Topic: Clause

Sub-topics

These resources relate to clauses. Understanding how clauses work is useful for appreciating the different kinds of effects that writers achieve by using different structures, and also for developing writing skills.

07: Sentence patterns

This is Lesson #7 of a unit of 10.

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Teacher Slide

Objective: grammar

To understand the grammatical characteristics of the sentence patterns statement, question, command, and exclamation in English, and how they are used.

Adverbial

Subjects, Direct Objects and Indirect Objects are typically noun phrases (and sometimes clauses) which identify participants in the situation described by the main verb – they answer ‘who’ or ‘what’ questions.

Adverbials are rather different. Consider the highlighted phrases in the examples below:

Ambiguity and headlines

Newspaper headlines often compress sequences of actions into very compact structures. Sometimes the meaning becomes ambiguous as a result.

Ambiguity and headlines: Activity

Police chase driver in hospital

Violinist linked to Japan Airlines crash blossoms

BT ducks break-up with price cuts

Reagan wins on budget, but more lies ahead

Juvenile court to try shooting defendant

Clause patterns in online recipes

This activity looks at different clause patterns (statement; question; command; exclamation) in an online recipe. Students are asked to think about why different clause patterns are used, and what kind of role they play in creating the meaning of the text.

Clause types in context

The four clause types are a central part of English grammar. An understanding of declarative, imperative, interrogative and exclamative clause types can help students recognise how writers use these structures to create meaning in different ways, and can help them develop a better repertoire of structures in their own writing.

Clause types in context: Activity

You’re visiting a friend’s house. You’re in a cold room and the window is open. What can you say to each of the following to get the window shut?

your friend
your friend’s grandmother
your friend’s annoying little brother

You’re carrying several boxes of books. Then you drop one, spilling its contents all over the floor. You need help and there are people around who could be of assistance. What do you say to each of the following?

Clause types: statements, questions, commands and exclamations

The National Curriculum recognises four clause types (also called ‘sentence types’ ). They are usually used to ‘do different things’. These are statements, questions, commands and exclamations.

Each clause type has its own typical pattern (i.e. word order).

In statements, the Subject comes in its typical position before the verb. Here are some examples:

Clauses

Clauses are considered to be very important units in the study of language. But what is a clause? What makes it different from a word, a phrase, or a sentence? Why are clauses so important?

A clause is a powerful structure because it can express a whole situation. Here’s an example:

Clauses in composition: Activity

Extract from a charity advertisement:

Nana-Kwame will never see his brothers. He will never see his sisters. He will never see his mother or father. They are dead.

Extract from a charity advertisement:

You can make the difference. You have the power. If you give just £10 we can make huge changes to these children’s lives.

Taken from Louis Sachar, Holes

Clauses in writing

Goals

Identify sentence structures and clauses in example texts.
Describe and evaluate the effects of the clause and sentence structure choices in the examples.

Lesson Plan

Looking at clauses and sentences in linguistic detail can give you an extra level of analysis that can be used to open up a text’s depths. The slides in the Activity page in the right hand menu present some examples. The examples include interesting clause structures, all of which seem to be designed to create effects.

Clauses: Finite and nonfinite clauses

Look at each of these examples. Do they have present tense or past tense? Can we change the tense?

She feels sick.
I was watching TV.

In the first example, we have the present tense verb form feels. We could change to past tense: She felt sick.

In the second example, the verb phrase was watching contains the past tense form was. We could change to the present tense: I am watching TV.

Clauses: Further guidance for teachers

Modern grammatical descriptions of English differ in some ways from the accounts in traditional grammars. This can sometimes lead to confusion. Here we note a few important differences in relation to the analysis of clauses and sentences.

Clauses: Main and subordinate clauses

Typically, a clause expresses a particular situation – an event or state of affairs. To do this, it usually needs to contain a verb. Here is an example of a clause:

My brother phoned my cousin on Tuesday night.

This expresses an event, with the verb phoned indicating the type of event.

Here are some more examples of clauses, with the verb phrases highlighted:

Clauses: Relative clauses

Look at the highlighted clauses in these examples. What do they add to the meaning of the sentences?

Conjunctions

Conjunctions are words that link linguistic units such as words, phrases or clauses.

We distinguish coordinating conjunctions such as and, or and but from subordinating conjunctions such as because, since, when, while, etc.

Examples of coordinating conjunctions are:

English Grammar for Teachers

This short 3 minute film, produced by UCL Life Learning, introduces the English Grammar for Teachers course for school teachers.

For more information about the course and to book a place, go to the English Grammar for Teachers page on the UCL Life Learning website.

Finite or nonfinite?

In each of the following sentences, indicate whether the highlighted verb is finite or nonfinite.

Form and function: Activity 1

In the exercise you'll be asked to identify the function and the form of the highlighted words.

Identify the grammatical function

Identify the grammatical function of the highlighted words in the following sentences.

Past participles in composition

This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

Past participles in composition: Activity 1

His report, published yesterday, demands fundamental changes in the way safety is regulated in the North Sea. →

His report was published yesterday. It demands fundamental changes in the way safety is regulated in the North Sea.

Invented in the late sixties, the melotron used a complicated system of loop tape recordings to achieve an effect similar to sampling. →

Past participles in composition: Activity 2

Beckett’s early work was written in English over the period from 1929 to 1938. It seems restless, nomadic. →

Written in English over the period from 1929 to 1938, Beckett’s early work seems restless, nomadic.

The electromagnetic bell was patented in 1878 by Thomas Watson. It is rugged, reliable and loud enough to be heard from some appreciable distance. →

Politeness and directness

This task is about using verbs and modal verbs in different ways. We all know that people can be direct or indirect in the ways they phrase things. We often use commands to give instructions, but sometimes these might be seen as too direct and blunt. We sometimes soften them with modal verbs, among other tools.

Politeness and directness: Activity

Try to make the following expressions less direct. Compose alternative sentences for each one.

Shut the window.
Tell me your name.
Stop talking.

What changes did you make to render the expressions less direct?

Now, make the following expressions more direct. Compose an alternative sentence for each example.

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