Sentence Writing Enhancement | Patuan Raja by Aprohan Saputra

S E N W R I ENHANCEMENT

Patuan Raja

English Education Study Program Arts and Language Education Department Education and Pedagogy Faculty Lampung University 2013

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Undang-Undang Republik Indonesia Nomor 19 Tahun 2012 tentang Hak Cipta Lingkup Hak Cipta Pasal 2 1. Hak cipta merupakan hak ekslusif bagi Pencipta atau Pemegang Hak Cipta untuk mengumumkan atau memperbanyak ciptaannya, yang timbul secara otomatis setelah suatu ciptaan dilahirkan tanpa足 mengurangi pembatasan menurut peraturan perundang-undangan yang berlaku. Ketentuan Pidana Pasal 72 1. Barangsiapa dengan sengaja melanggar dan tanpa hak melakukan perbuatan sebagaimana dimaksud pada Pasal 2 Ayat (1) dan Ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu) bulan dan/atau denda paling sedikit Rp1.000.000,00 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh) tahun dan/ atau denda paling banyak Rp5.000.000,000,00 (lima milyar rupiah). 2. Barangsiapa dengan sengaja menyiarkan, memamerkan, mengedar足kan, atau menjual kepada umum suatu ciptaan atau barang hasil pelanggaran hak cipta atau hak terkait sebagai dimaksud pada Ayat (1) dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/ atau denda paling banyak Rp500.000.000,00 (lima ratus juta rupiah).

SENTENCE WRITING ENHANCEMENT

Patuan Raja

Lembaga Penelitian Universitas Lampung Bandar Lampung 2013

Penerbit LEMBAGA PENELITIAN UNIVERSITAS LAMPUNG Jl. Prof. Dr. Soemantri Brodjonegoro, No. 1 Bandar Lampung, 35143 Telp. (0721) 705173, 701609 ext. 138 Fax. 773798 e-mail: lemlit@unila.ac.id Perpustakaan Nasional RI: Katalog Dalam Terbitan (KDT) Patuan Raja Sentence Writing Entancement Cetakan, 2013 viii + 122 hlm. 15,7 x 24 cm ISBN: 978-979-8510-66-3 Hak Cipta dilindungi Undang-Undang All Rights Reserved Dilarang mengutip atau memperbanyak sebagian atau seluruh isi buku ini tanpa izin tertulis dari penerbit Isi di luar tanggung jawab percetakan

SENTENCE WRITING ENHANCEMENT

CONTENT Foreword ................................................................................... vii Introduction ...................................................................... 1 2 Simple Sentence—S+Vi(+A) ......................................... 3 Simple Sentence—S+Vi+Cs .......................................... 4 Simple Sentence—S+Vt+O .......................................... 5 Simple Sentence—S+Vt+Oi+Od .................................. 6 Simple Sentence—S+Vt+O+Co ................................... 7 CompoundSentences .................................................... 8 Complex Sentence—Adjective Clauses75 .............. 9 Complex Sentence—Noun Cluses ............................ 10 Complex Sentence—Adverb Clauses .......................

1 5 9 13 29 37 55 69 83 97

Bibliography ............................................................................. 171

“Sentence Writing Enhancement” is meant to help develop and establish students’ basic skills in constructing grammatically sound English sentences. The intended users of this book are the students of English Education Study Program, Arts and Language Education Department, School of Education and Pedagogy, Lampung University. However, anyone who intends to develop or to re-establish their skills in sentence writing might hopefully find this book useful. In this book, some intentional narrowing-down was inevitable both in quantity and quality. In quantity, the number of verb patterns covered, for example, should be limited since the present work book is intended to develop basic skills in writing English sentences. Quite complicated verb patterns, which are regarded not essential yet for students just beginning to cultivate writing skills, are excluded. In addition, certain types of subordinate clauses are likewise left out for the very same reason. For example, non-defining adjective clauses, also known as non-restrictive adjective clauses, are left out on purpose. It is assumed that, as they go along, students could develop their skills in using such complicated verb patterns and subordinate clauses on their own, having mastered the basic necessary competency. Qualitative confinement concerns the depth and breadth of the treatment in certain areas. Quite a number of discussions in this book touch upon matters of English syntactical structures. However, considering the goal of this book—to help develop and establish skills in constructing grammatically sound English sentences—an adequately thorough and sufficiently informative account of syntactical subtleties has been regarded as something to be avoided. Explanation on these matters is provided merely in order that students could presumably proceed with the writing activities designed. As a consequence, it is advisable that students using this book be directed to study more vii

SENTENCE WRITING ENHANCEMENT

FOREWORD

Foreword

SENTENCE WRITING ENHANCEMENT

deeply specific aspects of syntactical constructions of English sentences separately. To students who are going to use this book, I have got three things to say. First of all, writing skills are established through practice. If you never sit down and try your hand at writing out sentences, you will never acquire the ability to write sentences. Secondly, writing skills can only be developed through practice. If you hardly ever sit down and write, you will never develop your writing competence. And finally, writing skills could be refined through practice only. If you don’t sit down and exploringly write sentences to see how well they express the meaning you want them to mean, you will simply never refine your writing proficiency. In short, practice, practice, practice. I should, unnecessarily I suspect, remind teachers who might consider using this book in their writing classes that learning to write will be much facilitated if students are provided with constant feedback. In any one writing activity designed in this book, students are to be provided with feedback. Peer feedback, in which students read and correct each other’s sentences, would work fine, especially if they have been adequately prepared to carry out such a demanding responsibility. Peer feedback saves teacher’s time. Still, teacher feedback is irreplaceable. Finally, allow me to express my appreciation to a number of colleagues who have spared their precious time to read the first draft and who have offered their professional judgment. Among them, I think I have to especially point out Dra. Ari Nurweni, M.A., who has used an earlier version of this book in her writing classes. Based on such feedback, as well on the responses I obtained from my own students, I have revised and revised this book so that it takes its present form. Best wishes.

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INTRODUCTION After studying through this chapter, you are expected to understand the basic concepts of sentence construction. Sentence A sentence can be defined in various ways. In the written form, the simplest way to define a sentence is to say that it is a stretch of words started with a capital letter and ended with a period. Basically, however, a sentence is a predication, which is the relation formed by a subject and a predicate. In other words, in a sentence there must be a subject and a predicate. Thus, there is no sentence without a subject or a predicate. Study the following sentences carefully. No 1 2 3

Subject Birds Some birds of prey We

Predicate fly. are quite beautiful. can find many types of birds on the island.

In Sentence 1, “Birds” is the subject while “fly” is the predicate. In Sentence 2, “Some birds” is the subject while “are beautiful” is the predicate. In Sentence 3, “We” is the subject while “can find many types of birds on the island” is the predicate. Activity 1.1 Following are 9 sentences. Identify the subject and the predicate of each. 1. My brother lives in Kotabumi. 2. Molly has been living there for ten years. 3. The young man works in a private company. 1

SENTENCE WRITING ENHANCEMENT

1 Introduction 4. 5. 6. 7. 8. 9.

Mary’s husband is a marketing manager of the company. A marketing manager has a lot of responsibilities. A manager should know what he has to do. We usually make plans before we market any product. The company where he works produces sugar. My brother likes working there.

In English, a predicate always contains a verb or a verb phrase; and a verb in English always has a tense. There is no predication without a verb or a verb phrase; and there is no verb or verb phrase in a predicate of a sentence in English that has no tense. Study the following sentences carefully. No 4 5 6 7 8 9

Subject Some birds Some birds of prey We I My friends and I We

Predicate swim. are quite beautiful. can find many types of birds on the island. visited the island three times last year. have planned to go there this year. are still making the preparation.

will probably stay on the island for a week.

In Sentence 4 the verb is “swim,” in 5 the verb is “are,” and in 7 “visited.” In Sentence 6 the verb phrase is “can find,” in 8 the verb phrase is “have planned,” in 9 “are making,” and in 10 “will stay.” Now, can you tell the tense used in each sentence above? Activity 1.2 Following are 9 sentences. Underline the verb or verb phrase in the predicate. Then, identify the tense. 1. I speak several languages. 2. Ali has been teaching English for ten years. 3. The children in the yard are playing football. 4. Jack and John will not come if we do not invite them. 5. The servant suddenly dropped something on my table. 6. Molly politely said that she had locked the windows before she left. 7. Some students were still talking when the teacher entered the room. 8. Mary and Molly have always finished their job on schedule. 9. The man who talked to Molly this morning will help her in the office.

No 11 12 13 14 15 16 17

Column 1 Mary knew We thought She was not sleeping She could not sleep She was still awake She knew But she did not know

Column 2 what we did last night. that she was sleeping. when we went out of the house. because she was too tired. when we came back into the house. that we buried something in the back yard. what it was.

Study Column 1. Clauses in this column are considered “main clauses.” Can you identify the subject and verb of each? Now look at Column 2. Clauses in this column are considered “subordinate clauses.” Can you, again, identify the subject and verb of each? Now, can you explain why those clauses in Column 1 are considered main clauses? And can you explain why those clauses in Column 2 are considered subordinate clauses? Activity 1.3 Following are 9 sentences. Decide which are simple sentences and which are complex sentences. 1. The little girl was a living miracle. 2. She was three years old when the picture was taken. 3. At that time, she was dying of hunger. 4. There was nothing that they could do to save her live. 5. A musician in London saw the TV show. 6. He decided that he must do something. 7. He then arranged musical concerts that would collect fund. 8. The fund was then used to buy foods for the starving people. 9. That was the story of a dying girl who saved the lives of millions of people.

SENTENCE WRITING ENHANCEMENT

Clause A sentence is a predication, but a predication is not always a sentence. A clause is also a predication. A clause can stand alone as a sentence; in this case, it is called a simple sentence. In other words, a simple sentence is a sentence which contains one clause only. In addition, a clause can also be a part of another clause. A clause which is a part of another clause is called a subordinate clause (or a dependent clause), while a clause which contains another clause is called a main clause. The sentence so formed is called a complex sentence. In other words, a complex sentence is a sentence which contains a main clause and a subordinate clause. Now, study the following sentences carefully.

1 Introduction Activity 1.4 Following are 9 complex sentences. Identify the main clause and the subordinate clause in each. 1. We believe that there is only one God. 2. Education means freedom because educated people can free themselves from poverty. 3. The man who is being interviewed is the reporter. 4. After we talked to the old man, we went home. 5. He did not tell us much since he did not know anything. 6. While we were sitting under the tree, three men passed by. 7. We could not recognize them because they pulled their collars up and their caps down. 8. We believe they were strangers. 9. Although they did not whisper, we did not catch what they were talking about. Sentence Pattern A sentence is a predication, made up of a subject and a predicate. A predicate always contains a verb. In forming a predicate, different verbs behave differently. For example, some verbs always require objects, some can never be followed by objects, and some others can be used with or without objects. The first are called transitive verbs (Vt), while the second are called intransitive verbs (Vi). Other verbs are commonly followed with subject complements (Cs), and they are called copula or linking verbs. Still others—called ditransitive verbs—can take two types of objects, direct object (Od) and indirect object (Oi). Some verbs may be followed with objects and object complements (Co). All these different behaviors of verbs are usually referred to as sentence patterns, although the term verb patterns is more appropriate. The following five chapters—Chapters 2, 3, 4, 5, and 6—will deal with these verb patterns. Activity 1.5 Following are 9 mismatched sentences. Rematch each to construct a good sentence. 1 Molly sleeps… ⋅ beautiful in the black evening dress. 2 Budi needed… ⋅ diligently in the field all day. 3 My mother was… ⋅ fishing in the lake with his friends. 4 We knew… ⋅ to show us all the books she had. 5 My brother enjoys… ⋅ in the afternoon. 6 The farmer works… ⋅ a pair of trousers and a pair of shoes. 7 She did not hesitate… ⋅ what we were waiting for. 8 The woman looks… ⋅ a very skillful traditional dancer. 9 She asked… ⋅ that she told the truth. 4

SIMPLE SENTENCE S+Vi(+A)

After studying through this chapter, you are expected to be able to write simple sentences with Pattern S+Vi(+A) Some verbs cannot be followed by either objects or complements. They are intransitive verbs. Sometimes a verb of this type can function as a predicate on its own. Study the following sentences. No 1 2 3 4 5 6 7 8

Subject Birds Some birds My brother They Water The children Some animals The team

Predicate fly. migrate in winter. snores in his sleep. live modestly but happily in a small town. generally freezes at 0°C. play in the street in the afternoon. hibernate for several months in the winter. will leave early in the morning tomorrow.

Basically, an intransitive verb can function as a predicate on its own, such as in Sentence 1. However, most of the time we will use adverbs to provide more information. In Sentence 2 the adverb is “in winter,” in Sentence 3 the adverb is “in his sleep,” in Sentence 4 “modestly but happily in a small town,” in Sentence 5 “generally,” and “at 0°C,” in Sentence 6 “in the street in the afternoon,” in Sentence 7 “for several months in the winter,” and in Sentence 8 “early in the morning tomorrow.” Actually an adverb is not an essential component in the structure of a predicate of a sentence. In other words, without adverbs, an intransitive verb can function fully as a predicate, such as in Sentence 1. Now, you can try to remove the adverbs from Sentences 2 to 8. 5

SENTENCE WRITING ENHANCEMENT

2 Simple Sentence—S+Vi(+A) Activity 2.1 Identify and underline the components of each sentence below: the subject, the verb, and the adverb(s)! 1. My aunt Lucy works in a large office. 2. The office opens at 9 o’clock in the morning. 3. My aunt Lucy often gets there late. 4. She came late yesterday. 5. She arrived at the office at 10 o’clock. 6. My brother Bill does not work in an office. 7. He works in a large shoe factory. 8. He never comes late. 9. He always arrives at the factory early. Adverbs are of several types, such as adverbs of place, of frequency, of time, and of manner. Examples of adverbs of place are here, there, in the classroom, at home; examples of adverbs of frequency are always, never, rarely, often, sometimes; examples of adverbs of time are everyday, tomorrow, yesterday, every Sunday, now, tonight, last month, and examples of adverbs of manner are carefully, early, quickly, loudly, happily. Study the following sentences carefully. What can you learn from these sentences? No 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Subject They They They They They We We We We We She She She She She

Predicate live. live in this house. live in this house happily. have been living in this house happily for a year. have seldom lived in any house peacefully since the fire. walked. walked to school. walked to school cheerfully. walked to school cheerfully yesterday morning. seldom walked to school cheerfully last year. will work. will work in the hospital. will work in the hospital voluntarily. will work in the hospital voluntarily all her life. will always work in the hospital voluntarily all her life.

It should be clear from the sentences above that in general adverb of place comes right after the verb, followed by adverb of manner and adverb of time, while adverb of frequency often occurs between the subject and the verb, or after the first verb in a verb phrase.

SENTENCE WRITING ENHANCEMENT

Activity 2.2 Expand each sentence below by providing an adverb of place. 1. My father goes ______. 2. My uncle works ______. 3. The teacher arrives ______. 4. My friends come ______. 5. My house stands ______. 6. Some birds fly ______. 7. My brother jumped ______. 8. My sister fell ______. 9. My mother sat ______. Activity 2.3 Expand each sentence below by providing an adverb of manner. 1. My father cooks ______. 2. My uncle sings ______. 3. The teacher speaks ______. 4. My friends run ______. 5. My house stands ______. 6. Some birds live ______. 7. My brother slept ______. 8. My sister studied ______. 9. My mother walked home ______. Activity 2.4 Expand each sentence below by providing an adverb of time. 1. My father jogs ______. 2. My uncle swims ______. 3. The teacher comes ______. 4. My friends will meet ______. 5. My girl friend smiles ______. 6. The man died ______. 7. My brother cried ______. 8. My sister danced ______. 9. My mother rested ______. Activity 2.5 Expand each sentence below by providing an adverb of frequency. 1. My father laughs out loud. 2. My uncle sleeps in the afternoon. 3. The teacher comes to school late. 4. My friends came to my house last year. 5. My girlfriend swims in the swimming pool.

2 Simple Sentenceâ&#x20AC;&#x201D;S+Vi(+A) 6. Molly has sung in public houses. 7. My brother gets up early in the morning. My sister works late into the night. 8. My mother sits in the living room in the evening. Activity 2.6 Expand each sentence below with as many adverbs as you can think of. 1. My father came. 2. My uncle went. 3. The teacher talked. 4. My friends have been sitting. 5. My boyfriend will arrive. 6. My girlfriend will be dancing. 7. My brother was walking. 8. My sister cried. 9. My mother stood. Activity 2.7 Construct sentences of your own with Pattern S+Vi(+A). 1

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SIMPLE SENTENCE S+Vi+Cs

After studying through this chapter, you are expected to be able to write simple sentences with Pattern S+Vi+Cs

Some verbs are followed by a subject complement to make a predicate. In this case, the complement is a necessary component of the predicate. In other words, it can not be deleted. If it is omitted from the predicate, the meaning of the whole sentence will alter drastically. In some cases, without a complement, a verb will totally fail to form a predicate. Study the following sentences critically. No 1 2 3 4

Sentence God is merciful. God is. My sister got tired. My sister got. *

The verbs in Sentences 1 and 3 are each followed by a complement: “merciful” and “tired,” respectively. If the complement “merciful” is omitted from the predicate, the sentence becomes “God is,” as in Sentence 2, meaning “God exists.” This sentence has a completely different meaning from Sentence 1. Furthermore, if the complement “tired” is removed from Sentence 3, it becomes “My sister got,” as in Sentence 4. This sentence is marked with an asterisk (*), meaning that it is considered incorrect grammatically. Sentence 4 is ungrammatical since the verb fails to form a predicate; therefore, it is not a sentence at all. A complement is different from an adverb. While an adverb is usually not a necessary part of a predicate, a complement constitutes a 9

SENTENCE WRITING ENHANCEMENT

3 Simple Sentence—S+Vi+Cs required component of a predicate. If a complement is omitted from a predicate of a sentence, either the meaning of the sentence will change greatly or the remaining verb in the predicate will fail to form a meaningful, grammatical predicate. A complement is not the same as an object, either. For one thing, a subject complement (Cs) refers to the subject of the sentence, while an object does not. Because of this, the complement and the subject of a sentence constitute one entity. On the other hand, an object of a verb and the subject of the sentence can not constitute one entity. Study the sentences below analytically. No 5 6 7 8

Subject Mary Molly John Jack

Verb is needs became helped

Object a doctor. a math teacher.

Complement a doctor. a math teacher.

In Sentence 5, “a doctor” functions as a complement. It refers back to the subject, “Mary.” The subject “Mary” and the complement “a doctor” are the same person; they both refer to the same entity. On the other hand, “a doctor” in Sentence 6 is an object to the verb “needs.” The subject of the sentence “Molly” and the object “a doctor” are obviously not the same person; they do not refer to the same entity. Similarly, in Sentence 7 “a computer programmer” is a complement, referring back to the subject “John.” The subject and the complement are the same person. On the other hand, in Sentence 8 “a math teacher” is an object of the verb “helped.” The subject of the sentence “Jack” and the object “a math teacher” do not constitute the same entity. The point to be kept in mind is that a complement is not the same as either an adverb or an object. Now, you can study the sentences below. No 9 10 11 12 13 14 15 16

Subject This book My sister The young boy The girls This My diligent sister The sick boy The excited girls

Verb is is was were is is was were

Complement useful. quite diligent. very sick. really excited. a very useful book. a computer programmer. the son of a famous painter. professional basket-ball players.

If you study the sentences above very carefully, you will find out that a subject complement might take at least two forms: adjective or adjective phrase (such as in Sentences 9 to 12) and noun or noun phrase (such as in Sentences 13 to 16). 10

So far, most of the verbs followed by a subject complement discussed in this chapter are variants of the verb “to be,” such as is, am, are, was, were. Is it the case that only the verb “to be” is followed by a complement? No. Actually, some other verbs quite often take a complement to make a predicate. Below are a number of verbs which might be followed by a complement. Remember that the list is not exhaustive; there are other verbs which may take a complement besides those listed below. Verb appear be become come fall feel get go grow keep look prove remain seem smell sound taste turn …

Example The girls appeared nervous. We have been curious. My brother will become a teacher someday. My dreams have come true. My sister fell sick. I feel healthy. They will get confused. I know something went wrong. My grandfather is growing old. Keep quiet. Someone’s knocking on the door. The boys looked frightened. She proved loyal to her country. The case remains an unsolved mystery. You seem interested. The cake smelled delicious. You don’t sound happy. The soup tasted strange. Her face suddenly turned red.

SENTENCE WRITING ENHANCEMENT

Activity 3.1 Underline the verb and the complement in each sentence. 1. Coke was an army officer last year. 2. However, now he is a prisoner. 3. He was a very healthy man. 4. But now he is not quite healthy any longer. 5. Jack’s life was rather difficult ten years ago. 6. At that time, he was a trucker. 7. However, his life is a lot better now. 8. He is now a trucking businessman. 9. His life is not easier now, but it is more enjoyable.

3 Simple Sentenceâ&#x20AC;&#x201D;S+Vi+Cs Activity 3.2 Supply an adjective subject complement. 1. My brother appears ______. 2. My sister will prove ______. 3. My girlfriend feels ______. 4. Donâ&#x20AC;&#x2122;t get ______, please. 5. Everyone has gone ______. 6. My mother looked ______. 7. Everyone in the room remained ______. 8. My father seems ______. 9. Jack did not sound ______. Activity 3.3 Supply a noun subject complement. 1. Jack was ______. 2. My father will not become ______. 3. My sister proves ______. 4. I will remain ______. 5. Molly has been ______ for years. 6. My brother became ______ three years ago. 7. My girlfriend proved ______. 8. Her books remain ______. 9. My boyfriend will be ______ someday. Activity 3.4 Construct sentences with Pattern S+Vi+Cs. 1

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SIMPLE SENTENCE S+Vt+O

After studying through this chapter, you are expected to be able to write simple sentences with Pattern S+Vt+O

Some verbs require an object to make a predicate. These are transitive verbs. Without an object, such verbs will not make a complete predicate. Study the following sentences. No 1 2 3 4

Subject Mary Molly John Jack

Verb likes borrowed carries enjoyed

Object ice cream. the books a heavy bag. the movie.

Each of the verbs in the sentences above is followed by an object: in Sentence 1 “likes” is followed by “ice cream,” in Sentence 2 “borrowed” is followed by “the books,” in Sentence 3 “carries” is followed by “a heavy bag,” and in Sentence 4 “enjoyed” is followed by “the movie.” The noun or noun phrase that follows a transitive verb in a predicate is called the object of the verb. The object is a necessary part of the predicate. Without an object, the verb fails to make a predicate, and the sentence so formed is not grammatical. If we delete the objects from the sentences above, we will have the following ungrammatical sentences. No 5 6 7 8

Ungrammatical Sentences Mary likes. * Molly borrowed. * John carries. * Jack enjoyed. * 13

SENTENCE WRITING ENHANCEMENT

4 Simple Sentenceâ&#x20AC;&#x201D;S+Vt+O Activity 4.1 Supply an object to make each of the following sentences complete. 1. My mother repaired ______ yesterday. 2. My sister hates ______ very much. 3. My uncle built ______ last year. 4. Mary visited ______ last night. 5. We are having ______ now. 6. Molly was washing ______ when we arrived. 7. That boy is making ______. 8. We do not want ______. 9. Frank has been collecting ______ for years. Activity 4.2 Construct sentences with Pattern S+Vt+O. 1

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To-Infinitive as Object of Verb Some transitive verbs can take an infinitive with to (or to-infinitive) as object. Although a to-infinitive can function as an object of a verb, this does not mean that all transitive verbs can take a to-infinitive as object. Study the following sentences critically. 14

Subject Molly Molly Molly Molly Mary Mary Mary Mary John John John Jack Jack Jack

Verb wants wants wants wants likes likes likes likes expects expects expects refused refused refused

Object an apple. to sing. to sing a song. to sing a song in the party tonight. ice cream. to read. to read novels. to read novels during holidays. a miracle. to see you. to see you at school tomorrow. our help. to give up. to receive anyone’s help in anyway.

In Sentence 9, the object of the verb “wants” is “an apple.” It is a noun phrase. In Sentence 10, the object of the verb “wants” is no more a noun phrase. The object of the verb in this sentence is a to-infinitive “to sing.” The object of the verb “wants” in Sentence 11 is an infinitive phrase “to sing a song.” Similarly, the object of the verb “wants” in Sentence 12 is also an infinitive phrase “to sing a song in the party tonight.” The same explanation applies to the other three sets of sentences— Sentences 13 through 16, Sentences 17 through 19, and Sentences 20 through 22. What we can learn from all these is that a to-infinitive as well as a to-infinitive phrase can function as an object of a transitive verb. It has been said previously that not all verbs can take a to-infinitive as object. If we use a to-infinitive as object of a verb that is not usually followed by a to-infinitive as object, the resulting sentence will be ungrammatical. Following is a list of verbs that can usually take a toinfinitive as object. However, it should be kept in mind that this list is not exhaustive, meaning that surely there are other verbs not included in this list that can be followed by a to-infinitive as object. Verb agree ask attempt choose dare decide expect forget hate

Example John agreed to donate some fund. The woman asks to see the manager. The men attempted to break the safe. The girls chose to leave early in the morning. My sister dared to stay at home alone. We decided not to study tonight. Everyone of us expects to be happy. Do not forget to post the letter, will you? We hate to trouble you again.

SENTENCE WRITING ENHANCEMENT

No 9 10 11 12 13 14 15 16 17 18 19 20 21 22

4 Simple Sentence—S+Vt+O Verb hesitate hope intend learn like long love manage mean need offer plan pretend promise refuse remember tend try vow want wish

Example Jack did not hesitate to tell me the truth. We hope to finish the work on time. They did not intend to live in that town. We have learned not to disappoint our boss. Do you like to read? I long to see your face again. The boys love to play basketball after school. The postman managed to deliver all letters that day. I did not mean to hurt you. We need to have more information. The man offered to take us to the island. We have been planning to visit the sick old man. The man pretended not to know me. Molly promised not to come late. Please, do not refuse to help her. Did you remember to lock the door? People tend to blame each other. The woman tried not to cry. She has vowed never to come there again. We only want to clarify our point of views. Mary does not wish to see the boy again.

… Activity 4.3 Combine the following sets of sentences into one sentence containing a to-infinitive as object. The first one is done for you. 1. a. John agreed. b. John donated some money. ⇒ John agreed to donate some money. a. We decided. b. We did not study in the evening. ⇒ ____________________________________________ a. My sister hopes. * b. My sister finishes the job in time. ⇒ ____________________________________________ a. The teacher would like. * b. The teacher helps all students. ⇒ ____________________________________________ a. The man did not plan. * b. The man met the woman at the market. ⇒ ____________________________________________ a. We needed. * b. We obtained more information. ⇒ ____________________________________________ 16

a. Molly pretended. b. Molly saw the movie before. ⇒ ____________________________________________ a. The man tried. b. The man opened the safe. ⇒ ____________________________________________ a. Mary wishes. * b. Mary sees the boy again. ⇒ ____________________________________________

SENTENCE WRITING ENHANCEMENT

Activity 4.4 Supply a to-infinitive or a to-infinitive phrase as object. 1. My mother wants to______. 2. I think my brother needs to______. 3. All of us expect to______. 4. My sister decided to______. 5. My father promised to______. 6. We plan to______. 7. My girlfriend intends to______. 8. I choose to______. 9. My boyfriend refuses to______. Activity 4.5 Construct sentences with Pattern S+Vt+O using to-infinitive as object. 1

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4 Simple Sentence—S+Vt+O Gerund as Object of Verb Some transitive verbs, as we have seen, might take a to-infinitive as object. Some other verbs might take a gerund as object. Study the following sentences critically. No 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Subject Jack Jack Jack Jack Molly Molly Molly Molly John John John Mary Mary Mary

Verb enjoys enjoys enjoys enjoys loves loves loves loves admitted admitted admitted remembered remembered remembered

Object sports. swimming. swimming in the sea. swimming in the sea with his friends. ice cream. cooking. cooking Chinese food. cooking Chinese food in her spare time. his mistake. not finishing his job. not finishing his job on schedule. the event. meeting the young man. meeting the young man last year.

In Sentence 23 the object of the verb “enjoys” is “sports,” a noun. In Sentence 24 the object of the verb “enjoys” is no longer a noun, but a gerund “swimming.” In Sentence 25 and Sentence 26 the objects of the verb “enjoys” are gerund phrases “swimming in the sea” and “swimming in the sea with his friends.” Similarly, we can see that the objects of the verbs in Sentences 27, 31, and 34 are noun or noun phrase—“ice cream,” “his mistake,” and “the event.” But in Sentences 28, 29, 30, 32, 33, 35, and 36 the objects of the verbs are no longer nouns or noun phrases, but gerund phrases. Therefore, it should be clear now that a gerund or a gerund phrase can fulfill the function of object of a certain type of transitive verbs. However, as is the case with to-infinitive, not all verbs can take a gerund or a gerund phrase as object. Below is a list of verbs that could generally be followed by a gerund or a gerund phrase. It should be kept in mind that this list is not exhaustive, meaning that there are still other verbs not included in the list which can be followed by a gerund as object. Verb admit advise avoid begin consider 18

Example Jack admitted leaving the door unlocked. The doctor advised walking every morning. We do not avoid meeting you. The students began painting the room at 8 this morning. The family considered moving to another town.

Example Do not delay doing anything that you can do today. Did she deny visiting the man in the prison? Molly dislikes cleaning the kitchen. Mary enjoys talking to the new teacher. We finished painting the houses last week. The government will forbid smoking in public. I forget typing the letter. John hates listening to rock music. We can not imagine his walking home alone. My sister likes playing with small children. The children love doing things with her. Do you mind my smoking here in this room? The manager can not postpone raising our salary. We should practice speaking English everyday. Actually, Mary prefers staying at home tonight. The government prohibits smoking in public places. You should quit making that noise. The general recommends bombing the city. He regretted recommending the action. I remember entering this room last year. People in general resent waiting. What time did you start studying your lessons last night? What time did you stop studying your lessons last night? The doctor suggests traveling to a tropical country.

… Activity 4.6 Combine the following sets of sentences into one sentence containing a gerund as object. The first one is done for you. 1. a. The man began. * b. The man painted the room. ⇒ The man began painting the room. 2. a. The boy denied. * b. The boy visited his father in the prison. ⇒ ____________________________________________ 3. a. Molly enjoys. * b. Molly reads novels of any kind. ⇒ ____________________________________________ 4. a. My father hates. * b. My father talks to the new neighbor. ⇒ ____________________________________________ 5. a. I imagine. * b. I have a lot of money. ⇒ ____________________________________________ 19

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Verb delay deny dislike enjoy finish forbid forget hate imagine like love mind postpone practice prefer prohibit quit recommend regret remember resent start stop suggest

4 Simple Sentence—S+Vt+O 6. a. My aunt loves. * b. My aunt talks to small children. ⇒ ____________________________________________ 7. a. We should practice. b. We write good English sentences. ⇒ ____________________________________________ 8. a. I preferred. * b. I stayed at home that night. ⇒ ____________________________________________ 9. a. You will not regret. b. You have a lot of friends. ⇒ ____________________________________________ Activity 4.7 Supply a gerund or a gerund phrase as object. 1. My brother admitted ______. 2. I deny ______. 3. My boyfriend enjoys ______. 4. We finished ______. 5. The teacher forbids ______. 6. My sister prefers ______. 7. My mother regretted ______. 8. My girlfriend avoids ______. 9. My friends suggest ______. Activity 4.8 Construct sentences with Pattern S+Vt+O using gerund as object. 1

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No 37 38 39 40 41 42 43 44

Subject Jack Jack Mary Mary Molly Molly John John

Verb believes believes said said suggests suggests remembered remembered

Object my story. that I wrote the letter. something. that we could not enter the building. taking a rest. that we take a rest before climbing. something. that the man took something.

While in Sentence 37 the object of the verb “believes” is “my story,” a noun phrase; the object of the verb “believes” in Sentence 38 is “that I wrote the letter,” a that-clause. While in Sentence 39 the object of the verb “said” is “something,” a noun; the object of the verb “said” in Sentence 40 is “that we could not enter the building,” a that-clause. While in Sentence 41 the object of the verb “suggests” is “taking a rest,” a gerund phrase; the object of the verb “suggests” in Sentence 42 is “that we take a rest before climbing,” a that-clause. While in Sentence 43 the object of the verb “remembered” is “something,” a noun; the object of the verb “remembered” in Sentence 44 is “that the man took something,” a that-clause. All these demonstrate that a that-clause can function as an object of certain transitive verbs. Nevertheless, not all verbs can take a that-clause as object. Below is a list of verbs that can generally be followed by a that-clause as object. Needless to say, the list is not exhaustive, meaning that there are still other verbs not included in the list which can be followed by a thatclause as object. Verb admit argue assume believe confess decide demonstrate deny doubt

Example I admit that I have made a mistake. They argue that the building will be useless. My mother assumes that we can carry out our plan. Jack believes that every person has his own destiny. My sister confesses that she is sometimes forgetful. My girlfriend decided that she would buy the dress. We have demonstrated that we grasp the situation. John denies that he helped the boy in anyway. My father doubts that it will rain tonight. 21

SENTENCE WRITING ENHANCEMENT

That-Clause as Object We have learned that some transitive verbs can take a to-infinitive and a gerund as object, in addition to a noun and a noun phrase. Now we are going to see that a that-clause (a subordinate clause that begins with the conjunction that) can also function as object of a transitive verb. Analyze the following sentences critically.

4 Simple Sentence—S+Vt+O Verb expect explain fear feel hear hope imagine know promise propose prove realize recommend regret report say show state suggest suppose think understand urge vow wish …

Example The students expect that they will get a good mark. The teacher explains that a score is only a product. Molly fears that Jack might forget to come. We feel that the man did not tell the truth. We also hear that he intends to leave the country. My brother hopes that he will get a good job. I can’t imagine that Mary comes to that party. Mary knows that the party will be held tonight. Jack has promised that he will not come to the party. I propose that we go to the movies tonight. Jack will prove that he is not irresponsible. You will realize that football is a popular game. The teacher recommends that we use the next room. My brother regrets that he forgot to post the letter. Mary reported that she had finished her job. Did you say that your name was not in the list? This incident shows that a newspaper is a fighting tool. The politician states that our economy is improving. Jack suggested that we should pay him a visit. I suppose that you are right. We do not think that Molly will come on time. We understand that our safety is our own responsibility. John urged that we should abandon our plan. The man vowed that he would revenge. I do wish that you would stop making that noise.

Activity 4.9 Combine the following sets of sentences into one sentence containing a that-clause as object. The first one is done for you. 1. a. I admit. * b. I have made a mistake. ⇒ I admit that I have made a mistake. 2. a. Mary argued. * b. We needed more supplies. ⇒ ____________________________________________ 3. a. We believe. * b. Jack is a responsible young man. ⇒ ____________________________________________ 4. a. The teacher felt. * b. The result should have been anticipated. ⇒ ____________________________________________ 5. a. We hear. b. John is leaving for Papua. ⇒ ____________________________________________ 22

Activity 4.10 Complete each of the following sentences by supplying a that-clause as object. 1. My father admits that ______. 2. My sister believes that ______. 3. I expect that ______. 4. My girlfriend explains that ______. 5. Jack knew that ______. 6. My boyfriend promised that ______ 7. My mother realized that ______. 8. Molly will not regret that ______. 9. My brother thinks that ______. Activity 4.11 Construct sentences with Pattern S+Vt+O using that-clause as object. 1

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6. a. Molly knows. b. The meeting will be postponed again. ⇒ ____________________________________________ 7. a. My mother has promised. b. My mother will come to my wedding party. ⇒ ____________________________________________ 8. a. The doctor suggests. * b. You should take some rest. ⇒ ____________________________________________ 9. a. Mary wishes. * b. John will not forget to come. ⇒ ____________________________________________

4 Simple Sentence—S+Vt+O Wh-Clause as Object So far in this chapter, we have discussed how a transitive verb can take a noun, a pronoun, a to-infinitive, a to-infinitive phrase, a gerund, a gerund phrase, and a that-clause as object. Now we are going to learn that a wh-clause also can fulfill the function of object of certain transitive verbs. Examine the following sentences critically. No 45 46 47 48 49 50 51 52

Subject Mary Mary Jack Jack Molly Molly John John

Verb forgets forgets knew knew imagines imagines understood understood

Object something. who borrowed her dictionary. this fact. what the man actually had in his pocket. something. where she will spend her holiday. the reason. why we painted the houses last month.

In 45 the object of the verb “forgets” is a noun, “something” while in 46 the object of the verb “forgets” is a wh-clause “who borrowed her dictionary.” In 47 the object of the verb “knew” is a noun phrase, “this fact” while in 48 the object of the verb “knew” is a wh-clause “what the man actually had in his pocket.” In 49 the object of the verb “imagines” is a noun, “something” while in 50 the object of the verb “imagines” is a wh-clause “where she will spend her holiday.” Similarly, in 51 the object of the verb “understood” is a noun phrase, “the reason” while in 52 the object of the verb “understood” is a wh-clause “why we painted the houses last month.” All these are meant to show how a wh-clause can function as an object of a transitive verb. Although a wh-clause can function as object of a transitive verb, not all transitive verbs normally can take a wh-clause as object. Below is a list of verbs that might be followed by a wh-clause as object. The list is not exhaustive, though. There are other transitive verbs not included in the list which could usually take a wh-clause as object. Verb ask decide demonstrate determine discover discuss doubt forget imagine know 24

Example Molly asked where the people were going. The teacher decided who would be present at the meeting. Mary demonstrated how the thief broke into the house. My father does not determine when I have to study. My mother has discovered whom my sister went with. We were discussing why people are forgetful. My girlfriend doubted what I told her. I could not forget how the woman jumped over the fence. Jack tried to imagine what he would eat that night. My boyfriend knows how much I love him.

Verb learn remember reveal show suggest understand wonder

Example We should learn what we should learn. My brother does not remember what time he got up. This research reveals how students actually learn. Molly showed what the boys had done. The woman suggested where we should go this holiday. I don’t understand why you did such things. We have been wondering who will win the prize.

A that-clause we learned in the previous section is quite easy to construct: we simply add the conjunction “that” to a statement. A whclause is formed from a wh-question. To understand this, study these sentences carefully. No 53 54 55 56 57 58 59 60 61 62

WH-Question What will you do? Where has she gone? Whom are they looking at? When can they come? What is your name? Where did he go? What does she wash everyday? Whom do they visit? How much does this bag cost? What time did he arrive?

WH-Clause what you will do where she has gone whom they are looking at when they can come what your name is where he went what she washes everyday whom they visit how much this bag costs what time he arrived

To form a wh-clause from a wh-question, first of all, we retain the wh-word at the beginning of the clause. Then, we change the inverted word order of the question to a standard order of a statement. Thus, in Sentence 53 we change “will you do” to “you will do,” in Sentence 54 “has she gone” to “she has gone,” in Sentence 55 “are they looking at” to “they are looking at,” in Sentence 56 “can they come” to “they can come,” and in Sentence 57 “is your name” to “your name is.” However, we should remember that the change is not a mere change in word order. The change is actually a change from a question to a statement. Thus, some auxiliary verbs might get ellipsized. Therefore, in Sentence 58 we change “did he go” to “he went,” in Sentence 59 we change “does she wash everyday” to “she washes everyday,” in Sentence 60 we change “do they visit” to “they visit,” in Sentence 61 we change “does this bag cost” to “this bag costs,” and in Sentence 62 we change “did he arrive” to “he arrived.”

SENTENCE WRITING ENHANCEMENT

…

4 Simple Sentence—S+Vt+O Activity 4.12 Form a wh-clause from each question below. 1 2 3 4 5 6 7 8 9

What should I do? ________________________________________________ Whom are you talking about? ________________________________________________ How long will they stay at the mountain? ________________________________________________ What did you say? ________________________________________________ Where did you swim last Sunday? ________________________________________________ How many books does she read in a month? ________________________________________________ Why don’t you tell me the truth? ________________________________________________ Whose house did they buy? ________________________________________________ How old is the baby now? ________________________________________________

Activity 4.13 Combine the following sets of sentences into one sentence containing a wh-clause as object. The first one is done for you. 1. a. Molly asked. * b. Where are they going? ⇒ Molly asked where they were going. 2. a. The teacher decided. * b. When will the students have their examination? ⇒ ____________________________________________ 3. a. The girls were discussing. * b. What should they take to the party? ⇒ ____________________________________________ 4. a. The boys do not know. b. Who will they ask to the party? ⇒ ____________________________________________ 5. a. I remember well. b. What did you tell me that night? ⇒ ____________________________________________ 6. a. The facts show. * b. How well does the manager run the company? ⇒ ____________________________________________ 26

Activity 4.14 Complete each of these sentences by supplying a wh-clause as object. 1. I will ask ______. 2. My father will demonstrate ______. 3. My boyfriend and I are discussing ______. 4. My brother can not forget ______. 5. I can not imagine ______. 6. My sister knows ______. 7. My girlfriend remembers ______. 8. Jack is showing ______. 9. We have to understand ______. Activity 4.15 Construct sentences with Pattern S+Vt+O using wh-clause as object. 1

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SENTENCE WRITING ENHANCEMENT

7. a. The author suggests. * b. What could we learn from his research? ⇒ ____________________________________________ 8. a. Mary did not understand. b. Why did you not take her to the party? ⇒ ____________________________________________ 9. a. I was wondering. b. How will the man save his skin this time? ⇒ ____________________________________________

SIMPLE SENTENCE S+Vt+Oi+Od

After studying through this chapter, you are expected to be able to write simple sentences with Pattern S+Vt+Oi+Od In Chapter 4 we learned that transitive verbs can be followed by a noun, a to-infinitive, a gerund, a that-clause, and a wh-clause as object. These verbs, which take one object to make a predicate, are called monotransitive verbs. In addition, some transitive verbs might simultaneously take two objects to make a predicate: a direct object (Od) and an indirect object (Oi). Verbs of this type are called ditransitive verbs. Study the following sentences critically. No 1 2 3 4 5 6 7 8

Subject My brother My brother My sister My sister Jack Jack Molly Molly

Verb bought bought sends sends brings brings made made

Indirect Object me me his girlfriend Jack

Direct Object some books. some books. a letter. a letter. a bunch of flowers. a bunch of flowers. a cup of coffee. a cup of coffee.

The objects of the transitive verbs in Sentences 1, 3, 5, and 7 are “some books,” “a letter,” “a bunch of flowers,” and “a cup of coffee,” respectively. These are the direct object (Od). They are actually the real objects of the transitive verbs. The indirect objects of the verbs, “me,” “me,” “his girlfriend,” and “Jack,” in Sentences 2, 4, 6, and 8 respectively, merely provide additional information concerning the target or recipient of the action expressed through the verb and the direct object. 29

SENTENCE WRITING ENHANCEMENT

5 Simple Sentence—S+Vt+Oi+Od Thus, it seems that a direct object is more essential than an indirect object for a transitive verb to make a predicate. In other words, a transitive verb plus a direct object is more meaningful than a transitive verb plus an indirect object. For example, “Molly made a cup of coffee” certainly makes more sense than “Molly made Jack,” which is semantically ridiculous. Activity 5.1 Following are 9 sentences with Pattern S+Vt+Oi+Od. Identify the parts of each sentence: subject, verb, indirect object, and direct object. 1. My sister is boiling me some eggs. 2. Jack will buy his little brother a toy car. 3. I have cooked you some soup. 4. My father found me a boarding house. 5. Marry has got us some more materials. 6. Please give me another chance. 7. John might offer you a better salary. 8. I have promised my sister a birthday present. 9. My mother told me a story every night. Activity 5.2 Supply an indirect object for each of these sentences. 1. The man will bring ______ some food. 2. She bought ______ a house. 3. My mother chose ______ a new blouse. 4. Jack lent ______ some money last month. 5. My brother made ______ a bowl of noodle. 6. My sister left ______ some cake in the fridge. 7. That woman sold ______ her old car. 8. The teacher showed ______ the correct answer. 9. My boyfriend writes ______ a letter every week. Activity 5.3 Supply a direct object for each of these sentences. 1. My uncle will build his family ______. 2. My father bought my brother ______. 3. John has got us ______. 4. Will you give me ______. 5. Molly lent her brother ______. 6. My mother is going to make me ______. 7. My brother has promised me ______. 8. I am going to send my sister ______. 9. The old man showed us ______.

1. Convertible with the use of the preposition “for,” 2. Convertible with the use of the preposition “to,” and 3. Non-convertible. We are going to study each type separately. First of all, let us examine the sentences below analytically. No

Subject

Verb

9 10 11 12 13 14 15 16

Mary Mary My father My father John John My sister My sister

bought bought chose chose found found made made

Indirect Object John

Direct Object a new tie. a new tie the boys a vacant house. a vacant house Jack a good servant. a good servant Molly a hot drink. a hot drink

Prepositional Phrase for John. for the boys. for Jack. for Molly.

In Sentences 9, 11, 13, and 15 the indirect objects are “John,” “the boys,” “Jack,” and “Molly,” respectively. Each of them comes right after the verb and before the direct object. If we want to place them after the direct object, we have to use the preposition “for,” such as in Sentences 10, 12, 14, and 16. Below is a list of ditransitive verbs of this type, in which the indirect objects can be placed after the direct objects with the help of the preposition “for.” The list is not exhaustive, some other verbs of this type not included in it. Verb boil bring build buy call choose

Example My sister is boiling us some eggs. My brother will bring me some blankets. Jack has built himself a new brick house. My mother bought me new clothes last month. I am going to call you a taxi. My father chose my sister a new school bag. 31

SENTENCE WRITING ENHANCEMENT

Pattern S+Vt+Oi+Od Convertible to Pattern S+Vt+Od+for+Oi The common order in a predicate with a ditransitive verb is V+Oi+Od. In other words, the indirect object comes after the verb and before the direct object. Some of the times, however, we might want to place the indirect object after the direct object. When we do so, we usually will have to employ a preposition. In relation to this placement of indirect objects after the direct objects, ditransitive verbs are categorized into three groups:

5 Simple Sentence—S+Vt+Oi+Od Verb cook do find get leave make order save write …

Example My mother cooks us breakfast every morning. This will do you no good. Molly has found us a new job. I have got my mother a new washing machine. Mary left John a piece of cake on the table. My brother is going to make my sister a wooden doll. I have ordered each of us a bowl of noodle. John has saved me some food in the fridge. The secretary has written me a letter.

Activity 5.4 Complete the following sentences by supplying either an indirect object, or a direct object, or both. 1. My father brought ______ a lot of books. 2. My brother built us ______. 3. I am going to buy ______ ______. 4. My boyfriend chose ______ a new pair of shoes. 5. My mother has found us ______. 6. Jack got ______ ______. 7. My sister left ______ some money. 8. Mary makes John ______. 9. Molly ordered ______ ______. Activity 5.5 Construct sentences with Pattern S+Vt+Oi+Od (→ for). 1

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Pattern S+Vt+Oi+Od Convertible to Pattern S+Vt+Od+to+Oi In the previous section we learned the first type of ditransitive verbs, that is, those which require the use of the preposition “for” when the indirect object is placed after the direct object. The second type includes those ditransitive verbs which require the use of the preposition “to” if we move the indirect object after the direct object. Study the following sentences carefully. Subject

Verb

17 18 19 20 21 22 23 24

My mother My mother Jack Jack Molly Molly My father My father

gave gave lends lends shows shows told told

Indirect Object that man my sister everyone me

Direct Object some clothes. some clothes a dictionary. a dictionary her stamps. her stamps his secret. his secret

Prepositional Phrase to that man. to my sister. to everyone. to me.

In Sentences 17, 19, 21, and 23 the indirect objects are “that man,” “my sister,” “everyone,” and “me,” respectively. Each of indirect objects comes right after the verb and before the direct object. If we want to put the indirect object after the direct object, we have to employ the preposition “to,” such as in Sentences 18, 20, 22, and 24. Following is a list of ditransitive verbs of this type, in which the indirect objects can be placed after the direct objects with the utilization of the preposition “to.” It should be remembered that the list is not exhaustive, meaning that there are obviously some other verbs of this type which are not included in the list. Verb bring give grant hand lend offer owe pay promise sell send show teach

Example Bring me the brown box. Mary gave the man some food. The committee has granted Jack a scholarship. Could you hand me your passport, please? My mother lent my sister her necklace last month. My brother offered my sister a good job in town. Do I owe you anything? John will pay you the money first thing in the morning. My father has promised me a welcome-home present. Molly sold me her house at a very low price. I am going to send Jack this letter. The woman showed us the way to open the box. This incident will surely teach them a lesson.

SENTENCE WRITING ENHANCEMENT

5 Simple Sentence—S+Vt+Oi+Od Verb tell write …

Example My mother used to tell us a fairy story every night. Mary wrote John a letter almost every week last year.

Activity 5.6 Complete the following sentences by supplying either an indirect object, or a direct object, or both. 1. I have given ______ everything I have. 2. My brother is going to lend me ______. 3. Mary has offered ______ ______. 4. My sister promised ______ an unforgettable holiday. 5. My brother will not sell John ______. 6. My mother has sent ______ ______. 7. Jack did not show ______ his new car. 8. My father teaches me ______ everyday. 9. Molly told ______ ______. Activity 5.7 Construct sentences with Pattern S+Vt+Oi+Od (→ to). 1

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Subject

Verb

25 26

Mary Mary

said said

Mary

said

28 29

Jack Jack

explained explained

Jack

explained

Indirect Direct Object Object something me something.* something that I could to me not possibly tell you. the plan us the plan. * the plan that he had made to us to save the project.

Prepositional Phrase to me.

to us.

SENTENCE WRITING ENHANCEMENT

Pattern S+Vt+Od+preposition+Oi Non-Convertible In the previous two sections we learned two types of ditransitive verbs: (1) those of which the indirect objects could be placed after the direct object through the use of the preposition “for” and (2) those of which the indirect objects could be placed after the direct object through the use of the preposition “to.” Now, there is a third type of ditransitive verbs—those of which the indirect objects are always introduced by a preposition. Most of the times, the preposition used is “to.” Study the following sentences critically.

The direct object of the verb “said” in Sentence 25 is “something,” while the indirect object—meaning the target or the recipient of the action—is “me” introduced by the preposition “to.” In this case the preposition “to” is a must. If we omit the preposition “to” and place the indirect object right after the verb and before the direct object, the resulting sentence, Sentence 26, is an ungrammatical one. However, if we move the indirect object together with the preposition “to,” we will have a grammatical sentence, such as in Sentence 27. Thus, the preposition “to” is a must, whether we place the indirect object after or before the direct object. The very same thing is also demonstrated by Sentences 28 through 30. Below is a list of ditransitive verbs which belong to this group, which are followed by indirect objects which are always introduced by a preposition. The list below is not exhaustive, though. Neither is the preposition invariable. Verb admit (to) confess (to) explain (to)

Example Jack admitted his mistakes to us. My brother confessed his weakness to me. The woman explained to us the uses of each cooking tools. 35

5 Simple Sentenceâ&#x20AC;&#x201D;S+Vt+Oi+Od Verb express (to) say (to) speak (to) â&#x20AC;Ś

Example Molly cannot express her misery to her boyfriend. My brother said nothing to me this morning. Mary spoke Chinese to her children.

Activity 5.8 Complete the following sentences by supplying either an indirect object, or a direct object, or both. 1. My brother expresses his gratefulness ______. 2. My mother explained ______ to my sister. 3. Mary has admitted ______ ______. 4. Jack confessed his guilt ______. 5. Molly said ______ to Mary. 6. The new manager is explaining ______ ______. 7. My sister has not admitted her disappointment ______. 8. The children confessed ______ to me. 9. We should express ______ ______. Activity 5.9 Construct sentences with Pattern. 1

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SIMPLE SENTENCE S+Vt+O+Co

After studying through this chapter, you are expected to be able to write simple sentences with Pattern S+Vt+O+Co

In Chapter 3 we learned that a verb might take a subject complement (Cs) to make a predicate. In this case, the complement refers back to the subject. In this chapter, we are going to learn that a transitive verb might be followed by an object and an object complement (Co) to make a predicate. In this case, the complement refers back to the object. Let us scrutinize the following sentences. No 1 2 3 4 5 6 7 8

Subject I We Jack My uncle I My sister We Jack

Verb will make should keep left painted think considers should make wanted

Object you this room the door his house jogging her cat them Molly

Complement happy. clean. open. green. healthful. a true friend. understand to sing.

In Sentence 1 the object is “you” and the object complement is “happy.” This sentence means “You are happy” and “I will achieve that.” Thus, we see that the complement “happy” refers to the object “you.” Similarly, in Sentence 2 the complement “clean” refers back to the object “this room.” Sentence 3 means “The door was open because Jack left it so,” while Sentence 4 means “My uncle’s house was green because he painted it so,” Sentence 5 means “In my opinion, jogging is health-

SENTENCE WRITING ENHANCEMENT

6 Simple Sentence—S+Vt+O+Co ful,” Sentence 6 means “In my sister’s opinion, her cat is a true friend,” Sentence 7 means “We should do something so that they understand,” and Sentence 8 means “Jack wanted something: Molly sang.” It should be clear now that , while a subject complement refers to the subject of a sentence, an object complement in general refers back to the object of the verb. As has been partly revealed by the sentences above, an adjective, a noun, a to-infinitive, a bare infinitive, a present participle, as well as a past participle can function as an object complement, and we are going to discuss each in turn. Adjective as Object Complement The first type of object complements we will discuss is adjective. As has been explained previously, an object complement refers to the object of the verb rather than the subject of the sentence. In the following sentences all the object complements are in the form of an adjective or an adjective phrase. No 9 10 11 12 13 14 15 16

Subject Jack The murder My mother Doctors You Molly The jury My father

Verb considers drove found will keep left makes presumed thinks

Object books everyone Mary the baby a window herself the man movies

Complement important scared. helpful. healthy. open. pretty. guilty. useless.

All the complements in the sentences above refer back to the objects of the verbs; thus, from Sentence 9 we understand that, more or less, “books are important,” Sentence 10 “everyone was scared,” from Sentence 11 “Mary was helpful,” Sentence 12 “the baby is healthy,” Sentence 13 “a window was open,” Sentence 14 “Molly is pretty,” Sentence 15 “the man was guilty,” and from Sentence 16 “movies are useless.” Below is a list of verbs that can usually be followed by objects and adjective object complements; it should be kept in mind, nevertheless, that the list is not exhaustive, meaning that there are other verbs which can be followed by objects and adjective object complements which might not be included in the list. Verb beat burn consider cut 38

Example People beat the man black and blue. They also burned his house black. We consider such actions quite anarchistic. Molly is going to cut her hair rather short.

Example Mary’s letter drove Jack extremely shocked. Mary says she is going to dye her hair bright yellow. John found this dictionary very useful. My father got everything ready for the journey. Jack holds his brother truly honest. This device will keep food always warm. My sister has never left her room untidy before. My brother usually likes his coffee rather sweet. A spoiled child will make his parents very unhappy. They have always painted their house bluish white. The doctors apparently presumed the boy dead. Molly has often proved herself indispensable. He just wanted to see you happy. The young master has set his favorite slave free. Some students think the new teacher handsome. The cruel hunters gladly turned their dogs loose. The children thoroughly washed their hands clean. The poor girl suddenly got up and wiped her eyes dry. I wish you true to yourself.

Activity 6.1 Complete the following sentence by supplying an object, an adjective or an adjective phrase as an object complement, or both. 1. My father considers ______ unimportant. 2. Certainly, Jack will find his new servant ______. 3. My sister has got ______ ______. 4. We have to keep ______ fresh. 5. Jack has always liked his coffee ______. 6. Do not leave ______ ______. 7. My brother has made ______ useful. 8. First of all, the new secretary should prove herself ______. 9. I think ______ ______. Activity 6.2 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is an adjective or an adjective phrase. The first one is done for you. 1. a. Honesty is important. b. Jack considers *. ⇒ Jack considers honesty important. 2. a. The new servant was diligent and helpful. b. My mother found *. ⇒ ____________________________________________ 39

SENTENCE WRITING ENHANCEMENT

Verb drive dye find get hold keep leave like make paint presume prove see set think turn wash wipe wish …

6 Simple Sentence—S+Vt+O+Co 3. a. The old man is healthy. b. Doctors will keep *. ⇒ ____________________________________________ 4. a. Watching TV is bad for children. b. My father thinks so. ⇒ ____________________________________________ 5. a. The conference room was messy and dirty. b. The students left it so. ⇒ ____________________________________________ 6. a. The children were unable to think clearly. b. The accident made them so. ⇒ ____________________________________________ 7. a. The new engine is more powerful than the old one. b. The mechanics have to prove it so. ⇒ ____________________________________________ 8. a. The rescue plan is inefficient. b. We thought so. ⇒ ____________________________________________ 9. a. The girl was unfit for the job. b. We found *. ⇒ ____________________________________________ Activity 6.3 Construct sentences with Pattern S+Vt+O+Co (Co: adjective). 1

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No 17 18 19 20 21 22 23 24

Subject The girls My sister Jack We My mother They City life My father

Verb appointed calls considers have elected found left made proved

Object Molly her cat the collision John Mary him Molly himself

Complement their leader. Kitty. an accident. our governor. a helpful girl. a sick man. a selfish girl. a true soldier.

Sentence 17 means “Molly was their leader because of the appointment,” Sentence 18 means “The name of my sister’s cat is Kitty,” Sentence 19 means “To Jack, the collision is an accident,” Sentence 20 means “Because of the election, John is our governor,” Sentence 21 means “To my mother, Mary was a helpful girl,” Sentence 22 means “When they left him, he was a sick man,” Sentence 23 means “Because of city life, Molly has become a selfish girl,” and Sentence 24 means “There were proofs that my father was a true soldier.” Thus, we have seen from all these sentences that a noun object complement refers back to the object of the transitive verb. Below are a number of transitive verbs that can usually take an object followed by a noun or noun phrase as object complement. Of course, there are other verbs not included in the list that can be followed by an object plus a noun object complement. Verb appoint call consider declare elect find leave make name prove …

Example My brother appointed Jack his lawyer. The boy called him names. We consider this dictionary the most useful book. The priest declared the happy couple husband and wife. The students have elected Mary their representative. My mother found the boy a very pleasant companion. Molly left Jack the happiest man on earth. Molly will make Jack a trustworthy man. My father named me Bob. I am going to prove myself a helpful person.

SENTENCE WRITING ENHANCEMENT

Noun as Object Complement The second type of object complements we will study is a noun or a noun phrase. Similar to adjective object complements, noun object complements in this pattern refer back to the object of the verb. Examine the following sentences carefully.

6 Simple Sentence—S+Vt+O+Co Activity 6.4 Complete the following sentence by supplying an object, a noun or a noun phrase as an object complement, or both. 1. We have appointed Mary ______. 2. Everyone in the village calls ______ Mick. 3. My sister considers ______ ______. 4. The students elected John ______. 5. You will find ______ an interesting activity. 6. The soldiers left ______ ______. 7. My brother will make me ______. 8. We are going to name ______ West Wind. 9. The young man has proven ______ ______. Activity 6.5 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is a noun or a noun phrase. The first one is done for you. 1. a. SBY is the president of our country. b. We elected him to be so. ⇒ We elected SBY the president of our country. 2. a. The newborn baby is David. b. My sister and her husband name it so. ⇒ ____________________________________________ 3. a. His marriage life is a blissful blessing. b. My brother considers it so. ⇒ ____________________________________________ 4. a. My new neighbor is a very nosy person. b. I find him so. ⇒ ____________________________________________ 5. a. The old soldier became a healthy man again. b. The fresh mountain air has made him so. ⇒ ____________________________________________ 6. a. A dagger is a very useful tool in a forest. b. We are going to prove it so. ⇒ ____________________________________________ 7. a. The beach house was not a very comfortable place. b. You will find it so. ⇒ ____________________________________________ 8. a. I am an utter fool. b. Don’t leave me so. Tell me what you know about this issue. ⇒ ____________________________________________ 9. a. You are a very cooperative person. b. You have proved yourself so. ⇒ ____________________________________________ 42

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To-Infinitive as Object Complement In addition to adjectives and nouns, we can also function a to-infinitive or a to-infinitive phrase as an object complement, that is, as a complement that refers back to the object of the verb in a sentence. To put it another way, a to-infinitive or a to-infinitive phrase which comes after the object of a transitive verb and which expresses an action carried out by the object might be considered as an object complement. Let us study the following sentences. No 25 26 27 28 29 30 31 32

Subject The police My father Molly My brother Jack The law The incident We

Verb allow asked expected likes persuaded requires has taught want

Object Molly Jack Mary the maid the students riders the boy the girls

Complement to visit her boyfriend. to take the boy home. to come on time. to prepare breakfast. to leave the room. to wear helmets. to respect others. to finish the job.

We should understand that in Sentence 25 it is Molly who visits her boyfriend, in Sentence 26 it was Jack who took the boy home, in Sentence 27 it was Mary who came on time, in Sentence 28 it is the maid who prepares breakfast, in Sentence 29 it was the students who left 43

SENTENCE WRITING ENHANCEMENT

Activity 6.6 Construct sentences with Pattern S+Vt+O+Co (Co: noun).

6 Simple Sentence—S+Vt+O+Co the room, in Sentence 30 it is the riders who wear helmets, in Sentence 31 it is the boy who respects others, and in Sentence 32 it is the girls who finish the job. In short, we understand that the to-infinitive object complement expresses an action which is carried out by the object of the verb of the sentence, instead of by the subject of the sentence. The list below includes a number of transitive verbs which can be followed by an object plus a to-infinitive object complement. Obviously, we should remember that there are still many other verbs not included in the list. Verb advise allow assist ask beg cause command direct enable encourage expect forbid force get help induce instruct invite like mean oblige order permit persuade prefer provoke require teach tell tempt urge want warn wish … 44

Example My father advised his children to take a rest. Jack did not allow anyone to enter his bedroom. We are going to assist the children to study their lessons. My mother has asked my sister to pick her up. John begged Mary to tell him the truth. The explosion caused everyone to run away. The general has commended his troops to withdraw. Molly is directing the children to clean up the mess. This device will enable us to lift heavy things easily. My sister encouraged me to save my money. Mary has expected us to come to her party. The headmaster forbids students to enter the forest. What forced him to kill himself? I will get the boys to prepare the meeting room My brother helps new students to plan their study. The shop attendant induced Molly to spend more. The commander instructed them to stay alert. Mary’s sister invited us to visit her in the country. My girlfriend likes people to listen to her. I did not mean you to speak so openly. The law obliges people not to smoke in public places. The manager has ordered his employees to keep working. My teacher did not permit them to leave the classroom. Jack’s brother persuaded the angry man to sit down. We have always preferred Mary to organize our meetings. The young men provoked their friends to burn the building. The school requires students to register every semester. My boyfriend is teaching me to drive a car. Have you told those men to keep quiet? Hunger tempted the man to steal some food. The doctor urged the old man to do some exercise. My uncle does not want me to help him. We have often warned Jack not to neglect his responsibilities. I did not wish you to listen to John.

Activity 6.8 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is a to-infinitive or a to-infinitive phrase. The first one is done for you. 1. a. The kids reached an agreement among themselves first. b. We advised *. ⇒ We advised the kids to reach agreement among themselves first. 2. a. I stay up late. b. My parents don’t allow *. ⇒ ____________________________________________ 3. a. The boys were standing still for a while. b. Molly asked. ⇒ ____________________________________________ 4. a. Their parents take them to the zoo. b. They have been begging for weeks. ⇒ ____________________________________________ 5. a. Old people read with ease. b. These glasses enable *. ⇒ ____________________________________________ 6. a. Students study their lessons on their own. b. Teachers need to encourage this. ⇒ ____________________________________________ 7. a. The factory workers went on a strike three weeks on a row. b. Something must have provoked them to do so. ⇒ ____________________________________________ 8. a. The girl dances so beautifully and gracefully. b. Who taught her? ⇒ ____________________________________________ 9. a. You will not disobey your parents. b. I warn you. ⇒ ____________________________________________ 45

SENTENCE WRITING ENHANCEMENT

Activity 6.7 Complete the following sentence by supplying an object, a to-infinitive or a toinfinitive phrase as an object complement, or both. 1. My father does not allow me ______. 2. We have asked ______ to come tonight. 3. My sister encourages ______ ______. 4. Jack did not expect Mary ______. 5. My brother often helps ______ to write a paper. 6. Nothing can persuade ______ ______. 7. My girlfriend will teach me ______. 8. Molly told ______ to open the door. 9. John warned ______ ______.

6 Simple Sentence—S+Vt+O+Co Activity 6.9 Construct sentences with Pattern S+Vt+O+Co (Co: to-infinitive). 1

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Bare Infinitive as Object Complement A bare infinitive is an infinitive without “to.” Similar to a to-infinitive, a bare infinitive or a bare infinitive phrase might come after the object of a transitive verb and communicate an action carried out by the object. Thus, it can be said to function as an object complement. Study these sentences carefully. No 33 34 35 36 37 38 39 40

Subject I We The man My sister We My brother The woman Nobody

Verb felt heard observed saw will have helped let can make

Object someone John the children someone the men me her children Jack

Complement walk outside. open the front door. play in the yard. enter the house. build a bridge. repair my bike. swim in the river. leave the burning ship.

Sentence 33 implies the meaning that “someone walked outside,” Sentence 34 implies the meaning that “John opened the front door,” Sentence 35 implies the meaning that “the children played in the yard,” Sentence 36 implies the meaning that “someone entered the house,” 46

Verb Type I feel hear listen (to) look (at) notice observe see watch Type II bid have help know let make

Example We felt the house shake momentarily. Jack did not hear us open the garage door. I am going to listen to John speak in public. Look at those men dance in trance. Molly noticed Mary wear a new pair of sandals. The students will observe a spider make a web. Didn’t you see an old woman walk across the road? Jack was watching some boys play football in the field. Can I bid you come in? We are going to have the children take off their shoes. My mother helped my sister dress. I have never known my father smoke a cigar. You won’t let anyone see my pictures, will you? Molly is going to make everyone at the party sing along.

Activity 6.10 Complete the following sentence by supplying an object, a bare infinitive or a bare infinitive phrase as an object complement, or both. 1. We did not hear you ______. 2. Didn’t you listen to ______ shout at each other. 3. We are going to observe ______ ______. 4. Jack saw a man ______ last night. 5. John had his brother ______. 6. I am going to help ______ ______. 7. We have never known Mary ______. 8. The man made ______ look into the mirror. 9. Molly did not let ______ ______. 47

SENTENCE WRITING ENHANCEMENT

Sentence 37 implies the meaning that “the men will build a bridge,” Sentence 38 implies the meaning that “I repaired my bike,” Sentence 39 implies the meaning that “her children swam in the river,” and Sentence 40 implies the meaning that “Jack will not leave the burning ship.” All these show that a bare infinitive or a bare infinitive phrase might function as an object complement expressing an action carried out by an object of a transitive verb. Below is a list of transitive verbs that can be followed by a bare infinitive as an object complement. There are not many of such verbs, and there are two types of the verbs. Type I includes verbs of perception; while Type II includes other verbs. Although there might be one or two similar verbs not included in the list, for the time being, you can regard the list as exhaustive.

6 Simple Sentence—S+Vt+O+Co Activity 6.11 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is a bare infinitive or a bare infinitive phrase. The first one is done for you. 1. a. Someone walked on the roof. b. I could feel it. ⇒ I could feel someone walk on the roof. 2. a. The children climbed up the banyan tree. b. Didn’t you hear? ⇒ ____________________________________________ 3. a. A crazy woman burned her own daughter. b. I saw it. ⇒ ____________________________________________ 4. a. A big dog ran after a wild cat around and around. b. The man sat on the bench in the park and watched. ⇒ ____________________________________________ 5. a. Every student studies the lessons regularly. b. The teacher will have him or her do so. ⇒ ____________________________________________ 6. a. The old man crosses the busy street. b. I think we need to help. ⇒ ____________________________________________ 7. a. I solve my own problems. b. They won’t let *. ⇒ ____________________________________________ 8. a. Jack postponed his visit to the hospital. b. Something made him do so. ⇒ ____________________________________________ 9. a. My younger brother tidied up his messy bedroom. b. My mother had *. ⇒ ____________________________________________ Activity 6.12 Construct sentences with Pattern S+Vt+O+Co (Co: bare infinitive). 1 _________________________________________________ 2 _________________________________________________ 3 _________________________________________________ 4 _________________________________________________ 5 _________________________________________________ 6 _________________________________________________ 7 _________________________________________________ 8 _________________________________________________ 9 _________________________________________________ 48

No 41 42 43 44 45 46 47 48

Subject I They Mary We Molly Jack You John

Verb can feel looked at saw watched caught found kept left

Object someone the child a bird some children her brother the boys the guests his sister

Complement watching us. washing her cat. flying over her house. running in the yard. playing in the rain. lying on the floor. waiting too long. doing her homework.

Sentence 41 means “I have a feeling that someone is watching us,” Sentence 42 means “when they looked at the child, she was washing her cat,” Sentence 43 means “A bird was flying over her house, and Mary saw it,” Sentence 44 means “some children were running in the yard and we watched them,” Sentence 45 means “Molly discovered that her brother was playing in the rain,” Sentence 46 means “when Jack found the boys, they were lying on the floor,” Sentence 47 means “the guests were waiting too long,” and Sentence 48 means “when John left his sister, she was doing her homework.” Thus, we see that the object complement in the form of a present participle phrase in each of the sentences above refers back to the object and expresses an action carried out by the object. Below is a list of transitive verbs that can be followed by object plus present participle as object complement. Again, there are two types of these verbs; Type I includes verbs of perception and Type II includes other verbs. There are only a handful of verbs of both types, and, although one or two verbs might be added to the list, it could to some extent be regarded as exhaustive. Verb Type I feel glimpse hear listen (to) look (at) notice

Example My mother felt someone moving behind her. They glimpsed some people working in the room. Molly heard her sister coming out of the bathroom. We listened to the girls rehearsing the play. Jack looked at the old man getting up and walking away. I didn’t notice Mary wearing a diamond necklace. 49

SENTENCE WRITING ENHANCEMENT

Present Participle as Object Complement Present participle is the “-ing” form of a verb. Similar to a to-infinitive and a bare infinitive, a present participle can also function as an object complement, meaning that it comes after the object of a transitive verb and expresses an action carried out by the object, rather than by the subject of the sentence. Let us examine the following sentences.

6 Simple Sentenceâ&#x20AC;&#x201D;S+Vt+O+Co Verb observe perceive see smell watch

Example My brother observed his friends preparing the field. I could not perceive the man leading an important team. The children saw a man approaching their dog. Molly smelled her food burning. My father watched the mechanic fixing his car.

Type II bring catch find get have imagine keep leave send set show start take

A long distance call brought him hurrying to Jakarta. They caught some workers smoking in the office. Mary found someone waiting for her in the office. The teacher got the students practicing their English. We cannot have the children behaving that way. We could not imagine John climbing the mountain. Jack should not keep those men standing outside. Molly left her sister watching tv in the living room. The great flood sent cars tumbling over each other. The joke set everyone of us laughing to tears. The picture shows a man sitting beside a tall door. Your question has started them reconsidering their plan. My sister took the children swimming that Sunday.

Activity 6.13 Complete the following sentence by supplying a present participle as an object complement, or both an object and a present participle as an object complement. 1. My sister felt her cat ______. 2. We could hear the boys ______. 3. John saw ______ ______. 4. My brother watched his friends ______. 5. Jack caught some of the workers ______. 6. My father found ______ ______. 7. Mary could not imagine herself ______. 8. We should not keep the girls ______. 9. My mother left ______ ______. Activity 6.14 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is a present participle or a present participle phrase. The first one is done for you. 1. a. Something or someone was moving behind the bushes. b. We felt. â&#x2021;&#x2019; We felt something or someone moving behind the bushes. 2. a. The children were playing in the rain. b. I heard. â&#x2021;&#x2019; ____________________________________________ 50

Activity 6.15 Construct sentences with Pattern S+Vt+O+Co (Co: present participle). 1

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SENTENCE WRITING ENHANCEMENT

3. a. City officials distributed foods and blankets among the refugees. b. We came to observe. ⇒ ____________________________________________ 4. a. The man was painting the roof of his house. b. My brother saw. ⇒ ____________________________________________ 5. a. Some people were breaking into the burning shop. b. The policeman caught them. ⇒ ____________________________________________ 6. a. The postman man was lying dead on the floor. b. When they arrived home, they found. ⇒ ____________________________________________ 7. a. You wait too long. b. I don’t want to keep *. ⇒ ____________________________________________ 8. a. The students were discussing their semester project. b. The teacher left. ⇒ ____________________________________________ 9. a. People come and go. b. The boy watches. ⇒ ____________________________________________

6 Simple Sentence—S+Vt+O+Co Past Participle as Object Complement The last type of object complements we will study in this chapter is past participle. A past participle is also known as “the 3rd form” of a verb. In addition to a to-infinitive, a bare infinitive, and a present participle, a past participle is a verbal that can function as a complement to the object of a transitive verb. Analyze the following sentences carefully. No 49 50 51 52 53 54 55 56

Subject Mary John We They Molly I Jack You

Verb heard saw watched found got had makes want

Object the boxes the cat the food their bikes her father this room his essays yourself

Complement brought upstairs. thrown out of the window. packed into boxes. hung upside down. taken to hospital. cleaned. read by his friends. respected.

Sentence 49 entails the meaning that “the boxes were brought upstairs,” Sentence 50 entails the meaning that “the cat was thrown out of the window,” Sentence 51 entails the meaning that “the food was packed into boxes,” Sentence 52 entails the meaning that “their bikes were hung upside down,” Sentence 53 entails the meaning that “Molly’s father was taken to hospital,” Sentence 54 entails the meaning that “this room was cleaned,” Sentence 55 entails the meaning that “his essays are read by his friends,” and Sentence 56 entails the meaning that “you are respected.” Thus, we can infer that the past participle phrase in each of the sentences above functions as an object complement, in that it refers back to the object of the verb in the sentence. Below is a list of transitive verbs that can usually be followed by an object plus a past participle as object complement. There might be one or two verbs of this kind not included in the list; however, for the time being, we can consider the list to be exhaustive. Verb Type I hear listen (to) look (at) notice observe see watch 52

Example My father heard the door opened. Mary has once listened to the song sung in Javanese. Some people looked at the boys lifted from the murky water. Everyone noticed the trees trimmed meticulously. Molly observed the fence repainted. We saw the machine assembled. My brother watched the building torn down.

Example

Type II find get have keep leave let make want

My sister found her room redecorated. Jack will get the car repaired. The police will have the streets closed. The committee will keep us informed. The boys left nothing in the room untouched. The local people won’t let the body of their chief buried. John apparently can’t make himself understood. I want all these houses modernized.

Activity 6.16 Complete the following sentence by supplying a past participle as an object complement, or both an object and a past participle as an object complement. 1. My brother heard the man ______. 2. We were looking at ______ ______. 3. Mary saw ______ ______. 4. We will watch the car ______. 5. My father found ______ ______. 6. Molly will get ______ ______. 7. John had ______ ______. 8. Jack makes ______ ______. 9. I want ______ ______. Activity 6.17 Combine the following sets of sentences into one sentence with the pattern S+Vt+O+Co in which the complement is a past participle or a past participle phrase. The first one is done for you. 1. a. Some small children were taken into the black van. b. We looked at *. ⇒ We looked at some small children taken into the black van. 2. a. The school boys were scolded by their teacher for their unruly behavior. b. Molly heard. ⇒ ____________________________________________ 3. a. The grand piano was taken out of the house and loaded onto a big truck. b. Some people saw. ⇒ ____________________________________________ 4. a. The machines will be disassembled tonight. b. I am going to watch. ⇒ ____________________________________________ 53

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Verb

6 Simple Sentence—S+Vt+O+Co 5. a. The documents will be sorted tonight. b. My father will have *. ⇒ ____________________________________________ 6. a. His study room has been transformed to a small theater. b. My brother will be surprised to find *. ⇒ ____________________________________________ 7. a. His people are united under one great purpose. b. The leader has successfully made *. ⇒ ____________________________________________ 8. a. Three more hospitals will be built in this province by 2012. b. The governor wants it. ⇒ ____________________________________________ 9. a. My younger sister is bought some new clothes. b. My mother has *. ⇒ ____________________________________________ Activity 6.18 Construct sentences with Pattern S+Vt+O+Co (Co: past participle). 1

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COMPOUND SENTENCE After studying through this chapter, you are expected to be able to write compound sentences using coordinate conjunctions and conjunctive adverbs.

A simple sentence consists of one clause, an independent clause, while a complex sentence consists of at least two clauses, one independent (a main clause) and at least one dependent clause (subordinate clause). A compound sentence consists of two independent clauses. These clauses could actually be written out as two separate simple sentences. Study these sentences below. No 1 2 3 4 5 6 7 8

Sentence Bill sang a song. Jack played the guitar. Bill sang a song and Jack played the guitar. When Jack played the guitar, Bill sang a song. Mary was sitting down. Molly was walking around. Mary was sitting down but Molly was walking around. Mary was sitting down while Molly was walking around.

Both Sentences 1 and 2 are simple sentences. When we combine these two with a coordinate conjunction â&#x20AC;&#x153;and,â&#x20AC;? we have a compound sentence, Sentence 3. Thus, Sentence 3 is a compound sentence, made up of two independent clauses. However, Sentence 4 is not a compound sentence. It is a complex sentence. Similarly, by combining Sentences 5 55

SENTENCE WRITING ENHANCEMENT

7 Compound Sentence and 6 we have a compound sentence, Sentence 7. Can you explain why Sentences 3 and 7 are compound sentences, while Sentences 4 and 8 are complex sentences? We can say that a compound sentence is made up of two independent clauses joined by a coordinate conjunction; while a complex sentence consists of two clauses—one independent and one dependent—joined by a subordinate conjunction. Activity 7.1 Following are 9 sentences. Decide whether each is a simple sentence, a compound sentence, or a complex sentence. 1. She was tired, so she fell asleep. 2. After she woke up, she walked through the island. 3. She found a small creek after walking for several hours. 4. She drank, and she fell sleep again beside the water. 5. It was afternoon when she woke up again. 6. She climbed a hill, and she looked around the island from the top. 7. She then walked to the west, for she saw smoke from a house. 8. She was very tired, but she kept on walking. 9. Finally she reached the house, and there an old man greeted her. Coordinate Conjunctions There are only a small number coordinate conjunctions—“and,” “but,” “yet,” “or,” “so,” and “for.” In addition, their meanings are not difficult to understand. Study the following sentences. No

Coordinate Conjunction

Example

Mary was a nurse, and she was a student.

and “addition” but “contradiction” yet “contradiction” or “alternative”

so “effect”

John studied well, so he passed the exam.

for “cause”

John passed the exam, for he studied well.

10 11

Mary was a nurse, but Molly was a manager. Jack did not agree, yet he kept silent. You should study hard, or you will not pass.

Activity 7.2 Following are 9 simple sentences. Add an independent clause to make a compound sentence using the coordinate conjunction “and.” 1. My sister swims every Sunday. ⇒ ____________________________________________ 2. Molly will become a manager. ⇒ ____________________________________________ 3. Mary kept her bedroom clean. ⇒ ____________________________________________ 4. Most students plan to go to Bali. ⇒ ____________________________________________ 5. Jack enjoys listening to rock music. ⇒ ____________________________________________ 6. My father refuses to go out at night. ⇒ ____________________________________________ 7. John lent his new car to his brother. ⇒ ____________________________________________ 8. My brother brought me a box of candies. ⇒ ____________________________________________ 9. My mother reads a magazine in her spare time. ⇒ ____________________________________________

SENTENCE WRITING ENHANCEMENT

Each of the sentences above is a compound sentence, made up of two independent clauses, i.e., clauses that can stand alone as separate sentences. Sentence 9 could be rewritten as “Mary was a nurse. And she was a student.” The relationship between clauses in Sentence 9 is that of addition. Sentence 10 could be rewritten as “Mary was a nurse. But Molly was a manager.” The relationship between clauses in Sentence 10 is that of contradiction. Sentence 11 could be rewritten as “Jack did not agree. Yet he kept silent.” The relationship between clauses in Sentence 11 is also that of contradiction. Sentence 12 could be rewritten as “You should study hard. Or you will not pass.” The relationship between clauses in Sentence 12 is that of alternative or consequence. Sentence 13 could be rewritten as “John studied well. So he passed the exam.” The relationship between clauses in Sentence 13 is that of effect. Sentence 14 could be rewritten as “John passed the exam. For he studied well.” The relationship between clauses in Sentence 14 is that of cause. Thus, we see that a compound sentence consists of two independent clauses.

7 Compound Sentence Activity 7.3 Construct 9 compound sentences using the coordinate conjunction “and.” 1

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Activity 7.4 Following are 9 simple sentences. Add an independent clause to make a compound sentence using the coordinate conjunction “but” or “yet.” 1. My father likes to smoke cigars. ⇒ ____________________________________________ 2. Molly will get married next month. ⇒ ____________________________________________ 3. My mother watches TV in the evening. ⇒ ____________________________________________ 4. Jack enjoys writing letters to friends. ⇒ ____________________________________________ 5. My sister goes to campus everyday. ⇒ ____________________________________________ 6. John lent his old blanket to his sister. ⇒ ____________________________________________ 7. My brother bought me a box of chocolate. ⇒ ____________________________________________ 8. Mary always keeps her bedroom tidy. ⇒ ____________________________________________ 9. Most students do not want to stay indoor. ⇒ ____________________________________________ 58

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Activity 7.6 Following are 9 simple sentences. Add an independent clause to make a compound sentence using the coordinate conjunction “or.” 1. We had better hurry. ⇒ ____________________________________________ 2. I must wash the baby. ⇒ ____________________________________________ 3. My sister should study hard. ⇒ ____________________________________________ 4. Molly had better clean this mess. ⇒ ____________________________________________ 5. My brother must do his homework. ⇒ ____________________________________________ 6. Jack should repaint the house. ⇒ ____________________________________________ 7. John had better come on time. ⇒ ____________________________________________ 8. Mary must revise her paper. ⇒ ____________________________________________ 9. You should obey the rules. ⇒ ____________________________________________ 59

SENTENCE WRITING ENHANCEMENT

Activity 7.5 Construct 9 compound sentences using the coordinate conjunction “but” or “yet.”

7 Compound Sentence Activity 7.7 Construct nine compound sentences using the coordinate conjunction “or.” 1

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Activity 7.8 Following are 9 simple sentences. Add an independent clause to make a compound sentence using the coordinate conjunction “so.” 1. It is Sunday tomorrow. ⇒ ____________________________________________ 2. It is my birthday today. ⇒ ____________________________________________ 3. John has fallen sick again. ⇒ ____________________________________________ 4. My mother has left for Jakarta. ⇒ ____________________________________________ 5. Jack has not contacted me today. ⇒ ____________________________________________ 6. John bought a new blanket yesterday. ⇒ ____________________________________________ 7. My father’s car broke down this morning. ⇒ ____________________________________________ 8. Mary always wakes up early every morning. ⇒ ____________________________________________ 9. The student forgot to do his homework. ⇒ ____________________________________________ 60

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Activity 7.10 Following are 9 simple sentences. Add an independent clause to make a compound sentence using the coordinate conjunction “for.” 1. We had better take a rest. ⇒ ____________________________________________ 2. The teacher was very pleased. ⇒ ____________________________________________ 3. We have to cook dinner tonight. ⇒ ____________________________________________ 4. Mary never comes to campus late. ⇒ ____________________________________________ 5. Molly had better clean this room. ⇒ ____________________________________________ 6. My father seldom goes out at night. ⇒ ____________________________________________ 7. John knows that I sent Molly a letter. ⇒ ____________________________________________ 8. My brother will buy me a box of candies. ⇒ ____________________________________________ 9. Jack has taken his brother to hospital. ⇒ ____________________________________________ 61

SENTENCE WRITING ENHANCEMENT

Activity 7.9 Construct 9 compound sentences using the coordinate conjunction “or.”

7 Compound Sentence Activity 7.11 Construct 9 compound sentences using the coordinate conjunction “for.” 1

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Conjunctive Adverbs A compound sentence is a sentence which is made up of two independent clauses, joined by a coordinate conjunction. However, in addition to a coordinate conjunction to construct a compound sentence, we can also use a conjunctive adverb. As the name suggests, a conjunctive adverb is an adverb which also acts like a conjunction since it can connect two independent clauses to become a compound sentence. Study the following sentences carefully. No 15 16 17 18 19 20 21 22

Sentence Mary was a nurse, and she was a student. Mary was a nurse; furthermore, she was a student. Jack did not agree, yet he kept silent. Jack did not agree; however, he kept silent. You should study hard, or you will not pass. You should study hard; otherwise, you will not pass. John studied well, so he passed the exam. John studied well; therefore, he passed the exam.

The sentences above—Sentences 15 through 22—are all compound sentences. However, while the clauses in Sentences 15, 17, 19, and 21 are joined by coordinate conjunctions, the clauses in Sentences 16, 18, 20, and 22 are joined by conjunctive adverbs—“furthermore”, “however”, “otherwise”, and “therefore.” It should be clear, therefore, that both coordinate conjunctions and conjunctive adverbs can be used to construct compound sentences. 62

Meaning addition contradiction consequence effect

Conjunctive Adverbs furthermore, in addition, moreover, additionally, likewise, besides… however, nevertheless, still, nonetheless, on the other hand, conversely… otherwise, or else, if not… therefore, consequently, thus, as a result, accordingly…

Activity 7.12 Following are 9 simple sentences. Add an independent clause to construct a compound sentence using a conjunctive adverb conveying “addition.” Use expressions such as furthermore, in addition, moreover, additionally, likewise, and besides. 1. My sister takes a dancing lesson. ⇒ ____________________________________________ 2. Mary had her bedroom painted. ⇒ ____________________________________________ 3. My father went to Bogor last year. ⇒ ____________________________________________ 4. John did not show me his new car. ⇒ ____________________________________________ 5. Jack came to campus late yesterday. ⇒ ____________________________________________ 6. Molly’s brother has become a teacher. ⇒ ____________________________________________ 7. My brother wanted me to mail a letter. ⇒ ____________________________________________ 8. My mother likes reading in her spare time. ⇒ ____________________________________________ 9. Most students wish to spend the holiday at home. ⇒ ____________________________________________ 63

SENTENCE WRITING ENHANCEMENT

Similar to a compound sentence with a coordinate conjunction, a compound sentence with a conjunctive adverb can also be rewritten as two separate sentences. Thus, Sentence 16 can also be rewritten as “Mary was a nurse. Furthermore, she was a student,” Sentence 18 can also be rewritten as “Jack did not agree. However, he kept silent,” Sentence 20 can also be rewritten as “You should study hard. Otherwise, you will not pass,” and Sentence 22 can also be rewritten as “John studied well. Therefore, he passed the exam.” There are quite a number of conjunctive adverbs, and we can classify them according to their meaning into four groups: addition, contradiction, consequence, and effect. The table below includes only those among the most commonly used conjunctive adverbs in each class; there still many other conjunctive adverbs not included in the table.

7 Compound Sentence Activity 7.13 Construct 9 compound sentences by means of conjunctive adverbs conveying “addition.” 1

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Activity 7.14 Following are 9 simple sentences. Add an independent clause to construct a compound sentence using a conjunctive adverb conveying “contradiction.” Use expressions such as however, nevertheless, still, nonetheless, on the other hand, and conversely. 1. Books are very important. ⇒ ____________________________________________ 2. John does not have a bag. ⇒ ____________________________________________ 3. Molly was happy to see me. ⇒ ____________________________________________ 4. My brother thinks me lazy. ⇒ ____________________________________________ 5. John did not come to the party. ⇒ ____________________________________________ 6. My father likes listening to pop music. ⇒ ____________________________________________ 7. My mother wanted to visit my sister. ⇒ ____________________________________________ 8. Mary did not get up late this morning. ⇒ ____________________________________________ 9. Jack made all the boys sit under a tree. ⇒ ____________________________________________ 64

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Activity 7.16 Following are 9 simple sentences. Add an independent clause to construct a compound sentence using a conjunctive adverb conveying “consequence.” Use expressions such as otherwise, or else, and if not. 1. My brother reads a lot. ⇒ ____________________________________________ 2. The baby was unhealthy. ⇒ ____________________________________________ 3. John has not arrived yet. ⇒ ____________________________________________ 4. Mary did not cook that day. ⇒ ____________________________________________ 5. Jack has painted the house. ⇒ ____________________________________________ 6. My sister has found me a boarding house. ⇒ ____________________________________________ 7. Molly thinks the man has got out of the house. ⇒ ____________________________________________ 8. You are not responsible for the accident. ⇒ ____________________________________________ 9. We needed a lot of things to prepare the party. ⇒ ____________________________________________ 65

SENTENCE WRITING ENHANCEMENT

Activity 7.15 Construct 9 compound sentences by means of conjunctive adverbs conveying “contradiction.”

7 Compound Sentence Activity 7.17 Construct 9 compound sentences by means of conjunctive adverbs conveying “consequence.” 1

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Activity 7.18 Following are 9 simple sentences. Add an independent clause to construct a compound sentence using a conjunctive adverb conveying “effect.” Use expressions such as therefore, consequently, thus, as a result, and accordingly. 1. It was raining yesterday. ⇒ ____________________________________________ 2. John needed a new bicycle. ⇒ ____________________________________________ 3. John’s father is old and not healthy. ⇒ ____________________________________________ 4. Jack loves watching football games. ⇒ ____________________________________________ 5. We will go camping on the mountain. ⇒ ____________________________________________ 6. The train arrived one hour late this morning. ⇒ ____________________________________________ 7. The student studied until late at night last night. ⇒ ____________________________________________ 8. Mary always reads a newspaper during breakfast. ⇒ ____________________________________________ 9. The boy’s mother has bought him a cone of ice cream. ⇒ ____________________________________________ 66

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SENTENCE WRITING ENHANCEMENT

Activity 7.19 Construct 9 compound sentences by means of conjunctive adverbs conveying “effect.”

COMPLEX SENTENCE ADJECTIVE CLAUSES

After studying through this chapter, you are expected to be able to write complex sentences with adjective clauses. In the previous chapter, we learned to construct a compound sentenceâ&#x20AC;&#x201D;a sentence which is made up of two independent clauses joined by either a coordinate conjunction or a conjunctive adverb. In this chapter, as well as in the next two chapters, we are going to learn to construct a complex sentence. A complex sentence is a sentence which consists of at least two clausesâ&#x20AC;&#x201D;one independent (or main) clause and one dependent (or subordinate) clause. The main clause can somehow stand alone as a separate sentence, while the subordinate clause can not because it is only a part of the main clause. There are three types of dependent clauses based on their functions in the main clause: adjective clause, noun clause, and adverb clause. An adjective clause is a subordinate clause which functions as an adjective in the main clause. In other words, an adjective clause modifies a noun or noun phrase which is part of the main clause. Let us study the following sentences. No 1 2 3 4 5 6 7 8

Sentence I have a book. I have a red book. I have a book about sharks. I have a book which describes the life cycle of sharks. The man was reading a book. The old man was reading a book. The man in the car was reading a book. The man who sat in the front seat of the car was reading a book. 69

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8. COMPLEX SENTENCE ADJECTIVE CLAUSES In Sentence 1, “a book” functions as an object of the verb “have.” In Sentence 2, the word “book” is modified by an adjective—“red.” In Sentence 3, the word “book” is modified by a preposition phrase—“about sharks.” In Sentence 4, the word “book” is modified by a clause, an adjective clause—“which describes the life cycle of sharks.” Now, can you identify the adjective that modifies the noun “man” in Sentence 6? In Sentence 7? In Sentence 8? Yes, you are right. In Sentence 6 the adjective is the word “old,” in Sentence 7 the adjective is the preposition phrase “in the car,” and in Sentence 8 the adjective is the clause “who sat in the front seat of the car.” All this explanation is intended to show how an adjective clause is actually a part of a main clause and how it has a function to modify a noun or noun phrase. Activity 8.1 Identify the adjective clause, if any, in each of the following sentences. 1. The man with a large dog is Molly’s uncle. 2. The man who was walking with a large dog is Molly’s uncle. 3. Mary was talking with a woman in the market. 4. Mary did not like the woman whom she met at the market. 5. The car in the street belongs to John. 6. The car which is parked in the street belongs to John. 7. The huge engine was made in Germany. 8. The engine of this car was made in Germany. 9. The engine which drives this car was made in Germany. There are a number of conjunctions (subordinate conjunctions) which we can use to introduce an adjective clause. We might classify these conjunctions based on both the type of the noun modified—human or thing—and on the function of the noun modified in the adjective clause—subject, object, or possessive. Look at the table below and study the exemplary sentences. It should be reminded that there are other conjunctions commonly used to introduce an adjective clause, such as, “when,” “where,” and “why.” However, the ones included in the table below might be regarded sufficient for our present purpose. Subject

Object

Possessive

Human

who, that [1, 2]

who, whom, that, ∅ [3, 4, 5, 6]

whose [7]

Thing

which, that [8, 9]

which, that, ∅ [10, 11, 12]

of which, whose [13, 14]

Exemplary sentences provided below come in sets, and each set consists of 4 sentences/clause: 70

[1] who: human-subject No Sentence/Clause a I like a student. b The student studies everyday. c [who studies everyday] d I like a student who studies everyday. [2] that: human-subject No Sentence/Clause a A student will be successful. b The student studies everyday. c [that studies everyday] d A student that studies everyday will be successful. [3] who: human-object No Sentence/Clause a The children are my students. b Mary was watching the children. c [who Mary was watching] d The children who Mary was watching are my students. [4] whom: human-object No Sentence/Clause a I know the children. b Molly was teaching the children. c [whom Molly was teaching] d I know the children whom Molly was teaching. [5] that: human-object No Sentence/Clause a The man died in the hospital. b We helped the man yesterday. c [that we helped yesterday] d The man that we helped yesterday died in the hospital. [6] â&#x2C6;&#x2026;: human-object No Sentence/Clause A Nobody can identify the man. B We found the man dead yesterday. 71

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(a) is an independent clause, (b) is also an independent clause to be made an adjective clause, (c) is the adjective clause derived from the second independent clause (b), and (d) is the complex sentence formed by inserting the adjective clause (c) into the first independent clause (a).

8. COMPLEX SENTENCE ADJECTIVE CLAUSES No C d

Sentence/Clause [we found dead yesterday] Nobody can identify the man we found dead yesterday.

[7] whose: human-possessive No Sentence/Clause a The woman could cry no more. b The womanâ&#x20AC;&#x2122;s son died of avian flu. c [whose son died of avian flu] d The woman whose son died of avian flu could cry no more. [8] which: thing-subject No Sentence/Clause a I am looking for the book. b The book contains a lot of pictures. c [which contains a lot of pictures] d I am looking for the book which contains a lot of pictures. [9] that: thing-subject No Sentence/Clause a The dog belongs to Jack. b The dog scared my cat. c [that scared my cat] d The dog that scared my cat belongs to Jack. [10] which: thing-object No Sentence/Clause a The children were playing with the ball. b The dog caught the ball. c [which the dog caught] d The children were playing with the ball which the dog caught. [11] that: thing-object No Sentence/Clause a The bread tasted terrible. b The dog ate the bread. c [that the dog ate] d The bread that the dog ate tasted terrible. [12] â&#x2C6;&#x2026;: thing-object No Sentence/Clause a The farmers have to buy fertilizer. b Their plants need fertilizer. c [their plants need] d The farmers have to buy fertilizer their plants need. 72

[14] whose: thing-possessive No Sentence/Clause a Children like to read the book. b The pictures of the book are colorful. c [whose pictures are colorful] d Children like to read the book whose pictures are colorful. All the above 14 sets of sentences are meant to show (1) how an adjective clause is derived from an independent clause, i.e., by replacing a noun or a noun phrase with a conjunction and then moving the conjunction to the beginning of the clause, and (2) how an adjective clause functions as a modifier to a noun or a noun phrase in the main clause. Activity 8.2 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “who,” and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. I do not know the boy. b. The boy was playing a kite. → [who was playing a kite] ⇒ I do not know the boy who was playing a kite. 2. a. I know the girl. b. The girl gave something to Jack. → ____________________________________________ ⇒ ____________________________________________ 3. a. John is talking with the woman. b. The woman asked me to carry the bags. → ____________________________________________ ⇒ ____________________________________________ 4. a. Do not fall in love with the girl. b. The girl will make your life miserable. → ____________________________________________ ⇒ ____________________________________________ 73

SENTENCE WRITING ENHANCEMENT

[13] of which: thing-possessive No Sentence/Clause a The book interests children. b The pictures of the book are colorful. c [the pictures of which are colorful] d The book the pictures of which are colorful interests children.

8. COMPLEX SENTENCE ADJECTIVE CLAUSES 5. a. We certainly should not blame the student. b. The student left the front door open last night. → ____________________________________________ ⇒ ____________________________________________ 6. a. The woman was a shop attendant. b. The woman shouted at us angrily. → ____________________________________________ ⇒ ____________________________________________ 7. a. The man was the only survivor in the plane crash. b. The man could not stop chattering. → ____________________________________________ ⇒ ____________________________________________ 8. a. The children will be asked for more information. b. The children saw a man enter the house. → ____________________________________________ ⇒ ____________________________________________ 9. a. The girl looks familiar to me. b. The girl is sitting alone at the table. → ____________________________________________ ⇒ ____________________________________________ Activity 8.3 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “whom,” and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. I do not know the boy. b. John met the boy this morning. → [whom John met this morning] ⇒ I do not know the boy whom John met this morning. 2. a. I know the girl. b. Jack gave the girl something last night. → ____________________________________________ ⇒ ____________________________________________ 3. a. John is talking with the woman. b. I asked the woman to carry the bags. → ____________________________________________ ⇒ ____________________________________________ 4. a. Do not fall in love with the boy. 74

b. You think the boy selfish. → ____________________________________________ ⇒ ____________________________________________

6. a. The woman was a shop attendant. b. They elected the woman their representative. → ____________________________________________ ⇒ ____________________________________________ 7. a. The man was the only survivor in accident. b. The mass-media people were interviewing the man. → ____________________________________________ ⇒ ____________________________________________ 8. a. The children will be asked to help. b. The teachers believe the children competent. → ____________________________________________ ⇒ ____________________________________________ 9. a. The girl looks familiar to me. b. Jack asked the girl to join the party. → ____________________________________________ ⇒ ____________________________________________ Activity 8.4 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “which”, and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. She bought the flowers. b. The flowers will be admired by many people. → [which will be admired by many people] ⇒ She bought the flowers which will be admired by many people. 2. a. The wild cat belongs to my uncle. b. The wild cat was sleeping on the couch. → ____________________________________________ ⇒ ____________________________________________ 3. a. The white cat belongs to my aunt. 75

SENTENCE WRITING ENHANCEMENT

5. a. We certainly should not blame the student. b. We think the student not responsible. → ____________________________________________ ⇒ ____________________________________________

8. COMPLEX SENTENCE ADJECTIVE CLAUSES b. I am feeding the white cat. → ____________________________________________ ⇒ ____________________________________________ 4. a. I am going to show you a device. b. The device will be very useful in our job. → ____________________________________________ ⇒ ____________________________________________ 5. a. Mary is looking for the bag. b. John mended the bag yesterday. → ____________________________________________ ⇒ ____________________________________________ 6. a. The animals are called amphibians. b. The animals live both in water and on land. → ____________________________________________ ⇒ ____________________________________________ 7. a. The brown cat belongs to my brother. b. Jack found the brown cat dead in the gutter. → ____________________________________________ ⇒ ____________________________________________ 8. a. John bought the little house. b. The house stands on the peak of the hill. → ____________________________________________ ⇒ ____________________________________________ 9. a. People say ghosts have been haunting the house. b. John bought us the house last year. → ____________________________________________ ⇒ ____________________________________________ Activity 8.5 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “that”, and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. A dependent clause is an adjective clause. b. The dependent clause modifies a noun. → [that modifies a noun] ⇒ A dependent clause that modifies a noun is an adjective clause.

2. a. A man is called a husband. b. The man has married a woman. → ____________________________________________ ⇒ ____________________________________________

4. a. A judge will sentence a person. b. The person has been proved guilty. → ____________________________________________ ⇒ ____________________________________________ 5. a. The judge will sentence a person. b. The jury has declared the person guilty. → ____________________________________________ ⇒ ____________________________________________ 6. a. Something is called money. b. The thing is used as a medium of exchange. → ____________________________________________ ⇒ ____________________________________________ 7. a. The book was written by a Canadian. b. Jack has been trying to find the book. → ____________________________________________ ⇒ ____________________________________________ 8. a. The hunter would shoot the tiger. b. The tiger jumped out of the arena. → ____________________________________________ ⇒ ____________________________________________ 9. a. People will try to get something. b. They regard the thing valuable. → ____________________________________________ ⇒ ____________________________________________

SENTENCE WRITING ENHANCEMENT

3. a. A woman is called a wife. b. A man has married the woman. → ____________________________________________ ⇒ ____________________________________________

8. COMPLEX SENTENCE ADJECTIVE CLAUSES Activity 8.6 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “whose”, and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. Mary is talking with the boy. b. His father will buy the house. → [whose father will buy the house] ⇒ Mary is talking with the boy whose father will buy the house. 2. a. The girl was standing by herself. b. Her brother has deserted to Australia. → ____________________________________________ ⇒ ____________________________________________ 3. a. The boy suffers from hyperactivity. b. We are helping his mother. → ____________________________________________ ⇒ ____________________________________________ 4. a. The woman lives in a very large house. b. Her husband works in an oil company. → ____________________________________________ ⇒ ____________________________________________ 5. a. I am helping the children. b. I will ask their parents to cooperate. → ____________________________________________ ⇒ ____________________________________________ 6. a. The car won the race last year. b. Its engine was made in Japan. → ____________________________________________ ⇒ ____________________________________________ 7. a. The car won the race last year. b. People are now admiring its streamline body. → ____________________________________________ ⇒ ____________________________________________

8. a. The car had to hauled out of the track. b. Its engine was made in Korea. → ____________________________________________ ⇒ ____________________________________________

Activity 8.7 Below are 9 sets of sentences. Change Sentence B in each set into an adjective clause using the conjunction “∅”, and then insert the adjective clause into Sentence A to make a complex sentence. The first one is done for you. 1. a. I am going to call the man. b. John has asked the man to paint the house. → [John has asked to paint the house] ⇒ I am going to call the man John has asked to paint the house. 2. a. The students agreed to come. b. We invited the students to the party. → ____________________________________________ ⇒ ____________________________________________ 3. a. The man is jobless at present. b. We hired the man to do the job. → ____________________________________________ ⇒ ____________________________________________ 4. a. John does not like the students. b. Mary invited the students to the party. → ____________________________________________ ⇒ ____________________________________________

5. a. I know the man. b. Molly hired the man to do the job. → ____________________________________________ ⇒ ____________________________________________ 6. a. The motorcycle was stolen yesterday morning.

SENTENCE WRITING ENHANCEMENT

9. a. People admire the car. b. The mechanics are now fixing its engine. → ____________________________________________ ⇒ ____________________________________________

8. COMPLEX SENTENCE ADJECTIVE CLAUSES b. Jack bought the motorcycle only last month. → ____________________________________________ ⇒ ____________________________________________ 7. a. The house stands on the bank of a small river. b. We will renovate the house next year. → ____________________________________________ ⇒ ____________________________________________ 8. a. I have never ridden the bicycle. b. John bought the bicycle last year. → ____________________________________________ ⇒ ____________________________________________ 9. a. We will repaint the bed. b. Molly has moved the bed out of her room. → ____________________________________________ ⇒ ____________________________________________ Activity 8.8 Following are 9 simple sentences. Modify the underlined noun in each sentence with an adjective clause using the conjunction provided in brackets. The first one is done for you. 1. Jack is talking to the man. [who] ⇒ Jack is talking to the man who is sitting in the car. 2. Mary is sitting with the woman. [whom] ⇒ ____________________________________________ 3. My sister shares a room with the student. [∅] ⇒ ____________________________________________ 4. I am going to water the flowers. [that] ⇒ ____________________________________________ 5. My brother wants to know the girl. [whose] ⇒ ____________________________________________ 6. Jack will not buy the house. [which] ⇒ ____________________________________________ 7. I know the boy. [∅] ⇒ ____________________________________________ 8. This is the book. [that] ⇒ ____________________________________________ 9. My brother is driving the car. [whose] ⇒ ____________________________________________

Activity 8.10 Construct complex sentences of your own each containing an adjective clause with the following conjunctions: who, whom, ∅ (human), that (human), whose, which, ∅ (non-human), that (non-human), and whose. 1

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Activity 8.9 Following are 9 simple sentences. Modify the underlined noun in each sentence with an adjective clause using the conjunction provided in brackets. The first one is done for you. 1. The man is my uncle. [who] ⇒ The man who is standing beside the headmaster is my uncle. 2. The girl is studying arts. [whom] ⇒ ____________________________________________ 3. The old woman has entered the building. [∅] ⇒ ____________________________________________ 4. The boy was carrying a broom. [that] ⇒ ____________________________________________ 5. The student lives in a boarding house. [whose] ⇒ ____________________________________________ 6. The film was directed by a Chinese. [which] ⇒ ____________________________________________ 7. The factory was built in 1999. [∅] ⇒ ____________________________________________ 8. The blankets are made of cotton. [that] ⇒ ____________________________________________ 9. The ship will sail across the Atlantic. [whose] ⇒ ____________________________________________

8. COMPLEX SENTENCE ADJECTIVE CLAUSES Activity 8.11 Construct complex sentences of your own, as many as possible, each containing an adjective clause with an appropriate subordinate conjunction. 1

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â&#x20AC;Ś

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COMPLEX SENTENCE NOUN CLAUSES

After studying through this chapter, you are expected to be able to write complex sentences with noun clauses.

A dependent clause might function as an adjective, a noun, or an adverb in the main clause. In the previous chapter, we learned how to construct a complex sentence containing an adjective clause. In the present chapter, we are going to learn how to construct a complex sentence containing a noun clause. A noun clause is a dependent clause which functions as a noun in the main clause. Let us study the following sentences critically. No 1 2 3 4 5 6 7 8

Sentence She said something. She said that you left without permission. Something is against the regulation. That you left without permission is against the regulation. I know something. I know what she told you last night . Something might be important. What she told you last night might be important.

The object of the verb “said” in Sentence 1 is a noun, “something;” whereas the object of the same verb in Sentence 2 is a noun clause, “that you left without permission.” The subject of Sentence 3 is a noun, “something;” whereas the subject of Sentence 4 is a noun clause, “that you left without permission.” Now, what is the object of the verb “know”in Sentence 5? And what is the object of the verb “know”in Sentence 6? Yes, in Sentence 5 the object is a noun, “”something;” while in 83

SENTENCE WRITING ENHANCEMENT

9. COMPLEX SENTENCE NOUN CLAUSES Sentence 6 the object is a noun clause, “what she told you last night.” What is the subject of Sentence 7? Of Sentence 8? Yes, the subject of Sentence 7 is a noun, “something;” while the subject of Sentence 8 is a noun clause, “what she told you last night.” Activity 9.1 Identify the noun clause, if any, in each of the following sentences; and state whether it functions as the subject of a sentence or as the object of a verb. 1. What did you say to the old man? 2. What Jack did last night is hard to believe. 3. That young woman has been waiting for a long time. 4. That Mary was here last night was obvious. 5. We cannot tell you where we went last night. 6. I know what you have in your pocket. 7. The woman asked me where I was born. 8. The woman also asked me a lot of other questions. 9. She claimed that she knew my parents. It should be clear now that (1) a noun clause is an independent clause which functions as a noun in the main clause, and (2) a noun clause can fill the slots commonly filled by a noun in a sentence, meaning that, as a noun can function as subject of a sentence and object of a verb, a noun clause can function as subject of a sentence and object of a verb. There are some other functions in a sentence that a noun can carry out, e.g., object of preposition, complement, and appositive. However, for our present purpose, we are going to limit our coverage to two functions: subject of a sentence and object of a verb. Thus, based on its function in the main clause, we are going to discuss two types of noun clauses: those that function as subject and those that function as object. Based on its origin, we have several types of noun clauses: those from a statement, those from a yes-no question, and those from a whquestion. There is another type of noun clauses, those from an exclamation. But this type is not going to be covered. Now, let us study the following sentences. No

Sentence

subject statement 9 That Mary needs a doctor is obvious. 10 That John is a hard-wworking student can not be denied.

object statement 15 We understand that Mary needs a doctor. 16 Everyone knows that John is a hard-working student. yes-no question 17 The jury will decide whether Jack is guilty [or not]. We don’t know whether whether Molly will be operated 18 [or not]. wh-question 19 The hospital can provide what Mary needs. 20 We will build what John wants. In Sentences 9—14, the noun clauses all function as subjects of the sentences; in Sentences 9—10 the noun clauses are derived from statements, in Sentences 11—12 the noun clauses are derived from yes-no questions, and in Sentences 13—14 the noun clauses are derived from wh-questions. Similarly, in Sentences 15—20, the noun clauses all function as objects of the verbs; in Sentences 15—16 the noun clauses are derived from statements, in Sentences 17—18 the noun clauses are derived from yes-no questions, and in Sentences 19—20 the noun clauses are derived from wh-questions. Now, let us see how each of the above sentences are constructed. In each set below, there are four sentences or clauses: (a) is an independent clause to be made the main clause of the complex sentence containing a noun clause, (b) is another independent clause to be made into a noun clause, (c) is the noun clause derived from the independent clause (b), and (d) is the complex sentence constructed by replacing the subject or the object in the first independent clause (a) with the noun clause (c). [9] No a b c d

Sentence/Clause Something is obvious. Mary needs a doctor. [that Mary needs a doctor] That Mary needs a doctor is obvious. 85

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No Sentence yes-no question 11 Whether Jack is guilty [or not] will be decided by the jury. 12 Whether Molly will be operated [or not] is not clear to us. wh-question 13 What Mary needs is a general check-up. 14 What John wants is a house of his own.

9. COMPLEX SENTENCE NOUN CLAUSES [10] No a b c d

Sentence/Clause Something cannot be denied. John is a hard-working student. [that John is a hard-working student] That John is a hard-working student can not be denied.

No a b c d

Sentence/Clause Something will be decided by the jury. Is Jack guilty? [whether Jack is guilty] Whether Jack is guilty [or not] will be decided by the jury.

[11]

[12] No

[13] No

a b c d

Sentence/Clause Something is clear to us. Will Mary be operated? [whether Mary will be operated] Whether Molly will be operated [or not] is not clear to us.

a b c d

Sentence/Clause The thing is a general check-up. What does Mary need? [what Mary needs] What Mary needs is a general check-up.

[14] No a b c d [15] No

Sentence/Clause The thing is a house of his own. What does John want? [what John wants] What John wants is a house of his own.

a b c d

Sentence/Clause We understand something. Mary needs a doctor. [that Mary needs a doctor] We understand that Mary needs a doctor.

[16] No a b 86

Sentence/Clause Everyone knows something. John is a hard-working student.

No c d

Sentence/Clause [that John is a hard-working student] Everyone knows that John is a hard-working student.

No a b c d

Sentence/Clause The jury will decide something. Is Jack guilty? [whether Jack is guilty] The jury will decide whether Jack is guilty [or not].

[18] No a b c d

Sentence/Clause We don’t know something. Will Mary be operated? [whether Mary will be operated] We don’t know whether whether Molly will be operated [or not].

[19] No a b c d [20] No

a b c d

Sentence/Clause The hospital can provide something. What does Mary need? [what Mary needs] The hospital can provide what Mary needs. Sentence/Clause We will build something. What does John want? [what John wants] We will build what John wants.

From all the examples above we learn that a noun clause derived from a statement is formed with the conjunction “that,” a noun clause derived from a yes-no question is formed with the conjunction “whether” or “whether…or not,” and a noun clause derived from a wh-question is formed with the wh-word itself as the conjunction. Besides, a noun clause derived from a yes-no question might also be formed with the conjunction “if,” especially when the noun clause functions as object of the verb. However, when the noun clause functions as subject of the sentence, we cannot use the conjunction “if.” Sentence 21 through Sentence 24 below are all grammatical because we can use either “whether” or “if” when the noun clause functions as the object of the verb. On the other hand, while Sentence 25 and Sentence 27 are grammatical, Sentence 26 and Sentence 28 are not gram87

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[17]

9. COMPLEX SENTENCE NOUN CLAUSES matical because we cannot use “if” when the noun clause functions as the subject of the sentence. No 21 22 23 24 25 26 27 28

Sentence Molly asked whether Mary agreed to come. Molly asked if Mary agreed to come. We must discover whether John saw the accident. We must discover if John saw the accident. Whether Mary agreed to come is not obvious. If Mary agreed to come is not obvious. * Whether John saw the accident is important to find out. If John saw the accident is important to find out. *

In addition, when a noun clause derived from a statement or from a yes-no question functions as subject of the main clause, it is often placed at the end of the sentence, while the slot of subject in the sentence is filled up with an introductory “it.” Study the following sentences critically. No 29 30 31 32 33 34 35 36

Sentence That Mary needs a doctor is obvious. It is obvious that Mary needs a doctor. That John is a hard-working student can not be denied. It can not be denied that John is a hard-working student. Whether Jack is guilty [or not] will be decided by the jury. It will be decided by the jury whether Jack is guilty [or not]. Whether Molly will be operated [or not] is not clear to us. It is not clear to us whether Molly will be operated [or not].

Sentence 29 and Sentence 30 are the same, the only difference is that in Sentence 30 the subject noun clause is placed at the end of the sentence, and in subject place the introductory “it” is used. The same explanation applies to Sentence 31 and Sentence 32, to Sentence 33 and Sentence 34, as well as to Sentence 35 and Sentence 36. Noun Clauses From Statement Activity 9.2 Below are 9 sets of sentences. Change Sentence C in each set into a noun clause, and then insert the noun clause into Sentence A and Sentence B to make three complex sentences. The first one is done for you. 1. a. Something is true. b. John told me something. c. Jack built a new house. 88

2. a. Something is unimaginable. b. I know something. c. Mary works in a bank. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 3. a. Something is clear. b. Mary learned something. c. Jack likes his coffee black. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 4. a. Something is unbelievable. b. My mother cannot believe something. c. My sister avoids meeting John. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 5. a. Something is surprising. b. I did not expect something. c. Molly would show me her stamp collection. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 6. a. Something is very strange. b. Molly discovered something. c. Mary came to campus late this morning. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________

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→ [that Jack built a new house] ⇒ That Jack built a new house is true. ⇒ It is true that Jack built a new house. ⇒ John told me that Jack built a new house.

9. COMPLEX SENTENCE NOUN CLAUSES 7. a. Something is not disputable. b. No one can dispute something. c. Physical exercise is good for our health. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 8. a. Something is wonderful. b. I have never expected something. c. My niece is coming for a visit. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 9. a. Something is disappointing. b. We regretted something. c. The teacher potponed the examination. → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ Activity 9.3 Complete the following sentences so that each becomes a complex sentence containing a noun clause, derived from a statement. 1. It is true that … ⇒ ____________________________________________ 2. It surprises me that … ⇒ ____________________________________________ 3. It is unforgettable that … ⇒ ____________________________________________ 4. It can not be debated that … ⇒ ____________________________________________ 5. It is unbelievable that … ⇒ ____________________________________________ 6. John believes that … ⇒ ____________________________________________ 7. Molly claimed that … ⇒ ____________________________________________ 8. My sister admitted that … ⇒ ____________________________________________ 9. My brother told me that … ⇒ ____________________________________________ 90

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Noun Clauses From Yes-No Question Activity 9.5 Below are 9 sets of sentences. Change Sentence C in each set into a noun clause, and then insert the noun clause into Sentence A and Sentence B to make three complex sentences. The first one is done for you. 1. a. Something is not clear yet. b. John asked me something. c. Will Mary come tonight? → [whether Mary will come tonight] ⇒ Whether Mary will come tonight is not clear yet. ⇒ It is not clear yet whether Mary will come tonight. ⇒ John asked me whether (if) Mary would come tonight. 2. a. Something is not known. b. I don’t know something. c. Can Jack speak Chinese? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 91

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Activity 9.4 Construct 9 complex sentences of your own each containing a noun clause derived from a statement, either as subject of the sentence or as object of the verb.

9. COMPLEX SENTENCE NOUN CLAUSES 3. a. Something is irrelevant. b. We can not determine something. c. Does Molly live near campus? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 4. a. Something does not matter. b. We do not need to find out something. c. Are Jack and John brothers? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 5. a. Something does not make a difference. b. They don’t question something. c. Did the train arrive on schedule? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 6. a. Something was important to discover. b. The lawyers had to discover something. c. Has the woman sold the house to anyone? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 7. a. Something has not been decided. b. The teachers have not decided something. c. Will the students take their bags with them? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 8. a. Something is doubted. b. The teacher wants to know something. c. Did the students leave the classroom clean? → ____________________________________________ ⇒ ____________________________________________ 92

⇒ ____________________________________________ ⇒ ____________________________________________

Activity 9.6 Complete the following sentences so that each becomes a complex sentence containing a noun clause derived from a yes-no question. 1. It seems unimportant now whether … ⇒ ____________________________________________ 2. It was not clear whether … ⇒ ____________________________________________ 3. It can not be determined whether … ⇒ ____________________________________________ 4. It shoud be found out whether … ⇒ ____________________________________________ 5. The man won’t tell me whether … ⇒ ____________________________________________ 6. The woman asked me whether … ⇒ ____________________________________________ 7. The committee has to discover whether … ⇒ ____________________________________________ 8. The teacher would like to know whether … ⇒ ____________________________________________ 9. We can not determine whether … ⇒ ____________________________________________ Activity 9.7 Construct 9 complex sentences of your own each containing a noun clause derived from a yes-no question, either as subject of the sentence or as object of the verb. 1

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9. a. Something can not be ascertained. b. The police need to determine something. c. Did the man watch the boys playing football? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________

9. COMPLEX SENTENCE NOUN CLAUSES 5

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Noun Clauses From Wh-Question Activity 9.8 Below are 9 sets of sentences. Change Sentence C in each set into a noun clause, and then insert the noun clause into Sentence A and Sentence B to make two complex sentences. The first one is done for you. 1. a. The thing is studying their lessons. b. A teacher knows something. c. What should students do? → [what students should do] ⇒ What students should do is studying their lessons. ⇒ A teacher knows what students should do. 2. a. Something is a secret. b. Not many people know something. c. Where will Mary keep her books? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 3. a. Something does not concern us. b. We do not need to know something. c. Whom did Mary invite to the party? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 4. a. Something is not relevant. b. You don’t have to tell us something. c. What did Jack say to Mary last night? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________

6. a. Something is necessary to discover. b. We need to discover something. c. Whose coat was John wearing to the party? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 7. a. Something is important to find out. b. We have to find out something. c. How many books can you carry inside the bag? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 8. a. The thing is a white mouse . b. I cannot guess the thing. c. What did the boy keep in his pocket? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ 9. a. The place is her grandmother’s house. b. I could tell you the place. c. Where does the girl go every Sunday afternoon? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________ Activity 9.9 Complete the following sentences so that each becomes a complex sentence containing a noun clause derived from a wh-question. 1. What … interests me. ⇒ ____________________________________________ 2. Who … is still a mystery. ⇒ ____________________________________________

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5. a. Something cannot be determined. b. We cannot determine something. c. When did Mary write those letters? → ____________________________________________ ⇒ ____________________________________________ ⇒ ____________________________________________

9. COMPLEX SENTENCE NOUN CLAUSES 3. Where … does not concern us. ⇒ ____________________________________________ 4. When … is important to find out. ⇒ ____________________________________________ 5. Jack believes what … ⇒ ____________________________________________ 6. My sister does not know who … ⇒ ____________________________________________ 7. Molly does not like how … ⇒ ____________________________________________ 8. We would not tell you when … ⇒ ____________________________________________ 9. John will not find out where … ⇒ ____________________________________________ Activity 9.10 Construct 9 complex sentences of your own each containing a noun clause derived from a wh-question, either as subject of the sentence or as object of the verb. 1

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COMPLEX SENTENCE ADVERB CLAUSES After studying through this chapter, you are expected to be able to write complex sentences with adverb clauses.

We have learned how to construct two types of dependent clauses, adjective clauses and noun clauses. Now we are going to learn how to construct the last type of dependent clauses—adverb clauses. An adverb clause is a dependent clause which functions as an adverb in the main clause, i.e., it modifies the verb of the main clause. Study the following sentences carefully. No 1 2 3 4 5 6 7 8

Sentence She left. She left yesterday. She left in the morning. She left when we were still sleeping. He died. He died here. He died in this building. He died where he lived.

Sentence 1 is a simple sentence with only a subject and a verb. Sentences 2, 3, and 4 are developed from Sentence 1 by the addition of adverbs. In Sentence 2, the adverb is a word, “yesterday;” in Sentence 3, the adverb is a phrase, “in the morning;” and in Sentence 4, the adverb is a dependent clause, “when we were still sleeping.” The same thing can be said concerning Sentences 5 through 8. Sentence 5 is a simple 97

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10. COMPLEX SENTENCE ADVERB CLAUSES sentence, and Sentences 6 through 8 are expanded from Sentence 1 by the addition of adverbs. In Sentence 6, the adverb is a word, “here;” in Sentence 7, the adverb is a phrase, “in this building;” and in Sentence 8 the adverb is a dependent clause, “where he lived.” Thus, we see that an adverb clause is a dependent clause which functions as an adverb in the main clause. Activity 10.1 Identify the adverb clause, if any, in each of the following sentences. 1. The students left the classroom before the teacher arrived. 2. The dancer danced so skillfully and beautifully. 3. After the war, my father retired from the army. 4. Molly was riding the bicycle my brother had repaired. 5. Since she was the manager, Mary was quite busy that week. 6. Those men have been eating nothing since last week. 7. You should see a doctor if you are sick. 8. Jack believes that Mary should see a physician immediately. 9. John reads a book as fast as he reads a newspaper. Different from adjectives clauses and noun clauses, which are constructed with the help of subordinate conjunctions whose number is somehow limited, adverb clauses are constructed with the help of quite a large number of subordinate conjunctions. Also different from adjective clauses and noun clauses, which are classified based on some structural basis, such as subject of the sentence or object of the verb, adverb clauses are classified mostly based on their meanings. Below is a table showing types of adverb clauses together with the conjunctions used to construct them. It should be kept in mind that neither the types nor the subordinate conjunctions are exhaustive, meaning that there might be other types of adverb clauses and other subordinate conjunctions not included in the table. Type

Conjunctions

Time

when while since before after

Examples a Mary can come here when she has finished with her house chores. a Molly called last night while Jack was reading a book. a My brother has been living in Banda Aceh since he got married. a The janitor turned off all the lights before he left the office. a The janitor left the office after he turned off all the lights.

Place

Conjunctions until

a Jack sat in the waiting room reading magazines until the doctor called us in.

as soon as

a As soon as she closed the door, the doctor asked Jack how he was doing.

where

a Molly placed the flowers where everyone could easily see them. a The team will show up wherever there is a serious accident.

wherever Cause

because since as

Condition

Contrast

unless although

though

whereas

a Mary said she would be all right though she was actually unwell. a Even though he had a small salary, Jack still wanted to buy luxurious things. a While Jack spends his money carelessly, his brother is quite thrifty. a Mary likes cooking in her spare time whereas his sister prefers reading.

so that

a The students will meet this afternoon so that they can discuss their trip.

in order that

a John put the picture on the table in order that he can see it while working.

so that

a Molly sat in the front row so that she heard every word the preacher said. a The animal was so big that they had to build a special cage.

while

Result

a My sister had to go back because she forgot to take the map with her. a Since there was nothing that he could do, John simply sat in the living room. a As the child was blind, people usually chose another child to adopt. a If he has some spare time, Jack usually goes fishing in the sea. a You should not go outside unless it stops raining.

even though

Purpose

Examples

soâ&#x20AC;Śthat

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Type

10. COMPLEX SENTENCE ADVERB CLAUSES Type

Conjunctions such…that

Compari- as…as son comp…than

Manner

Examples a Jack bought such a big table that we could not take it inside the house. a Molly can dance as beautifully as she sings. a Molly dances more beautifully than Mary does.

as if

a The man talked to the child as a father does to his own child. a The man talked to the child as if he was the father of the child.

as though

a The man talked to the child as though he was the father of the child.

Adverb Clause of Time Activity 10.2 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of time using the provided conjunction. The first one is done for you. 1. a. Jack was still typing the letter. [when] b. Mary arrived at the office. ⇒ Jack was still typing the letter when Mary arrived at the office. 2. a. My brother went out of the house. [while] b. We were watching TV in the living room. ⇒ ____________________________________________ 3. a. John has worked in the office. [since] b. His younger brother was still in elementary school. ⇒ ____________________________________________ 4. a. You should look carefully. [before] b. You cross a road. ⇒ ____________________________________________

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5. a. I can do other things that I like. [after] b. I have finished writing my paper. ⇒ ____________________________________________

7. a. A doctor should wash his or her hands. [as soon as] b. He or she finishes checking a patient. ⇒ ____________________________________________ 8. a. One student was sitting by himself doing nothing. [while] b. Other students were busy doing the exercises. ⇒ ____________________________________________ 9. a. The young man did not stop walking. [until] b. He reached the small wooden house on the hill. ⇒ ____________________________________________ Activity 10.3 Complete the following sentences with an adverb clause of time. 1. Jack entered the room while… ⇒ ____________________________________________ 2. My father has worked in that office since… ⇒ ____________________________________________ 3. The teacher did not want us to leave the classroom before… ⇒ ____________________________________________ 4. Molly sang at the party last month after… ⇒ ____________________________________________ 5. In the office last night Mary typed and typed until… ⇒ ____________________________________________ 6. John stood up and walked towards the door as soon as… ⇒ ____________________________________________

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6. a. The men worked very hard. [until] b. Water stopped leaking from the pipe. ⇒ ____________________________________________

10. COMPLEX SENTENCE ADVERB CLAUSES 7. Molly put down the book she was reading when… ⇒ ____________________________________________ 8. My sister has been living in Bogor since… ⇒ ____________________________________________ 9. The woman kept asking me questions about her son until… ⇒ ____________________________________________ Activity 10.4 Construct 9 complex sentences of your own containing adverb clauses of time. 1

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Adverb Clause of Place Activity 10.5 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of place using the provided conjunction. The first one is done for you. 1. a. You should take the left road. [where] 102

b. There is a fork there. (omit the word “there”) ⇒ You should take the left road where there is a fork. 2. a. John takes his back-pack. [wherever] b. He goes there. ⇒ ____________________________________________

4. a. A policeman will stand watching. [wherever] b. A crowd of people has formed there. ⇒ ____________________________________________ 5. a. The boy will meet Jack. [where] b. He met him there last week. ⇒ ____________________________________________ 6. a. You should take this passport with you. [wherever] b. You go there in the country. ⇒ ____________________________________________ 7. a. A lot of people had gathered. [where] b. The little boy said he found the dog there. ⇒ ____________________________________________ 8. a. A policeman should be alert. [wherever] b. He or she is there. ⇒ ____________________________________________ 9. a. The detectives left the body. [where] b. They found it there. ⇒ ____________________________________________ Activity 10.6 Complete the following sentences with an adverb clause of place. 1. Tonight I will study where… ⇒ ____________________________________________ 2. Jack will go wherever… ⇒ ____________________________________________ 3. The woman lived where… ⇒ ____________________________________________

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3. a. Mary bought the shoes. [where] b. She bought some clothes there last month. ⇒ ____________________________________________

10. COMPLEX SENTENCE ADVERB CLAUSES 4. My sister took a rest wherever… ⇒ ____________________________________________ 5. Yesterday John went fishing where… ⇒ ____________________________________________ 6. My brother takes his pills wherever… ⇒ ____________________________________________ 7. The detectives found the man where… ⇒ ____________________________________________ 8. John asked me to follow the boy wherever… ⇒ ____________________________________________ 9. You should look where… ⇒ ____________________________________________ Activity 10.7 Construct 9 complex sentences of your own containing adverb clauses of place. 1 _________________________________________________ 2

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Adverb Clause of Cause

2. a. I am going to ask my brother for help. [since] b. I don’t know much about this matter. ⇒ ____________________________________________ 3. a. My brother can not be separated long from my sister. [as] b. They are a twin. ⇒ ____________________________________________ 4. a. Jack sent a letter to the headmaster. [because] b. He could not join the outdoor program. ⇒ ____________________________________________ 5. a. Molly is watching a movie on TV. [since] b. She has finished doing her homework. ⇒ ____________________________________________ 6. a. Life in campus is educative. [as] b. Every student is responsible for his or her own achievement. ⇒ ____________________________________________ 7. a. We were not able to talk to John. [because] b. He had left before we arrived. ⇒ ____________________________________________ 8. a. The teacher is going to administer another quiz. [since] b. Most students failed the last one. ⇒ ____________________________________________

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Activity 10.8 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of cause using the provided conjunction. The first one is done for you. 1. a. Mary came to class late today. [because] b. It was raining hard. ⇒ Mary came to class late today because it was raining hard.

10. COMPLEX SENTENCE ADVERB CLAUSES 9. a. My uncle will sell his house. [as] b. He gets a job in another town. ⇒ ____________________________________________ Activity 10.9 Complete the following sentences with an adverb clause of cause. 1. My father hates going out at night because… ⇒ ____________________________________________ 2. Mary will leave for Jakarta since… ⇒ ____________________________________________ 3. Students have to register for classes as… ⇒ ____________________________________________ 4. Molly took an umbrella with her today because… ⇒ ____________________________________________ 5. Jack won’t show me his work since… ⇒ ____________________________________________ 6. My brother had his car repainted as… ⇒ ____________________________________________ 7. My mother thinks Mary helpful because… ⇒ ____________________________________________ 8. We appointed John our representative since… ⇒ ____________________________________________ 9. We could not approve of his behavior as… ⇒ ____________________________________________ Activity 10.10

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Adverb Clause of Condition Activity 10.11 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of condition using the provided conjunction. The first two are done for you. 1. a. I will see a doctor. [if] b. I feel unwell. ⇒ I will see a doctor if I feel unwell. 2. a. I will not see a doctor. [unless] b. I feel unwell. ⇒ I will not see a doctor unless I feel unwell. 3. a. Molly will not watch TV. [if] b. She has not finished doing her homework. ⇒ ____________________________________________ 4. a. Molly will not watch TV. [unless] b. She has finished doing her homework. ⇒ ____________________________________________ 107

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Construct 9 complex sentences of your own containing adverb clauses of cause.

10. COMPLEX SENTENCE ADVERB CLAUSES 5. a. You can ask your brother to help you. [if] b. You can not do the assignment yourself. ⇒ ____________________________________________ 6. a. Molly does not usually take an umbrella with her. [unless] b. There are signs of rain. ⇒ ____________________________________________ 7. a. Jack works in his office until late at night. [if] b. There is a report he should write. ⇒ ____________________________________________ 8. a. Jack will not come home late. [unless] b. There are a lot of things to do at the office. ⇒ ____________________________________________ 9. a. Mary generally agrees to come and help. [if] b. We ask her to (come and help). ⇒ ____________________________________________ Activity 10.12 Complete the following sentences with an adverb clause of condition . 1. I will be angry if… ⇒ ____________________________________________ 2. John will not go fishing unless… ⇒ ____________________________________________ 3. My baby sister usually cries if… ⇒ ____________________________________________ 4. My mother will not understand our reason unless… ⇒ ____________________________________________ 5. We should put out the lights if… ⇒ ____________________________________________ 6. The janitor will turn off the air-conditioner unless… ⇒ ____________________________________________ 7. I commonly drink a cup of hot tea if… ⇒ ____________________________________________ 8. Mary will come to campus early unless… ⇒ ____________________________________________ 9. Somebody from the office will contact you if… ⇒ ____________________________________________ 108

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Adverb Clause of Contrast Activity 10.14 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of contrast using the provided conjunction. The first one is done for you. 1. a. Molly kept on walking. [although] b. She felt terribly tired. ⇒ Molly kept on walking although she felt terribly tired. 2. a. Jack would not accept our suggestion. [though] b. He realized that it was sound. ⇒ ____________________________________________ 3. a. My sister did not say anything. [even though] b. She knew who John had been helping. ⇒ ____________________________________________

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Activity 10.13 Construct 9 complex sentences of your own containing adverb clauses of condition.

10. COMPLEX SENTENCE ADVERB CLAUSES 4. a. My sister seldom speaks. [while] b. My brother speaks a lot. ⇒ ____________________________________________ 5. a. Jack specializes in child psychology. [whereas] b. John specializes in adult psychology. ⇒ ____________________________________________ 6. a. We went to Mary’s house that day. [though] b. We knew she was away at her grandmother’s. ⇒ ____________________________________________ 7. a. They sent the child to a doctor. [even though] b. They thought no doctor could save her life. ⇒ ____________________________________________ 8. a. My sister likes to wear white. [while] b. My brother prefers dark colors. ⇒ ____________________________________________ 9. a. Molly enjoys outdoor activities in her spare time. [whereas] b. Mary loves doing household chores. ⇒ ____________________________________________ Activity 10.15 Complete the following sentences with an adverb clause of contrast. 1. My father was not angry at me although… ⇒ ____________________________________________ 2. Mary smiled at the boy sweetly though… ⇒ ____________________________________________ 3. My mother keeps cleaning my brother’s room even though… ⇒ ____________________________________________ 4. Some students like studying at the library while… ⇒ ____________________________________________ 5. Jack was busy interviewing people whereas… ⇒ ____________________________________________ 6. I could not understand what the woman said though… ⇒ ____________________________________________ 110

7. My sister wakes up early everyday even though… ⇒ ____________________________________________ 8. My sister wakes up early everyday while… ⇒ ____________________________________________ 9. My brother loves watching action movies whereas… ⇒ ____________________________________________

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Adverb Clause of Purpose Activity 10.17 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of purpose using the provided conjunction. The first one is done for you. 1. a. We woke up early. [so that] b. We could start walking before sunrise. ⇒ We woke up early so that we could start walking before sunrise.

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Activity 10.16 Construct 9 complex sentences of your own containing adverb clauses of contrast.

10. COMPLEX SENTENCE ADVERB CLAUSES 2. a. We started walking before sunrise. [in order that] b. We might reach the peak before sunset. ⇒ ____________________________________________ 3. a. Mary wakes up early everyday. [so that] b. She can cook before going to campus. ⇒ ____________________________________________ 4. a. She cooks before going to campus. [in order that] b. She can have lunch as soon as she comes home. ⇒ ____________________________________________ 5. a. She has lunch as soon as she comes home. [so that] b. She can take a nap before studying in the afternoon. ⇒ ____________________________________________ 6. a. Jack tried to meet Molly yesterday. [in order that] b. He could ask her to join the party. ⇒ ____________________________________________ 7. a. Molly tried to finish her homework before nightfall. [so that] b. She could join John’s party that night. ⇒ ____________________________________________ 8. a. Students should study their lessons at home. [in order that] b. They will better undertsand what they have learned at campus. ⇒ ____________________________________________ 9. a. John wears the badge on his shirt. [so that] b. Anyone can see that he is a student representative. ⇒ ____________________________________________ Activity 10.18 Complete the following sentences with an adverb clause of purpose. 1. We eat everyday so that… ⇒ ____________________________________________ 2. We wear clothes in order that… ⇒ ____________________________________________

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3. We go to college so that… ⇒ ____________________________________________ 4. Molly works hard everyday in order that… ⇒ ____________________________________________ 5. John left me a piece of bread on the table so that… ⇒ ____________________________________________

7. We appointed Mary our representative so that… ⇒ ____________________________________________ 8. My sister takes a dancing lesson in order that… ⇒ ____________________________________________ 9. My father bought me a motorcycle so that… ⇒ ____________________________________________ Activity 10.19 Construct 9 complex sentences of your own containing adverb clauses of purpose. 1

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6. Jack told me the secret in order that… ⇒ ____________________________________________

10. COMPLEX SENTENCE ADVERB CLAUSES Adverb Clause of Result Activity 10.20 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of result using the provided conjunction. The first one is done for you. 1. a. Mary lives in that district. [so that] b. She knows everyone there. ⇒ Mary lives in that district so that she knows everyone there. 2. a. Jack is strong. [so…that] b. He is able to lift a goat easily. ⇒ ____________________________________________ 3. a. Jack is a strong man. [such…that] b. He is able to lift a goat easily. ⇒ ____________________________________________ 4. a. We study in English Department. [so that] b. We are able to speak and write English. ⇒ ____________________________________________ 5. a. Molly speaks fast. [so…that] b. It is hard for us to understand her. ⇒ ____________________________________________ 6. a. Molly has a strange personality. [such…that] b. It is hard for us to understand her. ⇒ ____________________________________________ 7. a. John grew up in Bogor. [so that] b. He speaks Sundanese very well. ⇒ ____________________________________________ 8. a. John speaks Sundanese fluently. [so…that] b. Many people think he is a Sundanese. ⇒ ____________________________________________ 9. a. John is a fluent speaker of Sundanese. [such…that] b. Many people think he is a Sundanese. ⇒ ____________________________________________

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Activity 10.21 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of result using the provided conjunction. The first one is done for you. 1. a. Molly’s parents have passed away. [so that] b. She lives alone in the big house. ⇒ ____________________________________________

3. a. Molly lives in a big house. [such…that] b. Molly oftens feels lonely. ⇒ ____________________________________________ 4. a. Molly invited everyone to her party. [so that] b. The big house was full of people. ⇒ ____________________________________________ 5. a. The big house was full of people. [so…that] b. It was hard to move around inside the house. ⇒ ____________________________________________ 6. a. There were a lot of people in the house. [such… that] b. It was hard to move around. ⇒ ____________________________________________ 7. a. Mary always helps other people. [so that] b. Everyone likes to be her friend. ⇒ ____________________________________________ 8. a. Mary is helpful. [so…that] b. Everyone likes to be her friend. ⇒ ____________________________________________ 9. a. Mary is a helpful girl. [such…that] b. Everyone likes to be her friend. ⇒ ____________________________________________

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2. a. The house is big. [so…that] b. Molly oftens feels lonely. ⇒ ____________________________________________

10. COMPLEX SENTENCE ADVERB CLAUSES Activity 10.22 Complete the following sentences with an adverb clause of result. 1. Jack often criticizes other people so that… ⇒ ____________________________________________ 2. John smiled at me so sweetly that… ⇒ ____________________________________________ 3. Molly wore such a strange hat that… ⇒ ____________________________________________ 4. My brother went to campus on foot so that… ⇒ ____________________________________________ 5. My brother walked so slowly that… ⇒ ____________________________________________ 6. My sister has got such a kind heart that… ⇒ ____________________________________________ 7. Mary met so many people yesterday that… ⇒ ____________________________________________ 8. We have got so little time that… ⇒ ____________________________________________ 9. Jack has got so much money that… ⇒ ____________________________________________ Activity 10.23 Construct 9 complex sentences of your own containing adverb clauses of result. 1

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Adverb Clause of Comparison

2. a. John works efficiently. [comp…than] b. Jack works efficiently. (simply repeat the auxiliary) ⇒ John works more efficiently than Jack does. 3. a. Mary can run fast. [as…as] b. Molly can run fast. ⇒ ____________________________________________ 4. a. My cat is beautiful. [comp…than] b. Your cat is beautiful. ⇒ ____________________________________________ 5. a. Molly’s shoes are expensive. [as…as] b. Molly’s dress is expensive. ⇒ ____________________________________________ 6. a. Molly’s dress is luxurious. [comp…than] b. My sister’s dress is luxurious. ⇒ ____________________________________________ 7. a. The little boy was terrified by the big dog. [as…as] b. I was terrified by the big dog. ⇒ ____________________________________________ 8. a. My brother acts carefully. [comp…than] b. My sister acts carefully. ⇒ ____________________________________________ 9. a. My brother speaks carefully. [as…as] b. My brother acts carefully. ⇒ ____________________________________________

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Activity 10.24 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of comparison using the provided conjunction. The first two are done for you. 1. a. My house is big. [as…as] b. Your house is big. (avoid repeating the adjective or adverb) ⇒ My house is as big as your house is.

10. COMPLEX SENTENCE ADVERB CLAUSES Activity 10.25 Complete the following sentences with an adverb clause of comparison. 1. This house is as…as… ⇒ ____________________________________________ 2. This house is…than… ⇒ ____________________________________________ 3. John walks as…as… ⇒ ____________________________________________ 4. John walks…than… ⇒ ____________________________________________ 5. Molly has become as…as… ⇒ ____________________________________________ 6. Molly has become…than… ⇒ ____________________________________________ 7. Mary studies her lessons as…as… ⇒ ____________________________________________ 8. Mary studies her lessons…than… ⇒ ____________________________________________ 9. I am not as…as… ⇒ ____________________________________________ Activity 10.26 Construct 9 complex sentences of your own containing adverb clauses of comparison. 1

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Adverb Clause of Manner

2. a. Mary sings. [as if] b. She is a singer. ⇒ ____________________________________________ 3. a. Mary sings. [as though] b. She is a singer. ⇒ ____________________________________________ 4. a. John regards the boy. [as] b. He regards a dirty animal. ⇒ ____________________________________________ 5. a. John regards the boy. [as if] b. The boy has done a mischief. ⇒ ____________________________________________ 6. a. John regards the boy. [as though] b. The boy has no rights to walk the earth. ⇒ ____________________________________________ 7. a. Molly looks after her cat. [as] b. She looks after a younger sister. ⇒ ____________________________________________ 8. a. Mary takes care of her cat. [as if] b. It is a human baby. ⇒ ____________________________________________ 9. a. Mary talks to her cat. [as though] b. It can understand her words. ⇒ ____________________________________________

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Activity 10.27 Combine Sentence A with Sentence B to make a complex sentence containing an adverb clause of manner using the provided conjunction. The first one is done for you. 1. a. Mary speaks. [as] b. She sings. ⇒ Mary speaks as she sings.

10. COMPLEX SENTENCE ADVERB CLAUSES Activity 10.28 Complete the following sentences with an adverb clause of manner. 1. Mary cleans her room everyday as… ⇒ ____________________________________________ 2. Mary cleans her room everyday as if… ⇒ ____________________________________________ 3. Mary danced beautifully as though… ⇒ ____________________________________________ 4. Jack treats his brother as… ⇒ ____________________________________________ 5. Jack treats his brother as if… ⇒ ____________________________________________ 6. The old man held his bag as though… ⇒ ____________________________________________ 7. John spoke to the woman as… ⇒ ____________________________________________ 8. John spoke to the woman as if… ⇒ ____________________________________________ 9. The woman was happy to see John as though… ⇒ ____________________________________________ Activity 10.29 Construct complex sentences of your own containing adverb clauses of manner. 1

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Frank, Marcella. 1972. Modern English: A practical Reference Guide. Englewood Cliffs, New Jersey: Prentice-Hall. Frank, Marcella. 1972. Modern English: Ecercises for Non-native Speakers Part II Sentences and Complex Structures. Englewood Cliffs, New Jersey: Prentice-Hall. Graver, B. D. 1988. Advanced English Practice. Oxford: Oxford University Press. Hornby, A. S. 1975. Guide to Patterns and Usage in English. Oxford: Oxford University Press. Kaplan, Jeffrey P. 1989. English Grammar: Principles and Facts. Englewood Cliffs, New Jersey: Prentice-Hall. Wishon, George E. and Burks, Julia M. 1980. Letâ&#x20AC;&#x2122;s Write English. New York: American Book Company.

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BIBLIOGRAPHY