Systems in English Grammar: An Introduction For Language Teachers

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SYSTEMS IN
ENGLISH GRAMMAR:
AN INTRODUCTION FOR LANGUAGE TEACHERS
PETER MASTER
SAN JOSE STATE UNIVERSITY
Grammar
Available at https://www.createspace.com/6809886
This book was previously published by Pearson Education, Inc.

AND OUTLINE OF C ONTENTS
iv Systems in English Grammar
DEDICATION
For Amanda
ACKNOWLEDGMENTS
am deeply grateful to Karl Lisovsky for his countless insightful comments on the logic, conti-
l nuity, and usefulness of all aspects of the text. I am also indebted to Ondine Gage-Serio, Maggi
Discont, and Debbie Davis for their many suggestions for improvement and their careful proof-
reading of the text. Finally, I would like to thank the students of my Linguistics 146 classes at
California State University, Fresno, for their feedback on all phases of the manuscript.
INTRODUCTION
Ostems in English Grammar: An Introduction for Language Teachers is a textbook for students
J and teachers who want or need to understand the basic elements of English grammar. It is
primarily designed to provide present and future teachers with a clear understanding of the
manner in which the systems in English grammar operate, with step-by-step instructions and
plenty of exercises to consolidate what has been learned.
The guiding philosophy of the text is that students, especially the non-native speakers of
English who account for a steadily increasing percentage of school populations at all levels,
have the right at all times to ask their teachers why certain elements of grammar operate the
way they do. When they ask such questions, they are entitled to a clear, unambiguous, and help-
ful explanation. For example, a student might ask, "Why do you use do in some questions and
not in others? (e.g., Where does he live?vs. Who lives here?). Or a student might ask, "Why must
I put an "s" on the verb by itself but not when it has can in front of it?" (e.g., John speaks French.
vs. John can speak French.) Or a student might ask, "Why do I use a with an adjective by itself
and the when the adjective has most in front of it?" (e.g., Paris is a beautiful city in France. vs.
Paris is the most beautiful city in France.).
The focus of this text is grammar at the sentence level. The field is now well aware that gram-
matical instruction has typically neglected the role of discourse and pragmatics. However, as
David Little reminds us, although discoursal and pragmatic dimensions are important in gram-
mar, they do not dislodge sentence grammar from its central position. The goal of the text is
thus to show teachers how sentences are built from the ground up, for it is only with knowledge
of basic sentence structure that we can describe how sentences are assembled into discourse
and how certain sentences may be used formulaically in carrying out pragmatic functions (even
though pragmatic structures, e.g., lexical phrases such as I don't know, are thought to precede
grammatical rules in language acquisition). Such knowledge is also required before teachers
can begin to apply techniques for teaching grammar to nonnative speakers.
The role of grammar has undergone considerable rethinking in recent years. We now believe
that it is not good teaching practice to base a class on the teaching of grammatical patterns. We
want to emphasize communication first, that is, the spontaneous use of the language rather
than learning about the language. Thus, there is no reason to introduce a point of grammar sim-
ply because it has been listed in the school curriculum. That is not to say that there is no role
for grammar in the modern classroom. On the contrary, the need is as great as ever, especially
when it comes to developing editing skills. What we have finally realized is that grammar is a
tool for expressing meaning and for this reason it can have no use until there is a need for it.
What this means in the classroom is that the teacher, rather than having a preconceived idea
of what elements of grammar her students need, watches for evidence of that need in classroom
work. The need may become clear from a reading assignment, a composition, an oral presenta-
tion, or an argument that arises during a group task. As soon as the need is perceived, the
teacher must be ready to provide just the right amount of explanation or practice to aid the stu-
dent without overwhelming him or her with gratuitous information. This is where the art of
teaching comes in, knowing how much is just the right amount. No textbook can tell you this.
The purpose of this text is to explain the central systems that account for the most fre-
quently occurring grammatical structures in the language from a strictly pedagogical point of
view. It does not attempt to cover all the elements of grammar, nor is it designed to be an
exhaustive reference book that details every exception. Instead, it aims to describe the most
vi Systems in English Grammar
common structures in a systematic way without relying on trees or formal transformational

rules or other arcane linguistic devices. Every explanation is clearly linked to one or more of
the sentence slots, i.e., the four roles that together create an archetypal English sentence: the
subject, the verb, the object, and the adverbial.
The text is designed for teachers in general, especially those teaching in the public schools,
as well as future teachers of English as a Second or Other Language (ESOL). Its purpose is not
to provide engaging methods for the teaching of grammar but rather to provide a fundamental
understanding of how grammar works so that a teacher is prepared to apply methods of pre-
sentation as well as provide pedagogically sound explanations, both in the classroom as ques-
tions spontaneously arise and in giving feedback on student compositions. To this end, the text
utilizes a unique error correction process that requires identifying everything that is correct
about the error before saying what is wrong. This process acknowledges that learning the
details of grammatical structure is hard work and that students need to be encouraged to per-
sist in their acquisition of language proficiency by receiving praise for partial correctness, thus
promoting self esteem.
At the same time, it is not the intent of this text to encourage teachers to find and treat every
error that a student makes. Knowing when and how much to correct is also part of the art of lan-
guage teaching. The intent is rather to equip the language teacher with the means to addressing
questions as they arise. One consequence of such a study is greater self assurance in one's own
writing, for one begins to understand the language as a system and thus not only that "it sounds
better" (which is useless advice for all but the native speaker), but why it sounds better. It should
also be noted that a teacher's incomplete knowledge of an aspect of this complex system is no
crime, but it is a crime to provide an inadequate, confusing, or erroneous explanation. Students
respect a teacher who says, "I need to check on that. I'll tell you tomorrow," and then comes the
next day with a clear explanation. They will lose respect for a teacher who is obviously guessing
at an explanation or one who promises to find an answer and then never mentions it again.
Knowing grammar well takes many years of teaching practice, and every question from students
provides an opportunity to enlarge one's knowledge of the system.
Peter Master
1996
A Note on the Chapter Graphics
At the beginning of each chapter, there is a graphic display of the four elements of an arche-
typal English sentence. The gray area highlights the sentence slot that contains the focus of the
chapter, while the black area indicates the specific area of focus within that sentence slot. For
example, Chapter 2 focuses on the word groups in a sentence. Since such groups occur in every
sentence slot, all four blocks are black. In contrast, Chapter 6 focuses on the modal auxiliary
verbs. Since they occur in the verb slot, the second block in the graphic is gray. Modal auxiliary
verbs always occur at the beginning of the verb slot. Therefore, the first segment of the verb
slot is black.
These graphics are only a very general indication of the focus of the chapter. For example,
Chapter 14 focuses on prepositions and particles. Since prepositional phrases often occur in
the adverbial slot, the fourth block is gray, and since prepositions come at the beginning of the
adverbial slot, the first segment of the adverbial slot is black. However, the graphic does not
indicate the fact that prepositional phrases also occur as noun modifiers in the subject, object,
and adverbial slots. Nor does it indicate the fact that particles belong in the verb slot. The
graphics thus show the most common position of the element of grammar that the chapter
describes.
To THE TEACHER
When this text is used in a teacher training course, the following guidelines are suggested regard-
ing the presentation of new topics in class, homework, testing, and the assignment of projects and
term papers. Covering all the material in this book requires approximately two semesters.
Presenting New Topics in Class
When a new topic is presented, it should be related to earlier work whenever feasible. The
following sequence of presentation is suggested:
1. Introduce the topic.
2. If there is an inductive exercise at the beginning of the chapter, have students do this exer-
cise in pairs, and discuss the answers in class.
3. Present the first aspect of grammatical focus using examples from the book or your own
examples, encouraging constant questions from the class.
4. Have students do the associated exercise(s) in class in pairs, looking up the answers
themselves in the answer key when they have finished and discussing the results.
Facilitate the task by wandering from pair to pair, making yourself available for questions
without intruding on the activity unless specifically asked.
5. After the task has been completed, ask for questions from the class regarding the exercise
or bring up problems you noticed during the pair work.
6. Present the next point and repeat the procedure, having allowed plenty of time for stu-
dents to digest the material before moving on.
Homework
To be able to move through the material at a reasonable speed, homework should be
assigned after every class. The following procedure is suggested:
1. Ask students to read the explanation in the text covering what has been presented in
class, do the related exercises that were not completed in class, and check their answers
in the answer key.
2. For topics that you think the class will be able to understand without your guidance, ask
students to read the text, do the related exercises, and check their answers.
3. At the next meeting of the class, put students in groups of 4-5, assign a group leader, and
ask the leader to go over the exercise by asking each member of the group to explain how
the answer was obtained (not just what the answer is!). This step is especially important
for the problem-solving task at the end of each section or chapter. Again, facilitate the task
by wandering from group to group, making yourself available for questions without
intruding on the group activity unless specifically asked.
4. Discuss with the class any problems that arose in the group work.
Testing
If the sequence presented in the text is followed, testing is a fairly easy process. A test every
2-4 weeks is suggested, with earlier tests weighted less than later ones as it takes students
some time to get used to the system. The following procedure is suggested:
1. Tell students specifically what sections of the text they will be tested on.
2. Tell students that, with the exception of the first two chapters, all tests will consist of ten
problems exactly like those at the end of each section in the book. They will be provided
with a list of items that can be correct (e.g., correct time, correct agreement, etc.) for each
grammar point. Each problem will consist of a sentence containing a single error, and they
viii Systems in English Grammar
will be expected to follow the same format they used in responding to the problem-solv-
ing items:
a. Bracket the error.
b. Show what is right about the error and indicate the proof of correctness in paren-
theses after each item, e.g., correct agreement (boy is)
c. Write the correct sentence below the original erroneous sentence.
d. Explain what the student needs to know to avoid making the error again.
3. Make up ten sentences that each contain a single error, covering the major aspects of the
grammar point(s) you have discussed in class. If the test covers different aspects, it is a
good idea to provide a blank before each item in which students are asked first to identi-
fy the area of focus (e.g., auxiliary, verb tense, question) to guide the student toward the
selection of the appropriate list of items that can be correct. Taking such an exam with 10
items requires about an hour of class time.
4. Assign three points each to 1) a correct listing of what is right in the error, 2) the corrected
sentence, and 3) the explanation. Item (1) will require adjustment depending on how
many items should be correct, whether all are indicated, or whether items are erro-
neously deemed correct. For ten items, this amounts to 99 points, which (plus one free
point) indicates the percentage correct.
5. Encourage students who do badly on the test to come a talk to you in your office so that you
have a chance to see specifically what went wrong. Provide a blank copy of the test and ask
them to do it again for the practice and to keep up with the rest of the class. Many subse-
quent items in the text are dependent on a thorough understanding of earlier material.
Projects and Term Papers
An ideal project for a class such as this is the translation of grammatical explanations into
suitable lesson plans. Students might be asked to do the following in such a project:
1. Determine the area of grammar you want to focus on.
2. Describe the class for which the lesson plan is devised, including the number of students,
the grade level or ages of the students, the first languages of the students, etc.
3. Provide a skeletal outline for the major phases of the lesson (e.g., greeting, linkage to ear-
lier material, presentation, pair work, group work).
4. Create a dialog imagining every word that the teacher says in the classroom (except dur-
ing pair or group work) and the kinds of questions that individual students are likely to
ask in response. This section comprises the bulk of the project.
5. Provide copies of every exercise that is done in the classroom.
A term paper project for such a class could be a closer examination of a specific aspect of
grammar. Students might do the following in such a term paper:
1. Research some of the questions and problems that are described in the literature regard-
ing this point of grammar.
2. Provide a description of the exceptions to the major pattern of a particular point, how
they arose, and/or how they might be accounted for.
3. Do a contrastive analysis of English and another language describing how a point of gram-
mar is handled in each language.
Outline of Contents ix
_________________________________________________________________________________________
OUTLINE of CONTENTS
UNIT I: THE BUILDING BLOCKS OF ENGLISH
Chapter 1: Words
A. Morphemes
1. Free Morphemes
2. Bound Morphemes
B. Word Classes
1. Nouns
2. Verbs
3. Adjectives
4. Adverbs
5. Pronouns
6. Auxiliary Verbs
7. Prepositions
8. Determiners
9. Conjunctions
C. Conclusion
D. Summary
Chapter 2: Groups of Words

A. Phrases
1. Noun Phrases (NP)
2. Prepositional Phrases (PP)
3. Verb Phrases (VP)
4. Adjective Phrases (AdjP)
5. Adverbial Phrases (AdvP)
B. Clauses
1. Adverbial Clauses
2. Adjective Clauses
3. Noun Clauses
C. Sentence Roles
1. The Subject Slot
2. The Verb Slot
3. The Object Slot
4. The Predicate Noun and Predicate Adjective Slot
5. The Adverbial Slot
D. Conclusion
UNIT II: THE VERB
Chapter 3. The Auxiliary System

x Systems in English Grammar
________________________________________________________________________________________________________________
A. The Auxiliary Verb Be

1. Agreement and Tense
B. The Auxiliary Verb Have
C. The Auxiliary Verb Do
D. The Modal Auxiliary Verbs Will and Can
E. Using Auxiliary Verbs Without a Main Verb
F. Problem Solving with the Auxiliary System
G. Review
Chapter 4a. The Verb Tense System

A. Tense
1. Time
2. Aspect
3. The Inflectional Morphemes Attached to Verbs
B. The Verb Tenses
1. The Simple Tenses
a. The Simple Present Tense
1) Form
2) Time Expressions
3) Generalization
b. The Simple Past Tense
1) Form
2) Time Expressions
3) Generalization
c. The Simple Future Tense
1) Form
2) Time Expressions
3) Generalization
d. Review of the Simple Tenses
2. The Continuous Tenses
a. The Present Continuous Tense
1) Form
2) Time Expressions
3) Generalization
b. The Past Continuous Tense
1) Form
2) Time Expressions
3) Generalization
c. The Future Continuous Tense
1) Form
2) Time Expressions
3) Generalization
d. Review of the Continuous Tenses
Outline of Contents xi
________________________________________________________________________________________
3. The Perfect Tenses

a. The Present Perfect Tense
1) Form
2) Time Expressions
3) Generalization
b. The Past Perfect Tense
1) Form
2) Time Expressions
3) Generalization
c. The Future Perfect Tense
1) Form
2) Time Expressions
3) Generalization
d. Review of the Perfect Tenses
4. The Perfect Continuous Tenses
a. The Present Perfect Continuous Tense
1) Form
2) Time Expressions
3) Generalization
b. The Past Perfect Continuous Tense
1) Form
2) Time Expressions
3) Generalization
c. The Future Perfect Continuous Tense
1) Form
2) Time Expressions
3) Generalization
d. Review of the Perfect Continuous Tenses
E. Problem Solving with the Tense System
1. Problem Solving with the Seven Most Commonly Used Tenses
2. Problem Solving with the Twelve Tenses
F. The English Tense System in Discourse
1. Aspect and Discourse
2. Specific Tenses and Discourse
Chapter 4b. The Voice System
A. The Active Voice
B. The Passive Voice
1. Steps for Changing an Active into a Passive Sentence
2. The Twelve Tenses of Be
3. Choosing the Correct Voice
4. Transitivity and the Passive Voice
5. Problem Solving with the Voice System
a. Problem Solving with the Seven Most Commonly Used Tenses
xii Systems in English Grammar
________________________________________________________________________________________________________________
b. Problem Solving with the Twelve Tenses

C. The English Voice System in Discourse
1. Passive Sentences with By-Phrases
2. Special Cases of the Passive Voice
Chapter 5. The Negation System

A. Auxiliary Negation
1. Auxiliary Negation with an Overt Auxiliary Verb
2. Auxiliary Negation with No Overt Auxiliary Verb
a. Singular Subject with the Main Verb in the Simple Present Tense
b. Plural Subject with the Main Verb in the Simple Present Tense
c. Any Subject with the Main Verb in the Simple Past Tense
B. Adverbial Negation
C. Negation with No
1. Noun Phrase Negation
2. Negation of Comparative Adverbs
D. Morphological Negation
E. Multiple Negators
F. Problem Solving with the Negation System
Chapter 6. The Modal System

A. The Meanings of the Modals
1. Social Obligation vs. Logical Possibility
B. Modal Equivalents
C. Other Modals
1. Hypothetical Situations
2. Permission
3. Polite Requests
4. Preference
5. Repeated Actions in the Past
6. Threats and Emergency Response
D. Negative Modals
1. Negated Modals of Social Obligation
2. Negated Modals of Logical Possibility
E. Past Modals
1. Past Modals of Social Obligation
2. Past Modals of Logical Possibility
F. Problem Solving with the Modal System
G. Cumulative Review
Chapter 7. The Question System

A. Yes/No Questions
1. Yes/No Questions from Statements with an Overt Auxiliary
Outline of Contents xiii
______________________________________________________________________________________
a. Intonation Pattern
2. Yes/No Questions from Statements with No Overt Auxiliary
3. Problem Solving with Yes/No Questions
B. Information (WH-) Questions
1. The WH-Question Words
2. S-form WH-Questions
3. P-form WH-Questions
a. P-form WH-Questions from Statements with an Overt Auxiliary
b. P-form WH-Questions from Statements with No Overt Auxiliary
1) Intonation Pattern
4. Problem Solving with WH-Questions
C. Tag Questions
1. Tag Questions from Statements with an Overt Auxiliary
2. Tag Questions from Statements with No Overt Auxiliary
3. Problem Solving with Tag Questions
D. Echo Questions
1. Regular Echo Questions
2. WH-Echo Questions
3. Problem Solving with Echo Questions
E. Review of the Four Question Forms
UNIT III: THE NOUN
Chapter 8: Subjects and Objects

A. Noun Phrases
B. Noun Clauses
1. Embedded Statements
a. Embedded Statements as the Object of the Main Clause
b. Embedded Statements as the Subject of the Main Clause
2. Embedded Questions
a. Embedded WH-Questions
2) Types of Embedded WH-Questions
a) Embedded WH-Questions as the Object of the Main
Clause
i) P-form Embedded WH-Questions as the
Object of the Main Clause: Overt Auxiliary
xiv Systems in English Grammar
_________________________________________________________________________________________
ii) P-form Embedded WH-Questions as the Object of the Main

Clause: No Overt Auxiliary
iii) S-form Embedded WH-Questions as the Object of the
Main Clause
b) Embedded WH-Questions as the Subject of the Main
Clause
i) P-form Embedded WH-Questions as the Subject of
the Main Clause: Overt Auxiliary
ii) P-form Embedded WH-Questions as the Subject
of the Main Clause: No Overt Auxiliary
iii) S-form Embedded WH-Questions as the Subject
of the Main Clause
3) Other Features of Embedded Noun Clauses
a) Sequence of Tenses
b) The Use of Infinitive Verb Forms
b. Embedded Yes/No Questions
2) Embedded Yes/No Questions as the Object of the Main Clause:
Overt Auxiliary
3) Embedded Yes/No Questions as the Object of the Main Clause: No
Overt Auxiliary
4) Embedded Yes/No Questions as the Subject of the Main Clause
c. Problem Solving with Embedded Questions
C. Objects
1. The Direct Object
2. The Object of a Preposition
3. The Indirect Object
a. Indirect Objects with To
b. Indirect Objects with To and For
c. Indirect Objects with For
d. Choosing the Internal versus the External Form of the Indirect
Object
e. Indirect Objects with Direct Object Pronouns
f. Problem Solving with Indirect Objects
Chapter 9: The Pronoun System

A. Pronouns that Show Person, Gender and Number
1. Subject Pronouns
2. Object Pronouns
3. Possessive Pronouns
4. Reflexive Pronouns
B. Pronouns that Show Number
Outline of Contents xv
_______________________________________________________________________________________
1. Demonstrative Pronouns
2. Universal, Indefinite, and Reciprocal Pronouns
a. Universal Pronouns
b. Indefinite Pronouns
1) Some and Its Relatives
2) Many and Its Relatives
c. Reciprocal Pronouns
C. Pronouns that Show Neither Person, Gender, nor Number
1. WH-Pronouns
a. Interrogative Pronouns
b. Relative Pronouns
D. Review Exercises
E. Problem Solving with the Pronoun System
Chapter 10: The Determiner System
A. The Central Determiners
1. The Article System
a. Classification vs. Identification
1) Classified Noun Phrases
a) First Mention
b) General Characteristics with Have and Be
c) Generic Nouns
d) After Existential There
2) Identified Noun Phrases
a) Subsequent Mention
b) Ranking Adjectives
i. Superlative Adjectives
ii. Sequence Adjectives
iii. Unique Adjectives
c) Shared Knowledge
i. Universal Shared Knowledge
ii. Regional/Local Shared Knowledge
iii. Immediate Shared Knowledge
d) Generic The
b. Problem Solving with the Article System
c. Articles with Proper Nouns
2. The Other Central Determiners
a. The Possessive Determiners
b. The Demonstrative Determiners
c. The Assertive/Nonassertive Determiners
d. The Negative Determiner
e. The Universal Determiners
f. The Dual Determiners
g. The WH-Determiners
xvi Systems in English Grammar
________________________________________________________________________________________________________________
h. Problem Solving with the Other Central Determiners

B. The Noncentral Determiners
1. The Predeterminers
a. The Quantifying Predeterminers
b. The Fractional Predeterminers
c. The Intensifying Predeterminers
2. The Postdeterminers
a. The Numerals
b. Many and Its Relatives
c. The Postdeterminer Other
3. Problem Solving with the Noncentral Determiners
Chapter 11: The Adjective System
A. Adjective Phrases
1. Attributive Adjectives
a. Adjective Suffixes
1) Changing Nouns into Adjectives
2) Changing Verbs into Adjectives
a) Suffixes
b) Verb Forms as Adjectives
b. Sequence of Adjectives
2. Predicate Adjectives
3. Problem Solving with Adjectives
B. The Adjective Clause System
1. Relative Pronouns
2. The Construction of Adjective Clauses
a. Forms of Adjective Clauses
1. S-Form Adjective Clauses
a) S-Form Adjective Clauses Whose
2. P-Form Adjective Clauses
a) P-Form Adjective Clauses with Whose
b) P-Form Adjective Clauses with Prepositions
b. Types of Adjective Clauses
1. Defining Adjective Clauses
2. Nondefining Adjective Clauses
3. The Reduction of Adjective Clauses
a. P-Form Reduction
1. Reduction of P-Form Defining Adjective Clauses
b. S-Form Reduction
1. Reduction of S-Form Defining Adjective Clauses
a) Appositive Clauses
2. Reduction of S-Form Nondefining Adjective Clauses
4. Problem Solving with the Adjective Clause System
Outline of Contents xvii
________________________________________________________________________________________
UNIT IV: THE ADVERB
Chapter 12: The Adverbial System

A. Adverbs
1. Adverb Suffixes
2. The Functions of Adverbs
a. Manner Adverbs
b. Place Adverbs
c. Time Adverbs
3. Adverbs That Modify Other Parts of Speech
a. Adverbs that Modify Adjectives and Other Adverbs
b. Adverbs that Modify Determiners
c. Adverbs that Modify Prepositions and Noun Phrases
B. Prepositional Phrases
1. The Functions of Prepositional Phrases
a. Manner Prepositional Phrases
b. Place Prepositional Phrases
c. Time Prepositional Phrases
C. Adverbial Clauses
1. The Functions of Adverbial Clauses
a. Manner Adverbial Clauses
b. Place Adverbial Clauses
c. Time Adverbial Clauses
D. Prepositional Noun Phrases
1. The Functions of Prepositional Noun Phrases
a. Manner Prepositional Noun Phrases
b. Place Prepositional Noun Phrases
c. Time Prepositional Noun Phrases
E. Review of the Adverbial System
F. Problem Solving with the Adverbial System
Chapter 13: The Preposition and Particle Systems

A. Prepositions
1. At, On, and In
a. The Preposition At
1) Location That Implies a Function
2) Point in Time, Place or Measurement
b. The Preposition On
1) Surface
2) Line
c. The Preposition In
1) Containment
2) Mode
xviii Systems in English Grammar
________________________________________________________________________________________________________________
2. Prepositions of Time
a. Range
b. Starting Point
c. Duration
1) Duration as Units of Time
2) Duration as a Single Event
d. Endpoint
3. Prepositions of Place
a. Relative Position
1) Horizontal Relation
a) Position
b) Proximity
2) Vertical Relation
a) Contiguity
b) Noncontiguity
b. Passage or Direction
1) Movement in Two Dimensions
a) Vertical
b) Horizontal
c) Planar
2) Movement in Three Dimensions
a) Open
b) Closed
4. Other Functions of Prepositions
a. Accompaniment
b. Destination
c. Means
1) Manner
2) Instrument
a) The Preposition By
b) The Prepositions With and Without
3) Agent
d. Possession and Relation
5. Problem Solving with the Preposition System
B. Particles
1. Particles and Phrasal Verbs
a. Separable and Nonseparable Phrasal Verbs
1) Separable Phrasal Verbs
2) Nonseparable Phrasal Verbs
2. Particles and Prepositional Verbs
3. Particles and Phrasal-Prepositional Verbs
4. Problem Solving with the Particle System
Outline of Contents xix
________________________________________________________________________________________
UNIT V: SENTENCE COMBINING
Chapter 14: The Coordination and Subordination System

A. Logical Coordinators and Subordinators
1. The AND Relationship
a. Addition
1) More Information
a) A Different Idea
b) A Similar Idea
2) Surprising or Unexpected Information
a) Formal
b) Informal
3) General or Specific Information About the Previous Clause
a) General
b) Specific
b. Explanation
c. Condition
1) Positive
2) Negative
d. Exemplification
e. Choice
f. Summation
2. The BUT Relationship
a. Contrast
1) Specified Contrast
2) Generalized Contrast
b. Rebuttal
3. The SO Relationship
a. Cause
b. Effect
c. Purpose
B. Chronological Coordinators and Subordinators
1. Sequence
2. Simultaneity
C. Problem Solving with the Coordination and Subordination Systems
D. Coordination and Subordination at the Discourse Level
Chapter 15: The Complement System
A. Infinitive Structures
1. Infinitive Structures with To
a. Infinitive Structures as Object Complements
1) Same Subject
2) Different Subject
b. Infinitive Structures as Subject Complements
xx Systems in English Grammar
________________________________________________________________________________________________________________
1) Generalized Subject
a) It-Focus
2) Particular Subject
c. Infinitive Structures as Predicate Noun Phrase Complements
d. Infinitive Structures as Predicate Adjective Complements
1) Same Subject
2. Infinitive Structures Without To
a. Infinitive Structures with the Causative Verbs Let, Make, and Have
b. Infinitive Structures with the Perception Verbs
B. VERBing Structures
1. Gerund Structures
a. Gerund Structures as Object Complements
1) Same Subject
b. Gerund Structures as Subject Complements
1) Generalized Subject
2) Particular Subject
c. Gerund Structures as Predicate Noun Phrase Complements
d. Gerund Structures with Allied Prepositions and Particles
1) Phrasal Verbs
a) Same Subject
b) Different Subject
2) Phrasal Verbs with Allied Prepositions
3) Predicate Adjectives with Allied Prepositions
a) Same Subject
b) Different Subject
2. ING-Participle Structures
a. ING-Participle Structures as Object Complements with Perception Verbs
b. ING-Participle Structures as Adverbial Complements
1) Same Subject
a) Dangling Modifiers
C. Sequential Complements
1. Sequential Infinitive Structures
2. Sequential VERBing Structures
D. The Interchangeability of Complement Structures
1. Simultaneous Complements
a. Same-Subject Complements
1) Complement in the Subject Slot
2) Complement in the Object Slot
b. Different-Subject Complements
Outline of Contents xxi
_____________________________________________________________________________________

2. Sequential Complements
a. Same-Subject Complements
b. Different-Subject Complements
E. Problem Solving with That-Clause, Infinitive, and VERBing Complements
F. Comparisons
1. Verb and Object Complements
a. Similarity
1) Full Comparison
2) Abbreviated Comparison
b. Difference
1) Positive Comparison
a) Full Comparison
b) Abbreviated Comparison
2) Negative Comparison
a) Full Comparison
2. Predicate Noun Phrase and Predicate Adjective Complements
a. Similarity
1) Full Comparison
2) Abbreviated Comparison
b. Difference
1) Positive Comparison
a) Full Comparison
2) Negative Comparison
a) Full Comparison
3. Problem Solving with Comparisons
Appendix
Answer Key to Exercises
Irregular Verbs
Separable and Nonseparable Phrasal Verbs
Index
xxii Systems in English Grammar
________________________________________________________________________________________________________________
Unit I· THE BUILDING BLOCKS OF ENGLISH
CHAPTER 1: WORDS 3
A. MORPHEMES 3
B. WORD CLASSES 6
C. CONCLUSION 15
D. SUMMARY 16
CHAPTER 2: GROUPS OF WORDS 17
A. PHRASES 17
B. CLAUSES 23
C. SENTENCE ROLES 26
D. CONCLUSION 33
1
2 Systems in English Grammar
1111111111111111
Chapter 1
WORDS
he basic unit of language that we will consider in our study of English grammar is the sen-
T tence because that is the level at which grammar primarily operates. In order to do this,
we need first to consider the items that make up a sentence: the words. Words must be in a
certain order for us to understand a sentence, as you can see in the following example (the
star indicates that the sentence is ungrammatical):
*Woman the makes old home at bread.
The sentence illustrates the fact that if the word order is randomly altered, a speaker of
English will immediately notice that something is wrong and ask for repetition or clarification.
MORPHEMES
Words in a language consist of elements called morphemes. You are probably familiar
with the prefixes that come at the front of a word and the suffixes that come at the end of a
word which can change the meaning or function of that word. Thus, the prefix in- can change
the meaning of the word sincere into its opposite, insincere. The suffix -ship can change the
word friend into the abstract notion that we know as friendship. In the same way, the suffix -
ed can change the present time of a word like rent into the past time form rented. We use the
term morpheme (morph means "shape" or "form") to describe the prefixes, suffixes, and
other elements that make up words. There are two basic types: free morphemes and bound
morphemes.
Free Morphemes
Morphemes that can stand freely by themselves as independent words are called free mor-
phemes. Some examples are shown in the following list:
tiger but
gorgeous in
build are
fast these
thought she
Free morphemes can be further divided into two groups: lexical morphemes or content
words and grammatical morphemes or function words. Content words are words like those
on the left side of the list: they allow us to create an image of some kind in our minds. Thus, if
we hear the word tiger, we are able to conjure up a picture of a large striped cat; if we hear
the word gorgeous, we imagine a person or an object with exceptionally attractive features.
Function words are words like those on the right side of the list: they show us relationships
among content words, but by themselves they do not have the power to create an image in
our minds. Thus, when we hear the word but, we must wait for further information to tell us of
3
a contrast to some earlier information. When we hear the words in or are, we are similarly
dependent on content words to give these function words a meaning. You might think that the
word she does conjure up an image, and wonder why she is a function word. The answer is
that the function word she represents a content word such as female, mother, woman, girl-
friend, etc., and it is this content word that supplies the image.
EXERCISE 1.1
Directions: Label the following words CW (content word) or FW (function word).
train surprise under
every gargle weak
or them democracy
really has dull
antiquated and near
did bee charge
blipped purple the
Bound Morphemes
The elements of words that cannot stand freely and independently, like the prefixes and suf-
fixes, are called bound morphemes because they are bound or connected to free morphemes.
A few examples are shown in the following list:
re- -s
co- -ing
-ness -er
-ous -ed
We see immediately that bound morphemes have no meaning until they are attached to free
morphemes, specifically content words:
restate pencilli
coexist talking
quietness small~r
mysterious helped
Bound morphemes can be further divided into two groups: derivational morphemes and
inflectional morphemes. Derivational morphemes are like those on the left side of the list.
They allow us to make new words in the language and to change one grammatical category
into another. Thus, restate is a new word built from state and coexist a new word built from
exist, while the noun quietness is derived from the adjective quiet and the adjective mysterious
is derived from the noun mystery.
Inflectional morphemes are like those on the right side of the list. Their purpose is not to
create new words or grammatical categories but rather to show the grammatical function of a
word. In other words, they have a job or a function in the sentence: they show us how many
things we are talking about (e.g., pencil~), the time at which something happens (e.g., They are
talking right now; They helped me yesterday), a comparison to another adjective (e.g., This box
is smaller than that one), and so on. Inflectional morphemes are always suffixes (Le., they
always come at the end of a word), and there are exactly eight of them in English: four
attached to verbs, two attached to nouns, and two attached to adjectives.
Words 5
VERBS NOUNS ADJECTIVES
-s (walk~) -s (river~) -er (greater)

-ing (teachi.ng) -'s (the boy~) -est (bravest)
-ed 1 Gumped)
-ed2 (given!)
We will soon be discussing the names of these functions, the meaning of the terms verb,
noun, and adjective, and the difference between -ed] and -ed2 , as they are very important in
understanding grammar. For now, you should simply be able to recognize bound morphemes.
EXERCISE 1.2
Directions: Label the underlined portions (the bound morphemes) of the following words
derivational (DM) or inflectional (1M).
fastest John~ violinist
cooperate hugging attractive
friendli~ proven !KQlong
kingdom triathalon developed
tremendous~ provoke~ trainee
watermelon~ subcategory racist
antibiotic fanciful irrelevant
EXERCISE 1.3
Directions: Underline the bound morphemes in the following sentences. Write CW (content word)
or FW (function word) below each word in the sentence and DM (derivational
morpheme) or 1M (i nflectional morpheme) above each morpheme.
1M 1M DM
Example: The catli meowed into the darkness.
FW CW CW FW FW CW
1. Numerous satellites in the night sky are busily sending data to the Earth.
2. Even the industry's strongest warnings were not taken seriously by the government.
3. If the plane landed on water, the fuselage is probably recoverable.
4. A shorter description appears on the next page of this official document.
5. Magellan circled the globe between 1519 and 1522.
EXERCISE 1.4
Directions: Copy five sentences from the newspaper, leaving sufficient room to label the bound
and free morphemes in each sentence in the same way as you did in Exercise 1.3.
1 -Ed2 is often referred to as -en since several -ed 2 forms end with these letters. Ed:rforms also include -ed,
-n, and other forms. See Irregular Verbs, p. 470.
WORD CLASSES
Now that we have an understanding of how words are created from bound and free mor-
phemes, we are ready to learn the classes that these words fall into. The word classes are also
known as parts of speech. We have already seen that all words can be divided into two major
types, content words and function words, and we know that content words typically create an
image in the mind whereas function words serve only to show a relationship to or between
content words and thus create many more meanings than we could with content words alone.
The word classes also reflect the division into content words and function words, as shown in
the box below:
CONTENT WORDS FUNCTION WORDS
nouns pronouns
verbs auxiliary verbs
adjectives determiners
adverbs prepositions
conjunctions
Nouns
You have no doubt heard the traditional description of a noun as a person, place or thing.
It is actually easier to identify nouns by the bound morphemes that are attached to them,
specifically the inflectional morpheme -s , which shows whether the noun is singular or plural,
and -'s, which shows whether the noun is possessive or not. However, the most reliable way to
identify a noun is by its position in a sentence. This is especially important for nouns that have
the same form as verbs. For example, paint is a noun in the sentence Paint is expensive, but it
is a verb in the sentence Artists paint pictures.
Nouns can be divided into proper nouns and common nouns. Proper nouns are the formal
names or titles of people, countries, days and months, languages, businesses, and so on,
which are almost always identified in English by beginning with a capital letter. All other
nouns are common nouns. The following list shows proper nouns with their equivalent com-
mon noun forms:
PROPER NOUNS COMMON NOUNS
Doctor Suarez doctor

Indonesia country
Monday day
IBM computer company
Nouns can also be divided into concrete nouns and abstract nouns. Concrete nouns describe
things we can touch or sense in some way. Abstract nouns are nouns that have no substance
and can only be imagined or thought about. The following list shows some examples:
Words 7
CONCRETE NOUNS ABSTRACT NOUNS
garden idea
air voyage
spider hope
molecule function
wine socialism
Mrs. Chen The North Atlantic Treaty Organization (NATO)
EXERCISE 1.5
Directions: Underline the nouns in the following sentences. Write P (proper noun) or C (common
noun) above the noun and con (concrete noun) or abs (abstract noun) below the noun.
Some nouns (e.g., countries) can be both abstract and concrete. If the noun is concrete,
you must be able to answer "Yes" to questions such as "Can you touch it?" or "Can you
see it under a microscope?" If the noun is abstract, the answer to such questions must
be "No."
PCP
Example: Sally reviews drama in New York.
oon a~ oon
1. The annual growth of a tree is shown in its rings.
2. The brown bear, which is native to Tibet, is an endangered species.
3. Alexander Fleming discovered penicillin before the Second World War.
4. The government of Italy is speaking for a new openness in public affairs.
5. The idea that Neptune has several moons was confirmed by Voyager 2 on September 2.
Nouns may also be labeled count nouns and noncount nouns. Count nouns are those forms
of a noun that may be counted. If a noun can be counted, then it must also have a plural form.
For example, the word apple is usually a count noun because it is possible to say I bought three
apples but not I bought *apple. Noncount nouns are those forms of a noun that cannot be
counted. If a noun cannot be counted, then it can only have a singular form. For example, the
word water is usually a noncount noun because it is possible to say We need water but not We
need *waters or There are two *waters on the floor. The following list shows examples of count
and noncount nouns:
COUNT NOUNS NONCOUNT NOUNS
pencil milk
teaspoon plastic
planet gold
error incompetence
equation dynamism
Most nouns have both count and noncount forms. For example, the noun stone has the
count form in the sentence The investigators found several stones in the bird's stomach.
However, the same noun has the noncount form in the sentence This axe is made of stone.
Count nouns always indicate a more specific form of the noun, while noncount nouns always
indicate a more general form. In the example sentences, a stone as a discreet object in a bird's
stomach is specific, whereas stone as a material for making axes is general. In some cases, the
more specific count noun has a completely different meaning from the non count equivalent.
The box below shows examples of specific (count) and general (noncount) pairs:
SPECIF1C (COUN1) GENERAL (NONCOUN1)
a chicken (a bird) chicken (food)

an onion (a vegetable) onion (an ingredient)
a wood (a forest) wood (a material)
a baseball (equipment) baseball (a game)
a medicine (a remedy) medicine (a field of study)
democracies (governments) democracy (a principle)
a wire (a segment) wiring (a system)
a table (a single piece) furniture (a mass noun)
a dollar (a single bill) money (a mass noun)
EXERCISE 1.6
Directions: Underline the nouns in the following sentences. Write C (count) or NC (noncount)
above each noun. If the noun is count, it can be counted and made plural. If the noun
is noncount, it cannot be counted or made plural.
1. An iron is made of iron, a glass is made of glass, but a light is not made of light.
2. That guy is not very careful with his money. He gave me two dollars, three nickels, and a
penny in change.
3. Donlt buy a paper; it uses too much paper.
4. In space, the spaces between galaxies are almost inconceivable distances.
5. The students found a lot of literature about air pollution but only a single article on noise
pollution in American cities.
Verbs
Verbs are typically said to describe an action or a state of being. This is true, but, like
nouns, verbs can more easily be identified by their position in a sentence and by the inflec-
tional morphemes that are attached to them. For example, verbs usually come after a noun
in an English sentence, and they are usually marked by the inflectional morphemes -s, -ing,
-edj, and -ed2 , as we saw earlier. Verbs that describe an action are called dynamic verbs;
they typically show activities, processes, and transitional and momentary events. Verbs
Words 9
that describe a state of being are called stative verbs; they typically show cognition, per-
ception, emotion, and relation. Some examples are shown in the box below:
DYNAMIC VERBS STATIVE VERBS

drink [activity] understand [cognition]
rain [activity] hear [perception]
change [process] love [emotion]
arrive [transitional event] be [relation]
jump [momentary event] own [relation]
There are other classifications of verbs (e.g., active/passive, transitive/intransitive), which

we will study in later chapters.
EXERCISE 1.7
Directions: Underline the verbs in the following sentences. Put a second line under the inflectional
morpheme if one is present. Above the verb, write dyn (dynamic) or stat (stative).
dyn
Example: The mongoose killed the snake.
1. The students are working in pairs.
2. My uncle dislikes his neighbors.
3. The spaghetti sauce smelled wonderful.
4. The sunflowers had grown to a height of six feet.
5. The pelica~ died from contamination by pesticides.
Adjectives
Adjectives modify the nouns with which they occur, that is, they tell us the qualities of a
noun such as its size, shape, condition, age, color, and origin. Most adjectives in English come
directly before the noun. These are known as attributive adjectives. However, adjectives can
also be disconnected from the noun they modify, in which case they typically come after a
verb like be (e.g., That woman is beautifuO. These are known as predicate adjectives.
Adjectives cannot usually be identified by their inflectional morphemes because the mor-
phemes that bind to adjectives, namely -er and -est, are specialized forms that are only applied
when we need to compare one noun to another. In other words, adjectives usually have no
inflectional morphemes bound to them, though they may have derivational ones, e.g.,
-ful, -ive, -ed, -ing, -like, and -ly.
Some examples of adjectives with appropriate nouns are shown in the box below with
inflectional morphemes in boldface:
ADJECTIVE + INFLECTIONAL
ADJECTIVE and NOUN MORPHEME and NOUN
wonderful news larger population

grotesque statue quieter moments
pink noses friendlier official
basic fact darkest room
undivided attention prettiest expression
EXERCISE 1.8
Directions: Underline the adjectives in the following sentences.
1. The little old lady raced to her favorite supermarket in her maroon Cadillac.
2. It was a tempestuous day, a day of racing clouds and roaring wind.
3. It was impossible to imagine that a simple peasant could be so beautiful.
4. The woolly mammoth, a hairy, elephant-like creature, roamed the earth until 10,000 B.C.
5. A waiter should be attentive, cordial, careful, and unobtrusive.
Adverbs
Adverbs tell us something about the verbs with which they occur, i.e., they modify those
verbs. What they tell us about verbs is how frequently they take place, how they take place, to
what degree they take place, where and when they take place, and so on. Adverbs can also
modify adjectives and other adverbs in similar ways. Some examples are shown in the follow-
ing sentences in which the adverb is underlined:
ADV + VERB Regina often travels to Paris. [how frequently]
VERB + ADV The man talked slowly when he was with his mother. [how]
ADV + ADJ The waitress was very beautiful. [degree]
ADV + ADV Her son learned French amazingly quickly. [degree]
Adverbs are the most mobile word class in a sentence. They can occur directly before or
after a verb, and they can occur at the end or at the beginning of a sentence. When an adverb
is not directly adjacent to a verb, it tends to modify the whole sentence rather than the verb
alone.
SENTENCE + ADV The bus cannot meet you here. [where]
ADV + SENTENCE Tomorrow I'll buy the ticket. [when]
Words 11
EXERCISE 1. 9
Directions: Underline the adverbs in the following sentences.
1. Gracefully, the ballerina leaped across the stage.
2. The secretary wasn't very happy yesterday.
3. Ducks seldom take new mates.
4. Nobody can exchange any money there.
5. Pharmacists must work fast to fill their prescriptions.
Pronouns
The function of a pronoun is to take the place of a noun that has been clearly identified in a
text or by a situation. We use pronouns so as not to have to repeat a noun. Look at the follow-
ing sentences:
a) Jason lives in Piraeus but Jason works in Athens.
b) Jason lives in Piraeus but he works in Athens.
In this example, we do not need to repeat the proper noun Jason in Sentence (a) because it is
already clear who we are talking about. In Sentence (b), the noun that the pronoun he refers to or
replaces, in this case Jason, is called the antecedent of that pronoun. There are several different
types of pronouns (e.g., subject, object, possessive, reflexive, and demonstrative pronouns),
which we will discuss in detail later. Some examples are shown in the following list.
me myself mine
he him himself his
they them themselves theirs
everyone each some that
EXERCISE 1.10
Directions: Underline the pronouns in the following sentences.
1. We met him at the airport in my station wagon.
2. She didn't give herself enough time to get the name of everybody in the room.
3. Some countries are developed, some are not. This is the basis of the north-south dialog.
4. To each his own means that each person has the right to decide what he or she likes.
5. Has anyone seen the coffee? It must be somewhere in these cupboards.
Auxiliary Verbs
The purpose of the auxiliary verbs is to help main verbs to accomplish certain functions. For
this reason, they are also known as helping verbs. The auxiliary verbs include the words be,
have, and do. These words also function as main verbs. We can distinguish the auxiliary verbs
from the main verbs because we know that only main verbs occur by themselves in a sentence.
In other words, an auxiliary verb needs a partner, whereas a main verb does not. Look at the
following examples:
AUX MAIN VERB AUXILIARY VERB + MAIN VERB
be John is a carpenter. John is working at home.

have Mary has a cold. Mary has felt weak all morning.
do The maid does the dishes. The maid does not clean windows.
The auxiliary verbs also include a group of words and phrases called modals. Unlike be,
have, and do, modals can never function as main verbs. Their function is to show possibilities
and obligations, which we will study in detail in Chapter 6. Examples are shown below:
will is going to
must has to
should ought to
can is able to
might is likely to
Like the other auxiliaries, the modals cannot occur by themselves. They must occur with a
main verb. Examples are shown below with the main verb follow:
The man will follow the rules. The man is going to follow the rules.
The man must follow the rules. The man has to follow the rules.
The man should follow the rules. The man ought to follow the rules.
The man can follow the rules. The man is able to follow the rules.
The man might follow the rules. The man is likely to follow the rules.
EXERCISE 1.11
Directions: Underline the auxiliary verbs in the following sentences.
1. Water is coming under the door.
2. That actor has starred in many films.
3. People should help the children in poor countries.
4. The fine is one hundred dollars.
5. My brother has an old Chevrolet.
6. The government will free the hostages next month.
7. The records ought to reveal the mistake.
8. Her grandparents do odd jobs for the community.
9. The students were showing the photographs to their friends when the teacher came in.
10. His father had to have an operation last year.

Words 13
Prepositions
The function of a preposition is to show a particular relationship between two or more
nouns. This relationship most commonly indicates either place or time. 2 Other prepositions
show accompaniment (with, without), comparison (like, as), possession or relation (of), means
(by, by means of), and several other functions. Some examples of prepositions are shown in
the box below:
PREPOSITIONS PREPOSITIONS OTHER

OF PLACE OF TIME PREPOSITIONS
at to at on with of
in from since for without as
on up in by like
around through before after by
towards away until during by means of
EXERCISE 1.12
Directions: Underline the prepositions in the following sentences.
1. After class, Alice has a cup of tea in a restaurant before she goes to the library so that she
can study for the evening.
2. An ape is like a monkey with no tail.
3. Frogs covered the highway from one side to the other.
4. The ambulance arrived in five minutes by traveling through the park.
5. The ship sailed out of the harbor, under the bridge, around a small island, and then out into
the open ocean.
Determiners
The function of a determiner is to establish or determine certain features of a noun that are
different from the qualitative features described by adjectives. These features primarily indi-
cate quantity (e.g., many, all, five), but they can also show definiteness (e.g., the), possession
(e.g., my, John's), and sequence (e.g., first, second). Determiners always come before the noun
or its modifiers, and the principle characteristic of a determiner is that it cannot occur without
a noun. Many determiners have the same form as a pronoun; for example:
Each apple costs fifty cents. [determiner]
Each costs fifty cents. [pronoun]
The difference is that the pronoun, each in this case, can stand alone but the determiner
cannot. It is thus impossible to say That is *!11X or Please give me *the as a complete sentence
because a determiner always requires a noun to be present. Some examples are shown below:
2 Adverbs also show place and time, but they are content words with their own meanings, whereas prepositions are
function words which only have meaning once a relationship has been established. For example, the adverb now
can be defined, but the preposition at has no meaning until it is attached to a noun, e.g., at school.
a few books g cat two people

all of the profits the door the seventh chapter
a lot of money every student another beer
both parties her mother the other day
EXERCISE 1.13
Directions: Underline the determiners in the following sentences.
1. Jupiter is the largest planet in the solar system.
2. Every story has a good guy and a few bad guys.
3. Sally's parents asked her sister to take her and her brother to another doctor.
4. A lot of time was spent on revising three chapters in the second edition.
5. Almost all of the people in this country have a little trouble with their income taxes.
Conjunctions
The function of a conjunction is to conjoin or connect two or more grammatical elements
(words, phrases, or clauses). They usually appear either between two grammatical elements,
or just before the end of a list of such elements. There are several types of conjunctions, but
those that will concern us here are called coordinating conjunctions because they conjoin
things of coordinate or equal value. The most common coordinating conjunctions are and, but,
or, and so. And shows additional information, but shows contrary information, or shows alter-
native information, and so shows consequential information. Some examples are shown below:
Ants and spiders represent different species.
The repairman cannot come today, but he can come tomorrow.
The CPU, or central processing unit, controls the computer.
Sharon needed a job, so she moved to New York.
EXERCISE 1.14
Directions: Underline the coordinating conjunctions in the following sentences.
1. The king and the queen are not at home, so please come back on Tuesday.
2. A bacteria, but not a virus, can be killed by antibiotics.
3. You must pay the fee or face the consequences.
4. Those boys have lived and worked in Calcutta all their lives.
5. Whether beautiful or disfigured, intelligent or retarded, every human being has the right to a
happy life.
Words 15
CONCLUSION
The purpose of this chapter has been to introduce you briefly to the content words and
function words that comprise the word classes in English. You have also been introduced to
the bound derivational morphemes or endings that are attached to and characterize certain
word classes. It is ultimately more important to recognize that a word class is determined
more by the position or function of a word in a sentence than by any definition of the word
class, as we shall see in Chapter 2. This is particularly true in English, where word order
determines meaning and where the same word can often perform the function of different
word classes, as shown in the following examples:
A large record company records several types of records. [adjective, verb, noun]
Dark objects cannot be seen in the dark. [adjective, noun]
They fast once a month with their fast friends, and time [verb, adjective]
goes fast when they have begun the fast. [adverb, noun]
EXERCISE 1.15
Directions: Copy the following sentences onto a piece of paper, leaving three lines above each
sentence labelled (a), (b), and (c). Lines (b) and (c) will be completed as part of a later
exercise; just leave them blank for now. On line (a) above each sentence, indicate the
class of each word using the following abbreviations:
N = noun PRO = pronoun
V = verb AUX = auxiliary verb
ADJ = adjective PREP = preposition
ADV = adverb DET = determiner
CONJ = coordinating conjunction
Example:
(a) DET N V DET N PREP N
(b)
(c)
The rabbit changes its color in winter.
1. A small bomb killed several people at the airport yesterday.
2. Several young women milk the cows in the evening.
3. Most of the students can speak another language.
4. Jonathan needed a new pencil so he bought one at the supermarket.
5. The insects have attacked every tree on my block.
6. Leave this house now!
7. In the fall, the leaves on the trees fall to the ground.
8. The engineer carefully removed all the accumulated oil from the gear box.
9. The children are visiting the old man and they are watering his garden.
10. Elsie doesn't take cream in her coffee.
Chapter 2
GROUPS OF WORDS
n Chapter 1, we studied the names given to the various word classes. Now we turn to the
I names given to various patterns of groups of words, specifically phrases, clauses, and sen-
tence roles. At this point in our study of the systems in English grammar, we are interested
primarily in being able to identify and name these groups. A detailed explanation of their
structure and use will come in later chapters.
PHRASES
When we write or speak English, we seldom use individual words alone. We are much more
likely to use groups of words called phrases. A phrase consists of a main word plus words
closely associated with it, and the name of the phrase is based on the main word. Thus, we
have noun phrases based on a noun, prepositional phrases based on a preposition, verb
phrases based on a verb, adjective phrases based on an adjective, and adverb phrases based
on an adverb.
Noun Phrase (NP)
A noun phrase consists of a determiner, an optional adjective phrasep, a noun, and option-
al prepositional phrases. We can write this structure as a formula:
NP -+ DET (AdjP) N (PP)n or NP -+ PRO
The formula reads as follows: a noun phrase [NP] consists of a determiner [DET], an optional
adjective phrase [AdjP] (the parentheses indicate optionality), a noun [N], and any number of
optional prepositional phrases [PP] (the small n indicates any number). From this formula, we
can see that a determiner is always part of a noun phrase and that a noun phrase always con-
tains a determiner. Since a pronoun refers to an earlier noun phrase, a pronoun is a noun
phrase, too, but it has no determiner. Below are some examples of noun phrases:
a large black chicken DET + AD] + AD] + N
two healthy girls DET + AD] + N
the sound of a train in the night DET + N + PP + PP
cold water DET [0] + AD] + N
they Pronoun
It is important to mention that the most frequently occurring determiner in English is the
zero determiner, which we indicate with the symbol 0. The zero determiner occurs with a
plural noun, with a noncount noun, or with a proper noun. A non count noun (or mass noun)
is one that cannot be counted or made plural and typically refers to substances or abstract
notions. Examples are shown below:
17
Elephants never forget. [0 determiner + the plural noun elephants]

Water is essential. [0 determiner + the noncount noun water]
John lives here. [0 determiner + the proper noun John]
EXERCISE 2.1
Directions: Underline all the noun phrases [NP] in the following sentences. Above them, write the
word classes contained in the noun phrase.
PRON DET ADJ N
Example: We sat and watched the stormy sea.
1. A long green snake slithered across my foot.
2. Hot coffee is great on a cold morning.
3. Kennedy wanted to send a man to the moon by the end of the sixties.
4. Life without water is impossible for most creatures on this planet.
5. Two policemen examined the fingerprints on the broken window.
Prepositional Phrase (PP)

A prepositional phrase consists of a preposition and a noun phrase. In fact, the name prepo-
sition (meaning "before position") describes the fact that prepositions always come before the
ptper words in a prepositional phrase. The formula for this structure is:
PP -+ PREP NP
The formula reads as follows: A prepositional phrase [PP] consists of a preposition [PREP]
plus a noun phrase [NP]. But we have already seen that a prepositional phrase can be part of a
larger noun phrase. Below are some examples of prepositional phrases alone and of preposi-
tional phrases that contain prepositional phrases within their noun phrases:
under a log PREP + NP [DET + N]
in the morning PREP + NP [DET + N]
in the corner of the room PREP + NP [DET +N + PP]
at her house in the country PREP + NP [DET (her) + N + PP]
EXERCISE 2.2
Directions: Underline the prepositional phrases in the following sentences. Above them, indicate
the word classes contained in the prepositional phrase.
PREP DET ADJ N
Example: We swam in the cold river.
1. The Pacific Ocean is the largest ocean in the world.
2. The fluid in the brain cavity must be removed.
3. The starship came from the Pleiades with a message for mankind.
4. The apartment on the top floor has a fantastic view over the city.
5. The inmates dug a tunnel under the wall and escaped to freedom.
Groups of Words 19
Verb Phrase (VP)

A verb phrase consists of a verb plus all the words that follow it in a simple sentence.
Since it includes everything in the sentence except the subject, another term for verb phrase
in English is predicate (the term subject will be described in the next section of this chapter).
A verb phrase consists of a verb with an optional noun phrase and optional prepositional
phrases. There are two major types of verb phrase that we are interested in and we will call
them "Type I" and "Type II." The formula for the Type I verb phrase is:
VPI ~ V (NP) (PP)n
The formula reads as follows: a Type I verb phrase [VPI] consists of a verb [V], an optional
NP, and any number of optional prepositional phrases [PP]. Below are some examples of Type
I verb phrases preceded by a subject (Mary) in brackets:
[Mary] teaches. V
[Mary] teaches two classes. V + NP
[Mary] teaches in the summer. V + PP
[Mary] teaches two classes in the summer. V + NP + PP
[Mary] teaches two classes at Harvard in the summer. V + NP + PP + PP
EXERCISE 2.3
Directions: Underline the verb phrase [VP, or predicate] in the following sentences.
1. We drove along the river to the county fair.
2. The doctor cured the patient with an herbal tea.
3. Light travels at 186,000 miles per second.
4. The hungry, growling beast in the dungeon clawed at the damp walls.
5. Snowflakes drifted gently to the ground.
The Type II verb phrase always contains the verb be or some other linking verb (e.g.,
appear, become, look, remain, seem). When such a verb is present, the verb is followed by a
noun phrase or an adjective phrase and optional prepositional phrases. The formula for the
Type II verb phrase is:
NP (PP)n ]
VPII ~ be PP n
[
AdjP (PP)n
The formula reads as follows: a Type II verb phrase [VPII] consists of a linking verb (here
represented by the most common linking verb be) plus either a) a noun phrase [NP] with any
number of optional prepositional phrases [PPJ, b) at least one nonoptional prepositional
phrase [PPJ, or a nonoptional adjective phrase [AdjP] with any number of optional preposi-
tional phrases [PP] (the large brackets indicate either/or). Below are some Type II verb phras-
es preceded by a subject (John) in brackets:
[John] is a lawyer. V + NP
[John] is a lawyer for a large firm. V + NP + PP
[John] is in the courtroom. v + PP

[John] is brilliant. V + AdjP
[John] is really brilliant in the courtroom. V + AdjP + PP
[John] is a brilliant lawyer for poor people in the courtroom. V+ NP+PP+PP
EXERCISE 2.4
Directions: Underline the verb phrases in the following sentences.
1. The capital of the largest country in the world is the city of Moscow.
2. Stars are gigantic balls of superheated gas.
3. My sister has been successful in her chosen profession of nursing.
4. The mouse was at the bottom of the cookie jar in a state of restful repose.
5. Tuesday is the day of the week with the best conditions for working at home.
Adjective Phrase (AdjP)

An adjective phrase consists of any number of adjectives plus any of their adverb modi-
fiers. There are two types of adjective phrases: attributive and predicate. Attributive adjective
phrases are part of a noun phrase, where they fill the optional adjective position between the
determiner and the noun. Predicate adjective phrases occur after the verb be (or another link-
ing verb) in Type II verb phrases. The formula for an adjective phrase is:
AdjP -+ (ADV)n ADJ n
The formula reads as follows: An adjective phrase [AdjP] consists of any number of optional
adverbs [ADV] (in truth, there is sometimes one, rarely two, and almost never three) and any
number of adjectives [ADJ], although the number is rarely more than three. Some examples
are shown below. The entire adjective phrase is shown in boldface while the adjective (or
adjectives) around which the adjective phrase is built, always at the right end of the phrase, is
underlined:
That scratched old yellow bus belongs to my aunt. [attributive AdjP]
A cactus is an amazingly villorous plant. [attributive AdjP]
Marilyn Monroe was lloraeous, sexy, and blonde. [predicate AdjP]
The man's face was deeply, painfully scarred. [predicate AdjP]
EXERCISE 2.5
Directions: Underline the adjective phrases in the following sentences.
1. Sophia is a dark, spirited Italian horse.
2. The new manager is intelligent, extremely organized, and diplomatic.
3. The entire deciduous forest was red-yellow-orange brown in its autumnal dress.
4. The mechanic removed the small egg-shaped device near the fuel pump.
5. Tired, hungry, thirsty, and weak, the soldier limped into the completely deserted village.
Groups of Words 21
Adverb Phrase (AdvP)

An adverb phrase consists of an adverb plus any number of its adverb modifiers. Adverb
phrases usually come at the end (or the beginning) of a sentence, where they show time,
place, manner, degree, etc., as adverbs typically do. In fact, we really only need the term
adverb phrase to account for the use of more than one adverb together. The formula for an
adverb phrase is:
AdvP ~ (ADV)n ADV
The formula reads as follows: an adverb phrase [AdvP] consists of optional modifying
adverbs [ADV] (usually one, but sometimes two) followed by an adverb [ADV]. Some exam-
ples are shown below. The entire adverb phrase is shown in boldface while the "head" adverb
is underlined:
The train is leaving right now.
Sheila finished the exam extremely quickly.
Very lently, the nurse turned out the light.
Joseph wrote, much too anlrily, a letter to his ex-wife.
EXERCISE 2.6
Directions: Underline the adverb phrases in the following sentences.
1. The gun was found precisely here.
2. Too often, the rich get richer while the poor get poorer.
3. The teacher patiently and thorough Iy corrected her students' essays.
4. I want an answer now.
5. The bolt must be tightened very carefully.
EXERCISE 2.7
Directions: Above the following sentences, identify the type of phrase that is used. Starting with the
smallest (NP, AdjP, or AdvP, then PP, then VP), indicate the phrases within phrases by
using brackets as shown in the example below.
[NP [AdjP] ] [VP [PP [NP III

Example: An injured bird flew into the house.
1. This building uses heat too inefficiently.
2. The story in that magazine is very well written.
3. The river flows very quickly at this spot.
4. Unfortunately, the baseball team will move to another city.
5. The old monk's skin was yellow and darkened with age.
EXERCISE 2.8
Directions: Continue EXERCISE 1.15 from the previous chapter, in which you copied the following
sentences onto a piece of paper, leaving three lines above each sentence labelled (a),
(b), and (c). On line (b) above each sentence, indicate the type of phrase using the
followi ng abbreviations:
NP = noun phrase
PP = prepositional phrase
VP = verb phrase
AdjP= adjective phrase
AdvP = adverb phrase
Example: (a) DET N V DET N PREP N
(b) [NP ] [VP [NP ] [PP [ NP]]]
(c)
4. Jonathan needed a new pencil so he bought one at the supermarket.
8. The engineer carefully removed all the accumulated oil from the gear box.
9. The children are visiting the old man and they are watering his garden.
10. Elsie doesn't take cream in her coffee.
EXERCISE 2.9
Directions: Bracket and label the phrases in the following passage.
David lived in the country in his childhood. He was very happy there. His grandfather had an
organic vegetable farm. In the morning, he helped his grandfather in the garden and fed the chick-
ens. He played in the fields and woods every afternoon until dinner time. The closest village was six
miles away. Sometimes, David rode his bicycle to the village, but he usually took the bus. David's
grandfather is dead now and David owns the farm.

Groups of Words 23
CLAUSES
As we have seen, a phrase is simply a word class with its associated modifiers. But English
has another type of word group called a clause. A clause is different from a phrase in that it
always shows a subject-verb relationship and is thus more sophisticated than a phrase. Some
examples are shown below:
SUBJECTNP VP
The elephant roared.

The doctor lives in North Africa.
My boss understands.
These examples each show a subject NP and a VP, which are the minimal requirements for
a clause. They are called independent clauses because they are complete in themselves and
can stand alone.
A dependent clause, on the other hand, also shows a subject-verb relationship (in boldface
below), but it is dependent on the presence of an independent clause. The dependent and
independent portions of three example sentences are shown in the box below:
INDEPENDENT DEPENDENT CLAUSE INDEPENDENT
The elephant roared when the hunter appeared.

The doctor whom we saw last Christmas lives in North Africa.
My boss understands why Mary wants a raise.
The dependent clauses in the box above are dependent because the word that introduces
them (Le., when, whom, and why) establishes a dependence on another idea, making them
unable to stand alone as complete sentences. In fact, if we were to use a dependent clause
alone in an essay, it would be marked as a fragment, or incomplete sentence.
The first word of a dependent clause is called a clause marker. Without the clause marker,
the dependent clauses in the box above would become independent (Le., The hunter appeared;
We saw the doctor last Christmas; Mary wants a raise). Dependent clauses can be identified by
the type of clause marker that is present. There are three types of dependent clauses: adverb
clauses, adjective clauses, and noun clauses.
Adverb Clauses
The first type of dependent clause is called an adverb clause because, like the word class
called an adverb, its purpose is to tell us when, why, how, to what degree, etc., the verb takes
place.
The elephant roared when the hunter appeared. [when]
The elephant is protected because it is an endangered species. [why]
Some adverb clause markers are listed below:

when because aHhough(eventhough) if
while as despite the fact that whether
EXERCISE 2.10
Directions: Underline the adverb clauses in the following sentences.
1. Bruce eats cereal in the morning because it energizes him.

2. Although I never wear a watch, I am rarely late.
3. Monica had a haircut while she was waiting for her boyfriend.
4. The tree grew despite the fact that nobody ever watered it.
5. As the plane was landing, a bird flew into one of the jet engines.
Adjective Clauses
The second type of dependent clause is called an adjective clause (traditionally known as a
relative clause) because its purpose is to modify a noun. Unlike adjective phrases, which usu-
ally occur before a noun (except predicate adjectives, which are rarely adjacent to a noun),
adjective clauses always come after a noun. Nevertheless, they are still part of the noun
phrase in which the noun occurs. We are used to the idea of phrases within phrases. Clauses
can occur within phrases, too. Examples are shown below with the complete noun phrase
underlined and the dependent adjective clause in boldface:
The doctor whom we saw last Christmas lives in North Africa.
The class that I want is Biology 110.
We can see that the structures whom we saw last Christmas and that I want are clauses
because they contain a subject-verb relationship (Le., we saw, I want). They are preceded by a
clause marker for an adjective clause. The clause markers for adjective clauses are listed
below.
who
whom
whose + noun
which
that
EXERCISE 2.11
Directions: Underline the adjective clauses in the following sentences.
1. The stream which we followed came from a small cave.

2. The man whose leg is broken is in Room 242.
3. My dog refuses to eat food that comes from a can.
4. A person who is rich is not necessarily happy.
5. The official whom we spoke with could not give us any details.
Groups of Words 25
Noun Clauses
The third type of dependent clause is called a noun clause because, like a noun phrase, it
can function as the subject or object of a sentence. A noun clause is different from a noun
phrase, however, in that it shows a subject-verb relationship. Examples are shown below:
My boss understands why Mary wants a raise.
Where John lives depends on his work.
They could see that Joan was unhappy.
We can see that the structures in boldface are clauses because they contain a clause marker
and a subject-verb relationship (Mary wants, John lives, and Joan was). Some of the clause
markers for noun clauses are listed below:
that how
where how far
when how long
why how much
what what color, what language, etc.
EXERCISE 2.12
Directions: Underline the noun clauses in the following sentences.
1. She didn't know why he was angry.
2. How much it costs is of little importance.
3. Can you see what time it is?
4. I understand that you are looking for an apartment.
5. What the university requires is a complete transcript of all the courses that you have taken.
The different types of phrases and clauses are summarized in Table 2.1.
Table 2.1 Summary of Phrase and Clause Types
PHRASElYPE EXAMPLE CLAUSE lYPE EXAMPLE

& SYMBOL & SYMBOL
Noun Phrase (NP) the large dog Noun Clause (NCO what the dog eats
Prep. Phrase (PP) in the yard
Verb Phrase (VP) bit three people
Adjective Phrase (AdjP) awfully large Adjective Clause (AdjCI) which the cat teases
Adverb Phrase (AdvP) very quickly Adverb Clause (AdvCI) when she is hungry
[Note: There is·no such thing as a prepositional clause or a verb clause.]

EXERCISE 2.13
Directions: Underline and identify the adverb clauses (AdvCI), adjective clauses (AdjCI), and noun
clauses (NCI) in the following sentences.
AdjCI AdvCI
Example: The plant that we bought died because we ignored it.
1. What I want to know is the name of the person who told you about the meeting.
2. The forest that they knew when they were children has disappeared.
3. She doesn't care how long it takes; she just wants a portrait that she can be proud of.
4. Because most of the gold is in the river, prospectors are always present.
5. The earthquake did not frighten us although it did wake us up.
SENTENCE ROLES
We have looked at the parts of speech, the phrases, and the clauses which together consti-
tute English sentences. Now we will look at the way these words and groups of words function
within sentences. We call these functions sentence roles. When we looked at verb phrases, we
saw that there are two basic types, which we called Type I and Type II. In a sentence with a
Type I verb phrase, the sentence roles are usually in this order:
SUBJECT VERB OBJECT ADVERBIAL
John drinks coffee in the morning.
In a sentence with a Type II verb phrase, which has two possible forms, the sentence roles
are usually in this order:
SUBJECT LINKING VERB PREDICATE NOUN ADVERBIAL
John is a student at the university.
SUBJECT LINKING VERB PREDICATE ADJECTIVE ADVERBIAL

John is happy at the university.
The minimal requirement for an English sentence is that the role taken by the verb, the verb
slot, must be filled. The subject slot is usually filled, but not always. The object (or predicate
noun or adjective) and adverbial slots are filled under certain conditions, but they are often
empty.
Groups of Words 27
The Subject Slot

The subject usually comes at the beginning of a sentence. It usually shows who or what ini-
tiates the action or state shown by the verb. It always consists of a noun phrase (or clause)
and when it is linked to a predicate it creates a complete sentence. When we speak of the sub-
ject of a sentence, we are referring to the entire noun phrase. The core of the subject is called
the bare subject (shown in boldface in the boxes below), and it is this noun that must agree
with the verb.
The cat catches a mouse every morning.

The shop on the corner is selling plants this year.
The man who bought my works in a garage
1969 Jaguar on weekends.
SUBJECT VERB PREDADJ ADVERBIAL

The policy of the United States is uncertain at present.
government in regard to
nuclear arms proliferation
To show a change of emphasis, the adverbial slot can be moved to the front of the sentence.
A comma is often added to show where the subject begins. For this reason, the subject (shown
in boldface below) may not always be the first element that you see in a sentence.
Every morning, the cat catches a mouse.
This year, the shop on the comer is selling plants.
On weekends, the man who bought my 1969 Jaguar works in a garage.
At present, the policy of the United States government in regard to nuclear arms
proliferation is uncertain.
EXERCISE 2.14
Directions: Underline the subjects in the following sentences. Then draw a second line under the
bare subject.
Example: A tiny green frog jumped into the swimming pool.
1. The largest city in Turkey is Istanbul.

2. Before he came to the United States, Van's father had had many horrifying
experiences.
3. The weather for the northern part of the Central Valley will be cloudy and cool tomorrow.
4. The new bridge that connects the two islands has improved business opportunities.
5. Unfortunately, the damaged space probe is not sending data back to the earth.
The Verb Slot

The verb usually follows the subject of a sentence. It shows the action that the subject per-
forms or the state that the subject is in. Every English sentence must have a verb; otherwise, it
is just a fragment, a part of a sentence. It is possible to have a verb with no subject, as shown
in the examples below:
(You) Go!
(You) Go to your room!
(You) Put the book on the table.
These subjectless sentences are called commands. The subject is understood to be you.
However, it is generally not possible to have a complete sentence containing a subject with no
verb.
The verb slot in a sentence extends from the end of the subject to the beginning of the
object (or predicate noun/adjective). It includes the core verb of the sentence plus any auxil-
iary verbs or adverbs that occur before the object or, if the object slot is empty, before the
adverbial slot. Examples are shown below with the core verb in boldface:

The train eventually left the station.
Steven has lived in Hawaii for six years.
The are very care- changes in policy this week.
ministers fully suggesting
EXERCISE 2.15
Directions: Underline the entire verb slot in the following sentences.
1. Marianne lives in Scandinavia.
2. We usually take our dog when we go into the mountains.
3. The cliff suddenly and violently collapsed after the rainstorm.
4. During the operation, the doctor will carefully remove the appendix.
5. Antibiotics are only effective for the treatment of bacterial infections.
The Object Slot

The object of a sentence shows who or what receives the action that was initiated by the
subject. It only occurs with Type I verb phrases. Like the subject, it always consists of a noun
phrase or clause. Although objects are not always required to make a complete sentence, they
are often present. Some examples are shown below:
7. My office needs a person who can type 100 words per minute. _ _
8. The plumber complained about his assistant's work. _ _
9. The stapler fell into the wastebasket. _ _
10. Help that poor child! _ _
The Predicate Noun and Predicate Adjective Slot

A predicate noun or predicate adjective can only occur after a linking verb (a Type II verb
phrase). They take the same position as the object of a Type I verb phrase.
A predicate noun is always a noun phrase (or clause) and always follows a linking verb
(usually be), but it is not always a required element of a sentence. If the predicate noun phrase
slot is empty, however, an adverbial is required. The reason that a predicate noun must follow
a linking verb is that the function of a linking verb is to equate the subject with whatever fol-
lows the verb rather than to show who or what receives the action of a verb as in Type 1 verb
phrases. In the case of a predicate noun, the linking verb shows that the subject NP and the
predicate noun NP are identical. Examples are shown below:
SUBJECT LINKING VERB PREDICATE NOUN ADVERBIAL
A leopard is a type of cat.

Albert Schweitzer was a doctor in Africa.
A bee is an insect that
makes honey.
The girls were on the telephone.
Notice that in the examples above the subjects are identical to the predicate nouns:
a leopard = a type of cat
Albert Schweitzer = a doctor
a bee = an insect that makes honey
A predicate adjective, on the other hand, is always an adjective phrase and always follows a
linking verb (usually be), but unlike the predicate noun, it is a required element of the sen-
tence. The function of the linking verb is to associate the adjective phrase with the subject NP.
Examples are shown below:
SUBJECT LINKING VERB PREDICATE ADJECTIVE ADVERBIAL
The girl is terribly unhappy at work.

The film was incredibly superficial.
Wind damage was minimal in the cities.
Groups of Words 31
Notice that it is possible to invert the adjective phrase to create a noun phrase:
the terribly unhappy girl
the incredibly superficial film
minimal wind damage
However, some adjective phrases may only take the predicate adjective position and not
the attributive position, e.g., The girl is asleep 7= *the asleep girl.
EXERCISE 2.17
Directions: Underline and identify the predicate noun or adjective phrase in the following
sentences.
PADJ
Example: The dog is tired.
1. Trains are always late in this country.
2. The chairman was really a remarkably gifted man in many ways.
3. An analysis of the characters in this novel would be quite interesting.
4. The sari is a dress that is worn by many Indian women.
5. The opera is a tale of revenge and a commentary on the mores of the time.
The Adverbial Slot

The adverbial is the part of the sentence that shows us the time (when), the place (where),
the manner (how), the reason (why), the degree (how much), etc., that an action or state took
place. Although the adverbial is usually at the end of the sentence, it can move quite freely to
the front of the sentence, in which case it is often followed by a comma. There are several dif-
ferent types of phrases and clauses that can occur in the adverbial slot. The most common
adverbial is one or more prepositional phrases, but it can also be an adverb phrase or an
adverb clause. Examples are shown below:
The taxi drove the minister up the hill to the church.

Her health deteriorated very quickly.
The man left the country because he wanted a job in Spain.
The subject-verb-object-adverbial or subject-verb-predicate noun/adjective-adverbial struc-

ture of sentences also occurs in adverb clauses. The only difference is that an adverb clause is
always preceded by a clause marker. The last example above contains a dependent adverb
clause, which is shown in boldface below:

Clause Clause Clause Clause Clause
Marker SUBJECT VERB OBJECT ADVERBIAL
The man left the country because he wanted a job in Spain.
EXERCISE 2.18
Directions: Underline the adverbial in the following sentences. Above the adverbial, indicate the
dependent clause sentence roles.
Clause Clause Clause Clause
Marker SUBJECT VERB ADVERBIAL
Example: Janet bought a dog ..:..:w~h~e~n:""'-_..:.is:.:..h:.:::e:...-----..:.m~o~v..:...;e~d~---l;t~o~A..::.:t~la~n~t~a.
1. Vincent taught English when he lived in Bangkok.
2. Although she was only a girl, Sarah was the mother of the house.
3. The patient went to the beach even though his doctor warned against it.
4. If there is a major earthquake in Los Angeles, many people will die.
5. Since he is an actor, he will probably be a good politician.
EXERCISE 2.19
Directions: Continue EXERCISE 2.8, in which you copied the following sentences onto a piece of
paper, leaving three lines above each sentence labelled (a), (b), and (c). On line (c)
above each sentence, indicate the sentence roles: SUBJECT, VERB, OBJECT (or
PREDICATE NOUN/ADJECTIVE), and ADVERBIAL.
Example:
Word Classes (a) DET N V DET N PREP N
Phrases (b) [NP [VP [NP [PP [ NP ]]]
Sentence Roles (c) SUBJECT VERB OBJECT ADVERBIAL
4. jonathan needed a new pencil so he bought one at the supermarket.

TERM DEFINITION EXAMPLE

adjective [ADJ] a word that modifies pretty, green, big
and usually precedes a noun
adjective clause a clause that postmodifies the the class that I am taking
noun in a noun phrase
adjective phrase the group of adjectives and the very old train
adverbs that modify a noun
adverb [ADV] a word that modifies a verb usually, very, fast
or adjective and that may occur
before a verb or at the end or
beginning of a sentence
adverbial the usually optional final slot in the morning, now,
in a typical sentence that when I left Ohio
contains adverbs, prepositional
phrases, and/or dependent clauses
adver b clause a clause that shows time, where she lives;
place, manner, condition, etc. if I succeed
adverb phrase a group of adverbs that She ran extremelv fast.
modify a verb or a sentence
antecedent the word that a pronoun John ~ he; a book ~ it
replaces or points back to
attributive an adjective that comes before a curious phenomenon
adjective a noun in a noun phrase
auxilliary ver b a verb that always occurs with be, do, have, and the modals
[AUX] another verb, which it is said
to help (synonym: helping verb)
bare subject the core noun of a the old man who lives nearby
subject noun phrase
clause a structure that contains the man bought a house;
a subject-verb relationship because the sun shines
clause marker a grammatical word that comes when, why, if, because, who
at the beginning of a clause
command a sentence whose subject (You) Close the door, please!
is understood to be "you"
conjunction a word that joins two phrases and, but, or, so, yet, for
[CONJ] or clauses
content word a word (N, V, ADJ, ADV) that dog, run, big, slowly
creates a picture in the mind
count noun a noun form that may be counted table, star, idea, problem
and therefore has a singular and
plural form
Groups of Words 35
dependent clause a clause that must be attached when I was in LA; if you
to an independent clause in saw a cat; that I like
order to be a full sentence and
not a fragment
determiner [DET] the first word(s) of a noun phrase a, all, the, my, this, Ann's
(e.g., an article)
function word a word (DET, PREP, CONJ, AUX, a, in, and, have, they
PRO) that shows a grammatical
relationship between content words
helping verb [see "auxiliary verb"]
independent a clause that can stand by Horses love chocolate.
clause itself (synonym: sentence)
intransitive verb a verb (v.i.) that does not go, sleep, live
allow an object to follow it
linking verb a verb that establishes equality be, seem, look, get,
between the subject and a become, appear
predicate noun or adjective
mass noun a singular noun that refers to milk, wood, furniture, fruit
a liquid, material, or category
modal an auxiliary verb that shows can, will, should, must,
obligation, possibility, ought to, could, would
ability, future, necessity, etc.
noun [N] a content word that forms the house, uncle, idea, tree
core of a noun phrase
noun phrase [NP] a phrase consisting of a DET, the big door; a pretty dress;
optional ADJ, N, and optional I; them; men in the class
postmodification or a lone PRON
that serves as the subject and/or
object of a sentence or a PP
noun clause a clause that takes the place where they live; what it cost
of a noun phrase
noncountnoun a noun form that cannot be water, chalk, furniture,
counted and therefore has only
a singular form [see "mass noun"]
object the third slot in a sentence that Jill kicked the ball;
shows who or what receives the the man killed the bear.
action of the subject
phrase a structure containing a key in the morning CPP);
word and its close associates the old man (NP)
that forms a natural group
plural a form that indicates rooms, women, are
more than one entity
/clauses
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Systems in English Grammar : an introduction for language teachers

Book · January 2017

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common structures in a systematic way without relying on trees or formal transformational

Chapter 2: Groups of Words

UNIT II: THE VERB

Chapter 3. The Auxiliary System

A. The Auxiliary Verb Be

Chapter 4a. The Verb Tense System

3. The Perfect Tenses

b. Problem Solving with the Twelve Tenses

Chapter 5. The Negation System

Chapter 6. The Modal System

Chapter 7. The Question System

UNIT III: THE NOUN

Chapter 8: Subjects and Objects

ii) P-form Embedded WH-Questions as the Object of the Main

Chapter 9: The Pronoun System

h. Problem Solving with the Other Central Determiners

UNIT IV: THE ADVERB

Chapter 12: The Adverbial System

Chapter 13: The Preposition and Particle Systems

UNIT V: SENTENCE COMBINING

Chapter 14: The Coordination and Subordination System

2) Complement in the Object Slot

VERBS NOUNS ADJECTIVES

-s (walk~) -s (river~) -er (greater)

3. If the plane landed on water, the fuselage is probably recoverable.

4. A shorter description appears on the next page of this official document.

5. Magellan circled the globe between 1519 and 1522.

CONTENT WORDS FUNCTION WORDS

PROPER NOUNS COMMON NOUNS

Doctor Suarez doctor

CONCRETE NOUNS ABSTRACT NOUNS

1. The annual growth of a tree is shown in its rings.

2. The brown bear, which is native to Tibet, is an endangered species.

3. Alexander Fleming discovered penicillin before the Second World War.

4. The government of Italy is speaking for a new openness in public affairs.

COUNT NOUNS NONCOUNT NOUNS

SPECIF1C (COUN1) GENERAL (NONCOUN1)

a chicken (a bird) chicken (food)

3. Donlt buy a paper; it uses too much paper.

4. In space, the spaces between galaxies are almost inconceivable distances.

DYNAMIC VERBS STATIVE VERBS

There are other classifications of verbs (e.g., active/passive, transitive/intransitive), which

1. The students are working in pairs.

2. My uncle dislikes his neighbors.

3. The spaghetti sauce smelled wonderful.

4. The sunflowers had grown to a height of six feet.

5. The pelica~ died from contamination by pesticides.

wonderful news larger population

2. It was a tempestuous day, a day of racing clouds and roaring wind.

3. It was impossible to imagine that a simple peasant could be so beautiful.

5. A waiter should be attentive, cordial, careful, and unobtrusive.

1. Gracefully, the ballerina leaped across the stage.

2. The secretary wasn't very happy yesterday.