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Teachers College Columbia University

Teachers College Columbia University. “Drawing” Complex Sentences II : Adjective Clauses, Extraction, Attachment, and Reduction FALL 2011 Reese M. Heitner rmh2157@columbia.edu. “Drawing” Complex Sentences.

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Teachers College Columbia University

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  1. Teachers CollegeColumbia University “Drawing” Complex Sentences II:Adjective Clauses, Extraction, Attachment, and Reduction FALL 2011 Reese M. Heitner rmh2157@columbia.edu

  2. “Drawing” Complex Sentences Advanced grammar students are routinely confronted with the challenge of writing, revising, and proofreading multi-clause sentences.

  3. I need structure in my life!!! “Drawing” Complex Sentences structure

  4. “Drawing” Complex Sentences Connector Clause A Clause B Visualize It!

  5. “Drawing” Complex Sentences Subordinators: Adverbial Clause Subordinators of Time (Hogue, 2003, pp. 42-53) (When, After, Before, Since, etc.) Adverbial Clause Subordinators of Reason (Because, If, Although, Since, etc.) Adjective (Relative) Clause Subordinators (Who, Whom, Whose, Where, etc.) Noun Clause Subordinators (That, What, How, Who, Where, etc.) Coordinators:And, But, Yet, Or, Nor, So,etc. (Hogue, 2003, pp. 32-40) Transitionals:However, Consequently, By contrast, etc. (Hogue, 2003, p. 301-306) (one-word), -ly adverbs, prepositional phrases 3 Connectors (Swales & Feak, 2004, pp. 27- 29, 177-178; Hogue, 2003, pp. 30-53, 278-284)

  6. “Drawing” Complex Sentences . (1) Adjective Clauses(Hogue, 2003, pp. 186-191) The students copied the teacher WHO was explaining the text. . Main Clause Sub Clause

  7. “Drawing” Complex Sentences (1) The students copied the teacher WHO was explaining the text. . RP (2) The students WHO wereexplaining the text were understood. . RP (3) The students wrote the sentence WHICH the teacher explained. . RP (4) The students WHOMthe teacher taught passed. . RP

  8. “Drawing” Complex Sentences (1) The students copied the teacher The students copied the teacher WHOwas explaining the text. WHO was explaining the text. (1a) (1b) (1a) Thestudents copied the teacher. (1b) was explaining the text. The teacher Adjectives Clauses are based upon Noun-Noun Repetition

  9. “Drawing” Complex Sentences (1a) Thestudents copied the teacher. The teacher was explaining the text. (1b) Thestudents copied the teacher. The teacher was explaining the text. Reconstructing N-N Repetition . (1c) The students copied the teacher WHO was explaining the text . (1d) S V O RP Aux V (O)

  10. “Drawing” Complex Sentences Relative Clause Basic Pattern 1: S V O RP VP (O) The students copied the teacher WHO was explaining the text.

  11. Basic Pattern 1: S V O RP VP (O) “subject-extraction/object-attachment”

  12. “Drawing” Complex Sentences Reconstructing N-N Repetition (2a) Thestudents were understood. The students were explaining the text. (2b) Thestudents were understood. The students were explaining the text. . (2c) The students WHO were explaining the text were understood . (2d) S RP Aux V O VP

  13. “Drawing” Complex Sentences Relative Clause Basic Pattern 2: S RP VP O VP The students WHOexplained the sentence were understood.

  14. Basic Pattern 2: S RP VP O VP “subject-extraction/subject-attachment”

  15. Reconstructing N-N Repetition “Drawing” Complex Sentences (3a) Thestudents wrote the sentence.The teacher explained the sentence. (3b) Thestudents wrote the sentence. The teacher explained the sentence. . (3c) Thestudents wrote the sentence WHICH the teacher explained t . (3d) S V O RP S V t

  16. “Drawing” Complex Sentences Relative Clause Basic Pattern 3: S V O RP S V The students wrote the sentence WHICHthe teacher explained.

  17. Relative Clause Basic Pattern 3: S V O RP S V “object-extraction/object-attachment”

  18. “Drawing” Complex Sentences Reconstructing N-N Repetition (4a) Thestudents passed. The teacher taught the students. (4b) Thestudents passed. The teacher taught thestudents. . (4c) The students WHOM the teacher taught t passed . (4d) S WHOM S V t VP

  19. “Drawing” Complex Sentences Relative Clause Basic Pattern 4: S RP S V VP The students WHOM the teacher taught passed.

  20. Relative Clause Basic Pattern 4: S RP S V VP “object-extraction/subject-attachment”

  21. “Drawing” Complex Sentences • Subject-Extraction Patterns (1) The students copied the teacher WHO was explaining the text. . S V O RP Aux V O (2) The students WHO wereexplaining the text were understood. . S RP V O V

  22. “Drawing” Complex Sentences • Subject-Extraction Reductions(Swales & Feak, 2004, pp. 59-64) (1) The students copied the teacher WHO was explaining the text. . S V O RP Aux V O (2) The students WHO wereexplaining the text were understood. . S RP Aux V O V

  23. “Drawing” Complex Sentences • Subject-Extraction • Reduction Patterns (1) The students copied the teacher explaining the text. . S V O V-ing O (2) The students explaining the text were understood. . S V-ing O V

  24. “Drawing” Complex Sentences • Object-Extraction Patterns (3) The students understood the sentence WHICH the teacher explained. . S V O O S V (4) The students WHOMthe teacher taught passed. . S O S V V

  25. “Drawing” Complex Sentences • Object-Extraction Reductions (3) The students understood the sentence WHICH the teacher explained. . S V O O S V (4) The students WHOMthe teacher taught passed. . S O S V V

  26. “Drawing” Complex Sentences • Object-Extraction Reduction Patterns (3) The students understood the sentence the teacher explained. . S V O S V (4) The students the teacher taught passed. . S S V V

  27. “Drawing” Complex Sentences • Split MC Patterns (2) The students WHO explained the sentence were understood. . S RP V O V (4) The students WHOMthe teacher taught passed. . S RP S V V

  28. “Drawing” Complex Sentences • Linear MC Patterns (1) The students copied the teacher WHO was explaining the text. . S V O RP VP (3) The students wrote the sentence WHICH the teacher explained. . S V O RP S V

  29. “Drawing” Complex Sentences • Key Terms • Main Clause: “split” vs. “linear” • Attachment: subject vs. object • Extraction: subject vs. object

  30. . (MC) Split “Drawing” Complex Sentences . (A) Subject-Attachment S V . Guess the Pattern (E) Object-Extraction Reduction S S V V . (S) The talk we attended is almost over Correct!

  31. “Drawing” Complex Sentences Guess the Pattern . (MC) Linear . (A) Object-Attachment S V O . (E) Subject- Extraction Reduction S V O V O . (S) They answered the speaker asking the questions Correct!

  32. “Drawing” Complex Sentences Advanced Issues • Deletion of RP when object of Preposition:1. We left the lecture WHICH we had heard enough of. • 2. We left the lecture of WHICH we had heard enough. • 3. We left the lecture WHICH we had heard enough of. • 4. We left the lecture of WHICH we had heard enough. • Subject-Extracted RP “to be” conversion to Progressive for Reduction:1. The room emptied of people who needed a break.2. The room emptied of people who WERE NEEDING a break.3. The room emptied of people who were needing a break. • 4. The room emptied of people needing a break. • Nonrestrictive (“nonessential”) versus Restrictive (“essential”) (Hogue, 2003, p. 190): 1. My wife, who is nice,will inherit my wealth. 1. My wife who is nice will inherit my wealth. • 2. The students, whom we saw,were late. 2. The students whom we saw were late. • 3. Hawaii, the only island state,is beautiful. 3. Hawaii the only island state is beautiful. • RULE: Use commas if the the referent is ALREADY UNIQUE. The relative clause is NOT essential. • Do NOT use commas when the referent needs selection. The relative clause is “essential.”

  33. “Drawing” Complex Sentences By visually exploiting the abstract grammatical geometry of multi-clause constructions, instructors and advanced students are encouraged to approach complex sentences in terms of architectural templates. Advantages: recognize the similarities/differences among basic relative clause constructions identify incorrect constructions by attending to Noun-Noun repetition understand subject vs. object extraction, attachment, movement, and reduction Disadvantages: overly analytic, based upon syntax not semantics overly visual, based upon detecting abstract patterns overly technical, based upon “extraction” and “attachment”

  34. “Drawing” Complex Sentences Main Clause Adjective Clause . Questions? RP . RP

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