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Advanced Grammar > Clauses > Flashcards

Clauses Flashcards

1
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

FROM: —–

FUNCTION: ———-

POSITION: sub. con.

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2
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: S.V. (subject of the verb)

Posistion: nominal

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3
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: verb

Function: M.V. (Main Verb)

Position: Verbal

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4
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: D.O. (Direct Object)

Position: nominal

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5
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

From: Verb

Function: mod. (modifies) Mary

Position: adjectival (the only thing that modifies nouns)

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6
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: ——-

Function: ———-

Position: Prep.

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7
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: ——

Function: ——

Position: Det. (determiner)

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8
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: O.P. (object of the preposition)

Position: nominal

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9
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: —–
function: ——

Position: perp.

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10
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: noun

Function: O. P.

Position: nominal

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11
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: m.v.

P: per. pro.

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12
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —–
f: ——-

P: per. pro./det.

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13
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

F: noun

f: d.o
p: nominal

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14
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: mod. called
p: adverbial

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15
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —-
f: ——
p: flag word

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16
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —
f: —
p: per. pro.

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17
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: m.v.
p: verbal

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18
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f:

F;

p: per. pro.

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19
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f:—–

F;—-

p: prep.

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20
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: noun
f: o.p.
p: nominal

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21
Q
A
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22
Q

Clause

A

A clause is a group of words containing a subject (doer) and a predicate (a verb form in the main verb position). Clauses may be dependent or independent.

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23
Q

Indpendent Clauses

A

Independent clauses have a subject, a predicate, and completeness of thought. They stand by themselves.

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24
Q

Dependent Clauses

A

Like independent clauses, dependent clauses must have their own subject and predicate. They are not, however, able to stand alone.

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25
Q

Adjective Clasuse

A

Adjective clauses are introduced by relative pronouns such as who, which, whom, whoever, whomever, and that. They modify nouns or noun substitutes and always follow the word they modify.

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26
Q

Adjective Clause Test

A

A way to test for adjective clauses is the pronoun replacement test: The book that was on the table was Jonathan’s.
Replacement: It was Jonathan’s.

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27
Q

Noun Clause

A

A noun clause is a dependent clause used as a single-word noun would be used—as subject of the verb, direct object, subject complement, etc.

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28
Q

Noun Clause Introducing Words

A

that, which, if, whether, and whether or not

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29
Q

Adverbial Clauses

A

Adverbial clauses behave as single-word adverbs do, answering such questions as when, where, how, to what extent. They modify verbs, adjectives, or adverbs.

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30
Q

Adverbial clause Cues

A

when, if, after, although, even though.

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31
Q

Simple Scentences

A

A simple sentence contains one independent clause, but cannot contain any dependent clauses.

The Three Little Pigs laughed at the antics of the Big Bad Wolf and stayed in the neighborhood for many years to come.
Seeing the movie for the first time, I was amazed at its complexity.

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32
Q

Compund Scentences

A

A compound sentence has two or more independent clauses, but it may not contain any dependent clauses.

The Three Little Pigs were not afraid of the Big Bad Wolf, but they did respect his right to behave like a wolf.

The sisters not only looked alike, but they also acted alike.

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33
Q

Complex Scentences

A

Complex sentences are sentences that contain one independent clause and one or more dependent clauses.

When Mary walked into the room, the heads of all the males turned in her direction because she was drop-dead gorgeous!

The first person who made me want to be a teacher was Mr. Limbaugh, my fourth-grade teacher.

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34
Q

Compound-Complex Scentences

A

Compound-complex sentences contain two or more independent clauses and at least one dependent clause.

The Three Little Pigs, who were really irritated by the behavior of the Big Bad Wolf, grew tired of putting up with his nonsense, and they ran him out of town with the threat that they would tar and feather him if he ever returned.

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35
Q

Subject of the verb (SV)

A

Where a noun is the subject of the main verb

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36
Q

Subject complement (SC)

A

A noun that compliments or renames the subject of the verb

37
Q

Direct Object (DO)

A

A noun for which the action of the main verb is being acted upon

38
Q

Indirect Object (IO)

A

The indirect object is the noun or pronoun that receives the direct object.

If you would like, we can give Martha the tickets to tonight’s game.

39
Q

Retained Object (RO)

A

an object of a verb in the predicate of a passive construction (as me in “a book was given me” and book in “I was given a book”)

40
Q

Object Complement (OC)

A

An object complement is an noun, pronoun, or adjective which follows a direct object and renames it or tells what the direct object has become. It is most often used with verbs of creating or nominating such as make, name, elect, paint, call, etc.

We know there is a difference between calling Mayor Williams and calling Williams mayor or painting a red door and painting a door red. When the word follows the direct object and it tells what the direct object has become, it is the object complement. Sometimes people call it an objective complement. The italicized words on this page are object complements.

41
Q

Appositive (APP)

A

An appositive is a noun or noun phrase that renames another noun right beside it. The appositive can be a short or long combination of words. Look at these examples:

The insect, a cockroach, is crawling across the kitchen table.

The insect, a large cockroach, is crawling across the kitchen table.

The insect, a large cockroach with hairy legs, is crawling across the kitchen table.
42
Q

Direct Address (DA)

A

A direct address is the name of the person (normally) who is being directly spoken to.

It is always a proper noun. It does not have any grammatical relationship to any part of the sentence. It is set off by commas.

Example: What do you think of this, Georgia?
43
Q

Modifier (ADJ)

A

We often use two nouns together to show that one thing is a part of something else:

the village church; the car door; the kitchen window; the chair leg;
my coat pocket; London residents

44
Q

Object of a Preposition

A

A noun that is the object of a preposition

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:

The book is on the table.
 The book is beneath the table.
 The book is leaning against the table.
 The book is beside the table.
 She held the book over the table.
 She read the book during class.
45
Q

Nonfinite Verbs

A

Often, verbs by formed are used in nonverbal positions as
adjectivals, adverbials, or nominals. Verbs used in these positions are nonfinite.

-ing and infinitive verbs

46
Q

Qualifiers

A

Words that pair with adjectives and adverbs to modify them: very, extremely, quite, kind of, sort of, etc.
The water was extremely warm.
The water was boiling hot.

47
Q

Restricters

A

Restricters limit the words they modify. The number of words that can act as restricters is quite limited in the English language.
Examples: even, only, just, nearly, almost, particularly, especially, particularly
Just two more days until Spring Break—hurrah!
Almost everyone passed the exam.

48
Q

Determiners

A

A determiner is a word that pairs with a noun in a prenominal position.
The dog
That dog
Any dog
John’s dog
His dog

49
Q

Types of Determiners

A

Articles—a, an, the
Possessives of personal pronouns—his, her, my, our its, their, your
Possessives of proper names—John’s, Mary’s, Jeannie’s ,etc.
Demonstratives—this, that, these, those
Words like these: any, each, enough, either, which, etc.

50
Q

Pre-Determiners

A

These words immediately precede the determiner (whether the determiner is stated or implied). They are
ALL, BOTH, HALF, DOUBLE.
Both the doctors read the x-rays.

51
Q

Postdeterminer

A

Postdeterminers come immediately after a determiner but before any adjectives that may modify a noun. They include the following:
Cardinal and ordinal numbers
Possessives of common nouns
Amounts such as few, single, less, more, most

52
Q

Coordinating Conjunctions

A

The seven coordinating conjunctions of English connect structures of equal grammatical rank: two independent clauses, two dependent clauses, two nouns, two verbs, two adjectives, two adverbs, etc.
The coordinating conjunctions are FOR, AND, NOR, BUT, OR, YET, SO (FANBOYS).

53
Q

Subordinating Conjunctions

A

Subordinating Conjunctions add one clause to another in a subordinate (unequal) relationship. Subordinate clauses introduced by subordinating conjunctions are adverbial in nature.

Examples: When, although, before, after, if, even though, since, because, where, though, until, while, as soon as, in order that, so that, etc.

54
Q

Correlative conjunctions

A

Correlative conjunctions are like coordinating conjunctions in their function, but they always occur in pairs:
Not only, but also; both, and; either, or; neither, nor.

55
Q

Reflexive Pronouns

A

These –self pronouns usually occur in the predicate part of the sentence, renaming the subject of the sentence.
The firefighter went into the burning building himself rather than sending one of his men.
I told myself I would retire when I stopped enjoying teaching.

56
Q

Intensive Pronouns

A

These –self pronouns immediately follow the noun they refer to, and they add emphasis to that noun.
I myself baked those cookies (rather than going out and buying them).
Once you yourself have experienced parenthood, you will understand the joys of parenthood; you really can’t see it through someone else’s eyes.

57
Q

Demonstrative Pronouns

A

The demonstrative pronouns are this, that, these, and those. When they are in the prenominal position, they act as determiners; in the predicate or subject position they are noun substitutes.

Examples:
Pronouns
That is my book.
“The greatest love is this: that a man lay down his life for his friends.”
“These are the times that try men’s souls.”
Determiner:
That book is mine.

58
Q

Relative Prounouns

A

Relative pronouns are connectors which relate an adjective clause to the noun it modifies in the sentence in which it appears. Examples are who, whom, which, whichever, whoever, that, etc.

59
Q

Itterogative Pronouns

A

These pronouns are those used in asking questions (making question transformations): who, what, whose, which, whoever, whomever, etc.
Who is that masked stranger?
Which of you wants to go first?
What’s the plan, man?

60
Q

Indefinite pronouns

A

These pronouns refer to nonspecific people or things; they do not change form to reflect, gender, person or number.
Anyone, everyone, some, nothing, everything, few, many several, all, none, most, no one, one, etc.

61
Q

Auxillaries

A

The English language has three kinds of auxiliaries: primary, modal, and periphrastic. Auxiliaries are also known as helping verbs.
Primary—forms of be and/or have
Modal—can, could, shall, should, will, would, may, might, must, ought to
Periphrastic—do, did

62
Q

Expletives

A

These are the so-called “empty words” followed by a linking or be verb:
There seems to be a problem here.
There are three ducks in the pond.

63
Q

After winter, spring arrives unexpectedly, bringing with it bright greens, brillant yellows,and purest blues.

A

simple

64
Q

After the class finished studying Shakespeare, the instructor gave the students an eassay test to determine what they knew about the subject.

A

Complex

65
Q

The trouble with grammar is the many rules and conventions that one has to learn to master it.

A

complex

66
Q

After a long, hard day at the office, John went home and craled into bed.

A

Simple

67
Q

After the campaigning had concluded, the voters elected Carissa Prom Queen.

A

Complex

68
Q

Altough it was against his better judgement, John gave Ingrid a ring for her birthday; she immediately started to plan a wedding!

A

Compound

69
Q

I was not there when Shakespeare’s Hamlet was first preformed, but I wish that I had been.

A

Compound- Complex

70
Q

A tree fell in the forest, and no one heard it fall.

A

Compound

71
Q

Whatever it takes is what I will do to suceed

A

Complex

72
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Sub. Con

73
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: S.V.

P: Nominal

74
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: D.O.

P: nominal

75
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: D.O.

P: nominal

76
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: S.V.

P: nominal

77
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: Main Verb

P: Verbal

78
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: Noun

F: I.O.

P: nominal

79
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: det

80
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: mod. test

P: adjectival

81
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: D.O.

P: nominal

82
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: modifies gave

P: adverbial

83
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Flag Word

84
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Prep.

85
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: verb

F: Mod. Lauren

P: adjectival

86
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: adv

F: mod. looking

P: adverbial

87
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

P: qualifier

88
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: u.w

F: mod. looking

P: adverbial

89
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

P: primary auxilary

Advanced Grammar (18 decks)

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