to sample his new recipes and she loves not cooking herself.
However, she told me she regrets eating so much rich food.
She's going to try eating less of his great food...and, she's going to try not to hurt Bob's feelings!
Go, go, go!
A common expression in English is
go + an activity
We go swimming,
we go shopping,
we go fishing,
we go jogging,
we go sightseeing, and
we go bar-hopping (or, so I've heard).
Not always exactly the same...
Some verbs have the same meaning when followed by an infinitive or a gerund:
The same:
I like going to the races.
I like to go to the races.
The same:
I hate going to the dentist.
I hate to go to the dentist.
The same:
It began raining.
It began to rain.
However, some verbs have a slightly different meaning when followed by an infinitive as opposed to a gerund.
remember, forget, stop
The difference is often in the sequence of events. See what you think about the following pairs of sentences:
I remembered to feed the dog this morning.
I remember feeding him his favorite food.
-----first--------- second
---second----first
(I remembered and then I fed him.)
(I fed him and later I remembered the action.)
I forgot to go to the bank.
I forgot going to the bank.
-----------------
second first
(I didn't remember and I didn't go to the bank.)
(I went to the bank, but later I forgot that I did.)
I stopped to smoke.
I stopped smoking.
---first----- second
--second-- first
(I paused what I was doing to have a cigarette.)
(I was a smoker, but now I'm not.)
One more difference
You can also use either an infinitive or a gerund after go on. However, note the difference:
I told Billy to stop, but he went on putting his fingers in the soup.
(The use of a gerund after go on indicates a continuing or persistent activity.)
I was very proud of Billy. We went on to become a famous chef.
(The use of an infinitive after go on indicates a noteworthy or notorious future activity.)
The real test for you will be how well you get the feel of when to use infinitives or gerunds. You can get a better understanding of this if you read English novels and other materials critically.
Rosa León
AO5F
UNIT 16: Infinitives
Infinitive or –ing (gerund)?
Sometimes many students confuse the use of infinitive between gerunds. Let’s analyze some examples and improve our English.
For example, only one of the following sentences is correct. Which one?
I dislike working late. (??)
I dislike to work late. (??)
Let´s define the infinitive:
Infinitives are defined as to + base form of the verb. They have several functions. Infinitives and infinitive phrases often perform the same functions as nouns.
For example:
· (to) go, (to) be,(to) ask, (to) fight, (to) understand, (to) walk .
Infinitives may occur with or without the infinitive marker "to". Infinitives without "to" are known as "bare infinitives".
For example:
· Help me open the door.
1. Used as subjects and subject complements.
To know me is to love me.
To live in Mancora is my lifetime dream.
2. Used as objects following certain verbs*.
I wanted to tell you how much I appreciated your present.
He hesitated to ask the embarrassing question.
3. Used as a shortened form of in order to.
You must take this medicine (in order) to get well.
I went to the restaurant to eat ceviche.
Infinitives can sometimes take objects of their own.
We hope to find the person who did this.
I was asked to make a dessert for the potluck dinner.
*These verbs are commonly followed by infinitives.
agree - begin - demand - go - know -how - need - pretend - start - try
appear - care - deserve - happen - learn - neglect - promise - stop - volunteer
arrange - choose - desire - hate - like - offer - refuse - struggle - wait
ask - claim - expect - hesitate - love - plan - regret - swear - want
attempt - consent - fail - hope - manage - prefer - remember - tend - wish
OTHER FORMS
the infinitive can have the following forms:
1. The perfect infinitiveto have + past participle
For example: to have broken, to have seen, to have saved.This form is most commonly found in Type 3 conditional sentences, using the conditional perfect.
For example:
§ If I had known you were coming I would have baked a cake.
§ Someone must have broken the window and climbed in.
§ I would like to have seen the Taj Mahal when I was in India.
§ He pretended to have seen the film.
§ If I'd seen the ball I would have caught it.
2. The continuous infinitiveto be + present participle
For example: to be swimming, to be joking, to be waiting
Examples:
§ I'd really like to be swimming in a nice cool pool right now.
§ You must be joking!
§ I happened to be waiting for the bus when the accident happened.
3. The perfect continuous infinitiveto have been + present participle
Examples: to have been crying, to have been waiting, to have been painting
Examples:
§ The woman seemed to have been crying.
§ You must have been waiting for hours!
§ He pretended to have been painting all day.
4. The passive infinitiveto be + past participle
For example: to be given, to be shut, to be opened
Examples:
§ I am expecting to be given a pay-rise next month.
§ These doors should be shut.
§ This window ought to be opened.
NOTE: As with the present infinitive, there are situations where the "to" is omitted.
Examples
He claimed to be an expert.
Don't pretend that you know the answer.
OBSERVATIONS:
The infinitive form is always used after adjectives, for example:
- disappointed, glad, happy, pleased, relieved, sad, surprised
I was happy to help them.
She will be delighted to see you.
This includes too + adjective:
The water was too cold to swim in.
Is your coffee too hot to drink?
The infinitive form is used after adjective + enough:
He was strong enough to lift it.
She is rich enough to buy two.
ADV 5 Jesús Crispín
miércoles, 26 de agosto de 2009
Unit 13: The Passive
The Passive Causative
In the passive form, there is usually no agent. The action verb is in the past participle, and the object comes before it:
Subject Causative (have/get) / verb Object / Past Participle (By+Agent)
We had our door fixed.
I always have my hair cut by André.
1. For the passive causative with the appropriate form of have or get+object + past participle
- Last year I got my coat cleaned once.
- You should get the car checked.
2. Use the passive casusative to talk about services that you arrange for asomeone to do for you.
- I used to color muy own hair, but now I have it colored.
- André is going to get his hair salon remodeled by a local architect.
Simple Past Causative
- I had it done last week. (Someone did it for me)
Past Perfect
- I had done it before. (I did it myself)
3. Use by when it is necessary to mention the person doing the service ( the agent)
- This time she is getting her hair done by a new stylist.
4. Do not confues the expression to get something done ( to fisnish something)
- I had a lot of homework. but I worked hard and got it done before 11P.M.
(I finished my homework before 11 P.M.)
Saby Chachi AO5F
Unit 13: The Passive Causative
The causative is a common structure in English. It is used when one thing or person causes another thing or person to do something.
I had John fix the car.
(I arranged for the car to be fixed by John -- I caused him to fix it.)
I had the car fixed.
(I arranged for the car to be fixed by someone. We don't know who, so this is like a passive.)
The active causative structure
This is the basic structure of the active form, along with some more examples:
Subject + Causative verb + Agent + Action verb + Object
Susan had her brother do her homework.
The passive causative structure
In the passive form, there is usually no agent. The action verb is in the past participle, and the object comes before it:
Subject + Causative verb + Object + Action verb
We had our door fixed
Other causative verbs
All the examples above use the causative verb "have". However, many other verbs can be used in causatives. In the active form, som of these verbs require the action verb to have "to" before it. These are some examples of the most common causative verbs.
Verb + Meaning + Form of Action Verb
get + same as "have" + "to" form
let + allow + plain form
EXAMPLES
* I got Jae Won to pick me up in the car
* She got her hair cut.
* I'll let you borrow my bike.
[No passive form]
STUDENT NAME: JUAN CARLOS POZO QUINTANILLA
COURSE: A05F
Unit 15: Gerunds
A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates that a gerund, like the other two kinds of verbals, is based on a verb and therefore expresses action or a state of being. However, since a gerund functions as a noun, it occupies some positions in a sentence that a noun ordinarily would, for example: subject, direct object, subject complement, and object of preposition.
Gerund as subject:
* Traveling might satisfy your desire for new experiences. (Traveling is the gerund.)
* The study abroad program might satisfy your desire for new experiences. (The gerund has been removed.)
Gerund as object:
* They do not appreciate my assistance. (The gerund has been removed)
Gerund as subject complement:
* My cat's favorite food is salmon. (The gerund has been removed.)
Gerund as object of preposition:
* The police arrested him for speeding. (The gerund is speeding.)
* The police arrested him for criminal activity. (The gerund has been removed.)
A Gerund Phrase is a group of words consisting of a gerund and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the gerund, such as:
The gerund phrase functions as the subject of the sentence
Finding a needle in a haystack would be easier than what we're trying to do.
Finding (gerund)
a needle (direct object of action expressed in gerund)
in a haystack (prepositional phrase as adverb)
The gerund phrase functions as the subject complement.
Newt's favorite tactic has been lying to his constituents.
lying to (gerund)
his constituents (direct object of action expressed in gerund)
The gerund phrase functions as the object of the preposition for.
You might get in trouble for faking an illness to avoid work.
faking (gerund)
an illness (direct object of action expressed in gerund)
to avoid work (infinitive phrase as adverb)
The gerund phrase functions as the subject of the sentence.
Being the boss made Jeff feel uneasy.
Being (gerund)
the boss (subject complement for Jeff, via state of being expressed in gerund)
STUDENT NAME: JUAN CARLOS POZO QUINTANILLA
COURSE: AO5F
Answer Key 15. Gerunds
Unit 15: Gerunds
1. Discover the grammar
A. 2. O / 3. S / 4. OP / 5. C / 6. OP / 7. C / 8. O / 9. C
B. 2. Y / 3. N / 4. Y / 5. Y / 6. N / 7. Y / 8. Y
2. All work and no play
2. vegetating / 3. worrying / 4. not having / 5. not working / 6. making / 7. socializing / 8. having / 9. meeting / 10. working / 11. playing / 12. collecting / 13. singing / 14. not singing / 15. singing / 16. orienteering
3. My two best friends
2. Bob's helping / 3. My boss's criticizing / 4. Her living / 5. Mary's advising / 6. my becoming / 7. their being / 8. Our getting
4. My cross-generational friend
2. seeing / 3. having enrolled / 4. assigning / 5. arguing / 6. having said / 7. studying / 8. helping / 9. passing / 10. having told
5. Preferences
A. Possible questions: 1. Do you prefer being asked out on a date or asking someone yourself? / 2. Are you more interested in entertaining yourself or in being entertained by others? / 3. Do you prefer preparing dinner yourself or being invited to dinner by friends? / 4. Do you like being told what to do or giving orders? / 5. Do you like figuring things out yourself or being shown how to do things? / 6. Do you prefer being given advice by friends or giving your friends advice?
B. Possible answers: 1. I prefer asking someone myself. I don't like being asked out on a date. / 2. I'm more interested in being entrtained by others. I don't like entertaining myself. / 4. I prefer giving orders. I hate being told what to do. / 5. I like figuring things out myself. I don't like being shown how to do things. / 6. I like being given advice by my friends. I don't like giving my friends advice.
1. Discover the grammar
A. 2. O / 3. S / 4. OP / 5. C / 6. OP / 7. C / 8. O / 9. C
B. 2. Y / 3. N / 4. Y / 5. Y / 6. N / 7. Y / 8. Y
2. All work and no play
2. vegetating / 3. worrying / 4. not having / 5. not working / 6. making / 7. socializing / 8. having / 9. meeting / 10. working / 11. playing / 12. collecting / 13. singing / 14. not singing / 15. singing / 16. orienteering
3. My two best friends
2. Bob's helping / 3. My boss's criticizing / 4. Her living / 5. Mary's advising / 6. my becoming / 7. their being / 8. Our getting
4. My cross-generational friend
2. seeing / 3. having enrolled / 4. assigning / 5. arguing / 6. having said / 7. studying / 8. helping / 9. passing / 10. having told
5. Preferences
A. Possible questions: 1. Do you prefer being asked out on a date or asking someone yourself? / 2. Are you more interested in entertaining yourself or in being entertained by others? / 3. Do you prefer preparing dinner yourself or being invited to dinner by friends? / 4. Do you like being told what to do or giving orders? / 5. Do you like figuring things out yourself or being shown how to do things? / 6. Do you prefer being given advice by friends or giving your friends advice?
B. Possible answers: 1. I prefer asking someone myself. I don't like being asked out on a date. / 2. I'm more interested in being entrtained by others. I don't like entertaining myself. / 4. I prefer giving orders. I hate being told what to do. / 5. I like figuring things out myself. I don't like being shown how to do things. / 6. I like being given advice by my friends. I don't like giving my friends advice.
Answer Key Unit 16 Infinitives
Unit 16: Infinitives
1. Discover the grammar
A. 2. O / 3. S / 4. SC / 5. O / 6. O / 7. SC / 8. S / 9. O
B. 2. F / 3. F / 4. T / 5. T /6. F
2. My struggle with procrastination
2. warned me not to put off / 3. were willing to allow me to make / 4. was important to experience / 5. forced me to study / 6. was fortunate to graduate /
7. expected to pass / 8. required us to write / 9. refused to accept / 10. caused me to fail / 11. advised me to retake / 12. encouraged me to start
3. Leave it to the kids
2. not to have heard / 3. not to have understood / 4. to have gotten / 5. to have finished / 6. to have been hit / 7. to have fed / 8. not to have done
4. What would you expect?
2. to be helped by a passing motorist / 3. your phone service to be disconnected / 4.to be notified by the police / 5. to get stopped by a police officer / 6. to be questioned by your teacher
5. Too much? not enough?
2. Jack types too slowly to finish the report on time. / 3. Marcy will have enough money to buy her friend's car. / 4. Eve waited too long to start preparing the meal. / 5. Sally didn't eat enough to stay healthy. / 6. Carlos is intelligent enough to pass the course.
1. Discover the grammar
A. 2. O / 3. S / 4. SC / 5. O / 6. O / 7. SC / 8. S / 9. O
B. 2. F / 3. F / 4. T / 5. T /6. F
2. My struggle with procrastination
2. warned me not to put off / 3. were willing to allow me to make / 4. was important to experience / 5. forced me to study / 6. was fortunate to graduate /
7. expected to pass / 8. required us to write / 9. refused to accept / 10. caused me to fail / 11. advised me to retake / 12. encouraged me to start
3. Leave it to the kids
2. not to have heard / 3. not to have understood / 4. to have gotten / 5. to have finished / 6. to have been hit / 7. to have fed / 8. not to have done
4. What would you expect?
2. to be helped by a passing motorist / 3. your phone service to be disconnected / 4.to be notified by the police / 5. to get stopped by a police officer / 6. to be questioned by your teacher
5. Too much? not enough?
2. Jack types too slowly to finish the report on time. / 3. Marcy will have enough money to buy her friend's car. / 4. Eve waited too long to start preparing the meal. / 5. Sally didn't eat enough to stay healthy. / 6. Carlos is intelligent enough to pass the course.
domingo, 23 de agosto de 2009
Unit 11: Adjective Clauses: Review and Expansion
An adjective clause usually begins with a relative pronoun: a word that relates the information in the adjective clause to a word or a phrase in the main clause.
The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.
Two other relative pronouns used to introduce adjective clauses are whose (the possessive form of who) and whom (the object form of who). Whose begins an adjective clause that describes something that belongs to or is a part of someone or something mentioned in the main clause:
The ostrich, whose wings are useless for flight, can run faster than the swiftest horse.
Whom stands for the noun that receives the action of the verb in the adjective clause:
Anne Sullivan was the teacher whom Helen Keller met in 1887.
Notice that in this sentence Helen Keller is the subject of the adjective clause, and whom is the object. Put another way, who is equivalent to the subject pronouns he, she, or they in a main clause; whom is equivalent to the object pronouns him, her, or them in a main clause.
A sentence which contains just one clause is called a simple sentence.
A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.)
There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.)
This page contains information about adjective clauses. Also see Adverb Clauses and Noun Clauses.
-Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
The teacher has a car. (Car is a noun.)
It’s a new car. (New is an adjective which modifies car.)
The car that she is driving is not hers.
(That she is driving is an adjective clause which modifies car. It’s a clause because it has a subject (she) and a predicate (is driving); it’s an adjective clause because it modifies a noun.)
Note that adjectives usually precede the nouns they modify; adjective clauses always follow the nouns they modify.
Rosa León
AO5F
The most common adjective clauses begin with one of these relative pronouns: who, which, and that. All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things.
Two other relative pronouns used to introduce adjective clauses are whose (the possessive form of who) and whom (the object form of who). Whose begins an adjective clause that describes something that belongs to or is a part of someone or something mentioned in the main clause:
The ostrich, whose wings are useless for flight, can run faster than the swiftest horse.
Whom stands for the noun that receives the action of the verb in the adjective clause:
Anne Sullivan was the teacher whom Helen Keller met in 1887.
Notice that in this sentence Helen Keller is the subject of the adjective clause, and whom is the object. Put another way, who is equivalent to the subject pronouns he, she, or they in a main clause; whom is equivalent to the object pronouns him, her, or them in a main clause.
A sentence which contains just one clause is called a simple sentence.
A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.)
There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.)
This page contains information about adjective clauses. Also see Adverb Clauses and Noun Clauses.
-Adjective clauses perform the same function in sentences that adjectives do: they modify nouns.
The teacher has a car. (Car is a noun.)
It’s a new car. (New is an adjective which modifies car.)
The car that she is driving is not hers.
(That she is driving is an adjective clause which modifies car. It’s a clause because it has a subject (she) and a predicate (is driving); it’s an adjective clause because it modifies a noun.)
Note that adjectives usually precede the nouns they modify; adjective clauses always follow the nouns they modify.
Rosa León
AO5F
lunes, 17 de agosto de 2009
Adjective Clauses with Prepositions
UNIT 12: Adjective Clauses with Prepositions; Adjective Phrases
Many people who want to learn and speak English correctly have a lot of problems to understand and create big sentences where we can find adjective clauses (also called an adjectival or relative clause). This unit it's very important to create complex sentences using adjective clauses with prepositions and how to change and reduce adjective clauses to adjective phrases. Let see!
Adjective Clauses with Prepositions
The relative pronouns who (m), that, which, and whose + noun can be used as object of prepositions in adjective clauses.
Example:
- He´s the teacher to whom they were talking. (very formal)
- He´s the teacher whom they were talking to.
- He´s the teacher that they were talking to.
- He´s the teacher they were talking to.
Be careful! Whose cannot be omitted.
-That’s the movie whose director I spoke of. (Correct)
- That’s the movie director I spoke of. (Incorrect)
Adjective Clauses with Quantifiers
Some adjective clauses have the pattern quantifier + of + relative pronoun.
Q = "quantifier" (... some children, 3 of whom were crying, came ...)
Examples:
- Cuzco has a lot of visitors, most of which come to see Machu Picchu.
- I have many teachers, all of whom are actors.
Note: Quantifiers occur only in clauses with whom, which, and whose. These clauses may refer to people or things. These clauses are formal.
Adjective Clauses whit Nouns
Some adjective clauses have the pattern noun + of which.
N = "noun" (... my house, a picture of which I have here, is located ...)
Example:
- Movies, an example of which is Titanic, are still popular.
Be careful! These clauses refer only to things.
Reducing an adjective clause to an adjective phrase:
Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
1. RP + BE = 0
-Teachers who are living in glass houses should not throw stones. (A. clause)
-Teachers living in glass houses should not throw stones. (A. phrase)
If the adjective clause requires commas, the adjective phrase also requires commas.
-The man, who was waiting for you, comes from Arequipa.
-The man, waiting for you, comes from Arequipa.
2. RP + OTHER VERB (not BE) = OTHER VERB + ing
Students who sit in the front row usually participate more. (A. Clause)
Students sitting in the front row usually participate more. (A. Phrase)
Note:
- A phrase has no subject or verb.
- A clause has a subject and a verb.
Be careful! Adjective clauses that do not have subject pronouns cannot be reduced.
-The book which* I read last week is great.
*This adjective clause has an object pronoun.
Changing an adjective clause to an adjective phrase:
Only adjective clauses that have a subject pronoun (who, which, that) are reduced to modify an adjective clause. In this case, there is no difference in meaning between the adjective clause and adjective phrase.
Examples:
- The car which is left on the street is broken. (Adjective clause)
- The car left on the street is broken. (Adjective phrase)
- He’s the student who’s from La Cantuta UNIVERSITY. (A. clause)
- He’s the student from La Cantuta UNIVERSITY. (Adjective phrase)
Jesús Crispín (jessucito)
ADV 5
Many people who want to learn and speak English correctly have a lot of problems to understand and create big sentences where we can find adjective clauses (also called an adjectival or relative clause). This unit it's very important to create complex sentences using adjective clauses with prepositions and how to change and reduce adjective clauses to adjective phrases. Let see!
Adjective Clauses with Prepositions
The relative pronouns who (m), that, which, and whose + noun can be used as object of prepositions in adjective clauses.
Example:
- He´s the teacher to whom they were talking. (very formal)
- He´s the teacher whom they were talking to.
- He´s the teacher that they were talking to.
- He´s the teacher they were talking to.
Be careful! Whose cannot be omitted.
-That’s the movie whose director I spoke of. (Correct)
- That’s the movie director I spoke of. (Incorrect)
Adjective Clauses with Quantifiers
Some adjective clauses have the pattern quantifier + of + relative pronoun.
Q = "quantifier" (... some children, 3 of whom were crying, came ...)
Examples:
- Cuzco has a lot of visitors, most of which come to see Machu Picchu.
- I have many teachers, all of whom are actors.
Note: Quantifiers occur only in clauses with whom, which, and whose. These clauses may refer to people or things. These clauses are formal.
Adjective Clauses whit Nouns
Some adjective clauses have the pattern noun + of which.
N = "noun" (... my house, a picture of which I have here, is located ...)
Example:
- Movies, an example of which is Titanic, are still popular.
Be careful! These clauses refer only to things.
Reducing an adjective clause to an adjective phrase:
Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
1. RP + BE = 0
-Teachers who are living in glass houses should not throw stones. (A. clause)
-Teachers living in glass houses should not throw stones. (A. phrase)
If the adjective clause requires commas, the adjective phrase also requires commas.
-The man, who was waiting for you, comes from Arequipa.
-The man, waiting for you, comes from Arequipa.
2. RP + OTHER VERB (not BE) = OTHER VERB + ing
Students who sit in the front row usually participate more. (A. Clause)
Students sitting in the front row usually participate more. (A. Phrase)
Note:
- A phrase has no subject or verb.
- A clause has a subject and a verb.
Be careful! Adjective clauses that do not have subject pronouns cannot be reduced.
-The book which* I read last week is great.
*This adjective clause has an object pronoun.
Changing an adjective clause to an adjective phrase:
Only adjective clauses that have a subject pronoun (who, which, that) are reduced to modify an adjective clause. In this case, there is no difference in meaning between the adjective clause and adjective phrase.
Examples:
- The car which is left on the street is broken. (Adjective clause)
- The car left on the street is broken. (Adjective phrase)
- He’s the student who’s from La Cantuta UNIVERSITY. (A. clause)
- He’s the student from La Cantuta UNIVERSITY. (Adjective phrase)
Jesús Crispín (jessucito)
ADV 5
Unit 12: Adjective Clauses with Prepositions; Adjective Phrases
Many people who want to learn and speak English correctly have a lot of problems to understand and create big sentences where we can find adjective clauses (also called an adjectival or relative clause). This unit it's very important to create complex sentences using adjective clauses with prepositions and how to change and reduce adjective clauses to adjective phrases. Let see!
Adjective Clauses with Prepositions
The relative pronouns who (m), that, which, and whose + noun can be used as object of prepositions in adjective clauses.
Example:
- He´s the teacher to whom they were talking. (very formal)
- He´s the teacher whom they were talking to.
- He´s the teacher that they were talking to.
- He´s the teacher they were talking to.
Be careful! Whose cannot be omitted.
-That’s the movie whose director I spoke of. (Correct)
- That’s the movie director I spoke of. (Incorrect)
Adjective Clauses with Quantifiers
Some adjective clauses have the pattern quantifier + of + relative pronoun.
Q = "quantifier" (... some children, 3 of whom were crying, came ...)
Examples:
- Cuzco has a lot of visitors, most of which come to see Machu Picchu.
- I have many teachers, all of whom are actors.
Note: Quantifiers occur only in clauses with whom, which, and whose. These clauses may refer to people or things. These clauses are formal.
Adjective Clauses with Nouns
Some adjective clauses have the pattern noun + of which.
N = "noun" (... my house, a picture of which I have here, is located ...)
Example:
- Movies, an example of which is Titanic, are still popular.
Be careful! These clauses refer only to things.
Reducing an adjective clause to an adjective phrase:
Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause.
1. RP + BE = 0
-Teachers who are living in glass houses should not throw stones. (A. clause)
-Teachers living in glass houses should not throw stones. (A. phrase)
If the adjective clause requires commas, the adjective phrase also requires commas.
-The man, who was waiting for you, comes from Arequipa.
-The man, waiting for you, comes from Arequipa.
2. RP + OTHER VERB (not BE) = OTHER VERB + ing
Students who sit in the front row usually participate more. (A. Clause)
Students sitting in the front row usually participate more. (A. Phrase)
Note:
-A phrase has no subject or verb.
- A clause has a subject and a verb.
Be careful! Adjective clauses that do not have subject pronouns cannot be reduced.
-The book which* I read last week is great.
*This adjective clause has an object pronoun.
Changing an adjective clause to an adjective phrase:
Only adjective clauses that have a subject pronoun (who, which, that) are reduced to modify an adjective clause. In this case, there is no difference in meaning between the adjective clause and adjective phrase.
Examples:
- The car which is left on the street is broken. (Adjective clause)-
- The car left on the street is broken. (Adjective phrase)
- He’s the student who’s from La Cantuta UNIVERSITY. (A. clause)
- He’s the student from La Cantuta UNIVERSITY. (Adjective phrase)
Jesús Crispín (jessucito)
ADV 5
viernes, 14 de agosto de 2009
UNIT 11: Adjective Clauses
I think that to learn and analyze the adjective clauses is very important in order to improve our English Skills and become more fluent. For example when you practice complex sentences like a combination of dependent clauses and independent clauses. The following are few examples:
1.Placement: The adjective clauses can be:
1.1 After the main clause
- He have bought a car that runs very fast.
1.2 Inside the main clause
- The car that runs very fast is small .
2.Relative pronouns: Who, Whom, Which, that
2.1 Subjects: Who, which, that
2.1.1 People. - Use ‘who’ or ‘that’ to refer people.
- She has a teacher who likes to scream in class.
- The athletes have a trainer that is from another country.
2.1.2 Things. - Use ‘that’ or ‘which’ to refer things
- That is the house which is very big.
- Those are the trees that were cut.
2.2 Objects: Who(m), Which, That, Ø (no pronoun)
2.2.1 People.- Use 'who(m)', 'that' or no-pronoun to refer people.
- This is the child who(m) we gave money.
2.2.2 Things.- Use 'which', 'that' or no-pronoun to refer things.
- This is the movie which she likes a lot.
3. Whose to indicate possession
3.1 Whose + noun
3.1.1 People
- I saw a movie about a man whose brother became a criminal.
3.1.2 Things
- It’s the building whose shape is very modern.
4. Where and When in Adjective Clauses
4.1 Place.- Use ‘where’ to refer places.
- I usually go to the city where I was born.
4.2 Time.- Use ‘when’, ‘that‘ or no pronoun to refer time.
- I remember the day when I saw a good movie.
5. Adjective clauses: Identifying or Nonidentifying
5.1 Identifying clauses: Never use commas.
- The woman who is laughing next to me likes bolliwood movies.
5.2 Nonidentifying: Use commas.
- My neighbor Manuel, who I lend some money, left the city.
Irving Carrera Espinoza.
1.Placement: The adjective clauses can be:
1.1 After the main clause
- He have bought a car that runs very fast.
1.2 Inside the main clause
- The car that runs very fast is small .
2.Relative pronouns: Who, Whom, Which, that
2.1 Subjects: Who, which, that
2.1.1 People. - Use ‘who’ or ‘that’ to refer people.
- She has a teacher who likes to scream in class.
- The athletes have a trainer that is from another country.
2.1.2 Things. - Use ‘that’ or ‘which’ to refer things
- That is the house which is very big.
- Those are the trees that were cut.
2.2 Objects: Who(m), Which, That, Ø (no pronoun)
2.2.1 People.- Use 'who(m)', 'that' or no-pronoun to refer people.
- This is the child who(m) we gave money.
2.2.2 Things.- Use 'which', 'that' or no-pronoun to refer things.
- This is the movie which she likes a lot.
3. Whose to indicate possession
3.1 Whose + noun
3.1.1 People
- I saw a movie about a man whose brother became a criminal.
3.1.2 Things
- It’s the building whose shape is very modern.
4. Where and When in Adjective Clauses
4.1 Place.- Use ‘where’ to refer places.
- I usually go to the city where I was born.
4.2 Time.- Use ‘when’, ‘that‘ or no pronoun to refer time.
- I remember the day when I saw a good movie.
5. Adjective clauses: Identifying or Nonidentifying
5.1 Identifying clauses: Never use commas.
- The woman who is laughing next to me likes bolliwood movies.
5.2 Nonidentifying: Use commas.
- My neighbor Manuel, who I lend some money, left the city.
Irving Carrera Espinoza.
Unit 11: Adjective Clauses: Review and Expansion
Adjective Clauses
I think this part of english grammar is one of the most interesting. Let's remember adjectives modify (or describe) nouns and pronouns.We could learn a little more about it.
Example:
· Intelligent students understand adjectives.
(The word "intelligent" is an adjective because it describes the noun "students.")
But adjectives are not always single words. Sometimes they are clauses:
Example:
Students who are intelligent understand adjectives.
(The adjective clause is underlined. It is an "adjective" clause because it describes the noun "students.")
Some adjective clauses need to be set off by commas and others don’t.
Some adjective clauses are like gossip, they provide additional detail about someone (or something) whose identity we already know. Put commas around those.
Examples:
My English teacher, who wears old fashioned ties, is laughed at by the students.
My English book, which is a monument of boredom, is used mainly as a
door stop.
Jose Pozo
Jose Pozo
Unit 11: Adjective Clauses: Review and Expansion
Adjective Clauses
I think this part of english grammar is one of the most interesting. Let's remember adjectives modify (or describe) nouns and pronouns.We could learn a little more about it.
Example:
• Intelligent students understand adjectives.
(The word "intelligent" is an adjective because it describes the noun "students.")
But adjectives are not always single words. Sometimes they are clauses:
Example:
• Students who are intelligent understand adjectives.
(The adjective clause is Who are intelligent because it describes the noun "students.")
Some adjective clauses need to be set off by commas and others don’t.
Now here’s the part you’ve never understood—non-restrictive clauses need commas and restrictive clauses don’t.
Some adjective clauses are like gossip, they provide additional detail about someone (or something) whose identity we already know. Put commas around those.
Examples:
My English teacher, who wears old fashioned ties, is laughed at by the students.
My English book, which is a monument of boredom, is used mainly as a
door stop.
I think this part of english grammar is one of the most interesting. Let's remember adjectives modify (or describe) nouns and pronouns.We could learn a little more about it.
Example:
• Intelligent students understand adjectives.
(The word "intelligent" is an adjective because it describes the noun "students.")
But adjectives are not always single words. Sometimes they are clauses:
Example:
• Students who are intelligent understand adjectives.
(The adjective clause is Who are intelligent because it describes the noun "students.")
Some adjective clauses need to be set off by commas and others don’t.
Now here’s the part you’ve never understood—non-restrictive clauses need commas and restrictive clauses don’t.
Some adjective clauses are like gossip, they provide additional detail about someone (or something) whose identity we already know. Put commas around those.
Examples:
My English teacher, who wears old fashioned ties, is laughed at by the students.
My English book, which is a monument of boredom, is used mainly as a
door stop.
Unit 11 Adjective Clauses
It's important to use a complex sentence using adjective clauses and to know when to combine who, that,whom and some cases without pronuons, this unit shows us the rules
An adjective clause is a dependent clause that modifies a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:
The children are going to visit the central park.
They are on the bus.
The children who are on the bus are going to visit the central park.
It could be :
The children that are on the bus are going to visit the central park.
Who and that could be used to refer to people, as the subjects of verbs in adjective clauses.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.
Juan Perez, whose wife works in the ABC company, writes articles in the most important newspaper of the city.
Jesus Calzado :)
ADV 05
An adjective clause is a dependent clause that modifies a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:
The children are going to visit the central park.
They are on the bus.
The children who are on the bus are going to visit the central park.
It could be :
The children that are on the bus are going to visit the central park.
Who and that could be used to refer to people, as the subjects of verbs in adjective clauses.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.
The church is old.
My brothers were married there.
The church where my brothers were married is old.
The church in which my brothers were married is old.
The church which my brothers were married in is old.
The church that my brothers were married in is old.
The church my brothers were married in is old.
Juan Perez, whose wife works in the ABC company, writes articles in the most important newspaper of the city.
Jesus Calzado :)
ADV 05
Unit 11: Adjective Clauses: Review and Expansion
It's important to use a complex sentence using adjective clauses and to know when to combine who, that,whom and some cases without pronuons, this unit shows us the rules
An adjective clause is a dependent clause that modifies a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:
The children are going to visit the central park.
They are on the bus.
The children who are on the bus are going to visit the central park.
It could be :
The children that are on the bus are going to visit the central park.
Who and that could be used to refer to people, as the subjects of verbs in adjective clauses.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.
Juan Perez, whose wife works in the ABC company, writes articles in the most important newspaper of the city.
Jesus Calzado :)
An adjective clause is a dependent clause that modifies a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:
The children are going to visit the central park.
They are on the bus.
The children who are on the bus are going to visit the central park.
It could be :
The children that are on the bus are going to visit the central park.
Who and that could be used to refer to people, as the subjects of verbs in adjective clauses.
Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct.
The church is old.
My brothers were married there.
The church where my brothers were married is old.
The church in which my brothers were married is old.
The church which my brothers were married in is old.
The church that my brothers were married in is old.
The church my brothers were married in is old.
Juan Perez, whose wife works in the ABC company, writes articles in the most important newspaper of the city.
Jesus Calzado :)
jueves, 13 de agosto de 2009
Unit 11: Adjective Clauses: Review and Expansion
Well, I really interested in this unit because I could have learn a little more about it because as I mentioned the last month it's very important to review the all lessons that you studied, is the only way to learn, so now I recognized when you use the adjectives clauses in the identifying way because there you can distinguises one person or thing from another and when the adjectives clauses are nonidentifying you can add extra information but you don't distinguise nothing from another also you can notice it because this is enclosed in commas.
Examples:
- Miguel would invite me to have dinner with his family when his boss pay him. (I)
- My best friend, who is my neighboard, give me a special big gift. (NI)
Examples:
- My boss bought a gift for her daughter in Saga two days ago.
- My boss, who bought a gift for her daughter in Saga two days ago
- My boss, bought a gift for her daughter in Saga two days ago (It's not correct)
AO5
Unit 11: Adjective Clauses: Review and Expansion
One of the most interesting part of this section of grammar is know when you can omit the relative pronoun and when you cannt, for example when the relative pronoun refer to a subject, never and ever ever you can omit it because it refer to a subject, but if the relative pronoun is in the complement then is possible to omit or replaced by that ( except if the relative pronoun is in a nonidentifying clauses).. so all this is posible just in a identifying adjective clauses for nonidentifying is imposible to do it because is a nonidentifying clause.
Examples:
-Harriet is a woman whom I respect. ( whom can be replaced by that or omited, because is "whom I respect" is a identifying clause)
-Harvey, whose house we0re renting, is a lawyer. ( whose cannt be omitted because is a nonidentifiying clause )
Ivan Arturo, Apaza B.
A05
Examples:
-Harriet is a woman whom I respect. ( whom can be replaced by that or omited, because is "whom I respect" is a identifying clause)
-Harvey, whose house we0re renting, is a lawyer. ( whose cannt be omitted because is a nonidentifiying clause )
Ivan Arturo, Apaza B.
A05
Unit 9: Quantifiers
The quantifiers state the number or amount of something. Quantifiers can be single words or phrases and are used with both nouns and pronouns.
Examples:
-Most of us will repeat the course if we don`t pay attention.
-There's some money in my account.
-They have little money to organize the party.
Quantifiers are used with different type of nouns:
singular: one, each, every, etc
plural: two, both, a couple of, a dozen, several, few, a few, many, a great many, etc
non-cont nouns: a little, little, much, a great deal of, a great amount of, etc
plural count nouns and non-count nouns: no, any, some, enough, a lot of/lots of, plenty of, most, all, etc.
Examples:
-My brother has no plans for weekend.
-Wu took no cash for the trip.
-Scientists were able to solve the biology problems.
Use many with count nouns and much with non-count nouns.
Examples:
-He doesn't have many friends.
-I had too much trouble getting my DNI.
-The government has made many constructions in the city.
-There's too much noise pollution .
Gladys Sanchez A05F
Examples:
-Most of us will repeat the course if we don`t pay attention.
-There's some money in my account.
-They have little money to organize the party.
Quantifiers are used with different type of nouns:
singular: one, each, every, etc
plural: two, both, a couple of, a dozen, several, few, a few, many, a great many, etc
non-cont nouns: a little, little, much, a great deal of, a great amount of, etc
plural count nouns and non-count nouns: no, any, some, enough, a lot of/lots of, plenty of, most, all, etc.
Examples:
-My brother has no plans for weekend.
-Wu took no cash for the trip.
-Scientists were able to solve the biology problems.
Use many with count nouns and much with non-count nouns.
Examples:
-He doesn't have many friends.
-I had too much trouble getting my DNI.
-The government has made many constructions in the city.
-There's too much noise pollution .
Gladys Sanchez A05F
Unit 11: Adjective Clauses: Review and Expansion
This unit Is neccesary when you want to write a report or tell a history because you emphazise the context.
Adjectives clauses Here, the entire clause takes on the function of an adjective, usually modifying a noun or pronoun, the antecedent
An adjective clause is used to describe a noun:
Example:
The house, which was blue, belonged to San Martin.
A relative pronoun is usually used to introduce an adjective clause:
Example:
Young-Hee, who was Venezuelan, lived in Lima .
Adjectives clauses are normally introduced by a relative pronoun such as which/that (things); who/that/whom (people); whose (to indicate possession); where (place) or when (time).
Examples:
I'm looking for a secretary who speaks Spanish.
There's a restaurant that serves Mexican dishes.
I'm going to a store where they know a lot about those things.
An identifying relative clause gives necessary information and is essential to the meaning of the main sentence. The relative pronouns can be omitted when they are the object of the relative clause. The relative clause is not put in commas.
Example
The movie that I watched yesterday was exciting.
Note. Never put commas before THAT
A non-identifying clause gives extra information and is not essential to the meaning of the main sentence. In non-identifying relative clauses, the relative pronouns cannot be omitted and cannot be replaced by that. The relative clause is put in commas.
My sister, who is a good doctor, studied medicine.
Carmen Alvarez Ch.
Adjectives clauses Here, the entire clause takes on the function of an adjective, usually modifying a noun or pronoun, the antecedent
An adjective clause is used to describe a noun:
Example:
The house, which was blue, belonged to San Martin.
A relative pronoun is usually used to introduce an adjective clause:
Example:
Young-Hee, who was Venezuelan, lived in Lima .
Adjectives clauses are normally introduced by a relative pronoun such as which/that (things); who/that/whom (people); whose (to indicate possession); where (place) or when (time).
Examples:
I'm looking for a secretary who speaks Spanish.
There's a restaurant that serves Mexican dishes.
I'm going to a store where they know a lot about those things.
An identifying relative clause gives necessary information and is essential to the meaning of the main sentence. The relative pronouns can be omitted when they are the object of the relative clause. The relative clause is not put in commas.
Example
The movie that I watched yesterday was exciting.
Note. Never put commas before THAT
A non-identifying clause gives extra information and is not essential to the meaning of the main sentence. In non-identifying relative clauses, the relative pronouns cannot be omitted and cannot be replaced by that. The relative clause is put in commas.
My sister, who is a good doctor, studied medicine.
Carmen Alvarez Ch.
UNIT 10: MODIFICATION OF NOUNS
A noun is a word that represents a person, a place, or thing. A thing in this definition can be a physical entity or it can be an abstract idea. A noun may be used as:
Subject:
Blackhawk was a famous American Indian.
If it were Friday, John would be here.
Blackhawk is the name of a person. A noun that represents the name of a person or a specific place is a proper noun. Some other nouns are also proper nouns, e.g., August, Easter.
Direct Object:
Ms. Cervantes cleaned the house.
The authorities commended Robert.
Identify a direct object by asking what or whom.
In the first sentence Ms. Cervantes cleaned what? answer: house. House is the direct object of the verb cleaned.
second sentence. The authorities commended whom? answer: Robert. Robert is the direct object of the verb commended.
Indirect Object:
I sent Cinthya the MP4.
Ronald bought the dog a kennel.
Identify an indirect object by asking to what, for what, or to whom, for whom.
Object of a preposition:
He pulled the little blue wagon to the store.
From her perspective, the meeting was a success.
Predicate noun:
An intransitive verb cannot accept an object. A noun that follows an intransitive verb and completes the meaning of a sentence is called a complement. The word complement means to complete. A sentence has a subject and a predicate. Predicate is a generic term that includes those parts of the sentence that explain the subject of the sentence. The noun that follows an intransitive verb and completes the predicate may also be called a predicate noun or predicate nominative.
A predicate noun is an alternative word for the subject of the sentence.
Mr. Chang is a violinist.
Ms. Valera will be governor.
Appositive noun:
Appositive means near, and it is a noun or pronoun placed near another noun or pronoun. The appositive enhances our understanding of the original noun or pronoun.
My sister, Vickie, is in town for the family reunion.
Miguel, the valedictorian, will deliver the commencement oration.
Possessive Modifier:
A noun can be used to modify another noun. A noun can function as an adjective or adverb. A noun can also convey a sense of possession.
The town's water supply is in jeopardy.
Functioning as an Adjective:
The water pump is broken.
The word water is a noun, but in this application it functions as an adjective that describes the kind of pump.
Functioning as an Adverb:
I walked home.
The word home is a noun, but in this application it functions as an adverb that defines where I walked.
Ericka Cojoma
A05F
miércoles, 12 de agosto de 2009
Unit 10: Modification of Nouns
Last week I found something interesting in Unit 10 Modification of Nouns, where I could learn a little more about Compound modifiers, now I know that Compound modifiers are constructed from more than one word.
a. number + noun
b. noun+ present participle
c. noun+past participle
d. adjective+past participle
We must not forget that when we use compound modifiers the plural nouns become singular when they come before the noun.
a. number + noun
- My 19 year-old friend applied for a job with the local newspaper.
b. noun+ present participle
- Titanic is a award-winning movie
c. noun+past participle
- The shelves were buckling under the weight of dust-covered books.
d. adjective+past participle
- Are you ready for a fun-filled day?
We must not forget that when we use compound modifiers the plural nouns become singular when they come before the noun.
- I could read a 200-pages book in only 4 days. (false)
- I could read a 200-page book in only 4 days. (correct)
Saby Chachi
A05F
Unit 9: Quantifiers
Something that is interesting about quantifiers is the use of a few/few with count nouns and a little/little with non-count nouns.
There is an important difference between "a little" and "little"and between "a few" and "few". If I say that Mary has a little experience in management that means that although Mary is no great expert she does have some experience and that experience might well be enough for our purposes. If I say that Mary has little experience in management that means that she doesn't have enough experience. If I say that Charlie owns a few books on Latin American literature that means that he has some some books — not a lot of books, but probably enough for our purposes. If I say that Charlie owns few books on Latin American literature, that means he doesn't have enough for our purposes and we'd better go to the library.
Another examples:
Few
We know few people in the area. (I would like to get to know more.)
A few
We know a few people in the area. (I know enough people to keep me happy.)
Little
I know little English. (I am going to have a problem getting around England.)
A little
I know a little English. (at least enough to get England.)
Student Name: JUAN CARLOS POZO QUINTANILLA
A05F
lunes, 10 de agosto de 2009
UNIT 9: QUANTIFIERS
Quantifiers with Non-Count Nouns
LITTLE / A LITTLE
- (a) little + non-count noun
(a) little time
- a little: some but not much.
Helen didn't eat anything, but she drank a little water.
- little: nearly no... or nearly nothing.
There was little food in the refrigerator. It was nearly empty.
- very little
She is very thin because she eats very little.
- a little: + idea
They have a little money, so they are not poor.
- little: - idea
They have little money. They are very poor.
MUCH
- much + non count noun
much coffee
- much: ? / -
Do you drink much coffee? / a lot of coffee?
I don't drink much coffee / a lot of coffee, but I drink a lot of coffee. ( not "much coffee").
* Sometimes much or a lot mean often.
Do you watch TV much? No, not much ( not often)
I don't like to stay home, so I go out a lot.
A GREAT DEAL OF
- A great deal of = a lot of or lots
A great deal of current information is available on the internet.
Ericka Cojoma
Ao5F
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