1 NON-FINITE AND VERBLESS CLAUSES: TEXTUAL VALUES ECATERINA POPA Abstract. The present paper attempts to draw attention on the textual values of the nonfinite and verbless adverbial clauses. Although their overall distribution across registers is relatively small, they display a larger frequency in instruction text types and scientific writing. As elliptical structures, in terms of subject and predication, their thematic structure is also incomplete. Recovery of Theme both in unmarked and marked thematic structure is relevant for the Information structure within the clause as well as within the whole sentence. Moreover, in marked thematic structures, the textual Themes of such clauses function as linkers between sequences of propositional contents. The examples provided, excerpts from scientific articles and recipes, are meant to illustrate the relevance of these syntactic structures to meaning interpretation and textual cohesion. 1. OVERVIEW Studies in text linguistics or text syntax have consistently pointed out the importance of the sentence as the basic unit of the text; The choice and ordering of sentences in a text is relevant for the thematic and information structure of the text; The way in which sentences connect ensures cohesion and coherence of the text. The present paper will focus on the textual values of non-finite and verbless adverbial clauses as sentence constituents in terms of circumstantial variables. Unlike nominal or relative clauses which are either verb controlled or head noun constrained, these adverbial clauses are not dependent on a particular constituent of the main clause, but rather expand the meaning of the main clause by providing a circumstantial feature as: time condition, concession, thus enhancing the message, Downing (2006: 209). Subsequently, their relationship to the main clause is looser and their position in the sentence is more flexible, as their initial, mid or final place does not influence the structure of the sentence taken independently. But if we are concerned with the meaning conveyed by the text and not by the meaning of individual sentences as they follow each other it is imperative to take into account the Hallidayan view that: a text does not consist of sentences, it is realised by or encoded in the sentences, Halliday & Hasan (1976: 2). RRL, LIII, 3, p , Bucureşti, 2008
2 330 Ecaterina Popa 2 The importance of grammar across the boundaries of the sentence as a basic unit of analysis is also strongly emphasized by Chafe (1970: 95) from a semantic perspective intersentential constraints play a role that is probably more important than under other views of language and the place of a sentence in the whole discourse determines its grammatical features which in their turn are relevant to the meaning of the text and partake discursive particularities. By analysing the complex sentence in terms of its constituents independent clause(s) and dependent clause(s) we will notice that the place of the dependent clause in a sentence influences the thematic and information structure of the sentence, relating it to the whole stretch of the text. 2. ADVERBIAL CLAUSES From a semantic point of view the following adverbial clauses are distinguished: time, place, condition, concession, purpose, result and manner. From a structural point of view they can be: finite, non-finite and verbless. The finite adverbial clauses are always introduced by subordinators, their subject is overt and the verb in the finite form signals tense and modality. Due to the explicitness of the syntactic structure these clauses express more clearly the variety of nuances of semantic relationships. Finite clauses may take initial, mid or end position, with the exception of the clause of result, and they are widely used across registers although there are considerable differences of their distribution in terms of their textual function, for instance, place and time clauses used as temporal or spatial framings of the main propositional content in narratives or descriptive texts. Non-finite and verbless are less commonly used than the finite ones 1 and we distinguish only the following types: time, condition, concession, purpose, reason and manner. 3. STRUCTURAL PARTICULARITIES OF NON-FINITE AND VERBLESS CLAUSES 3.1 Non-Finite Clauses Quirk (1972: 724) defines non-finite clauses as means of syntactic compression in which the verb, an ing, ed, or to infinitive, functions as 1 The authors of Longman Grammar of Spoken and Written English (1999: 826) have found, according to a corpus analysis of four registers fiction, news, academic writing and conversation, a high frequency of finite clauses in all four registers, a relatively high frequency of to-clauses in academic writing and quite a low frequency of other non-finite or verbless clauses in all four registers.
3 3 Non-finite and Verbless Clauses: Textual Values 331 predicate and the subject is omitted. It is assumed that the subject can be treated as recoverable from the context, namely from within the same complex sentence, having the same reference as a noun or pronoun in the main clause. If we consider the sentence: Having had dinner, they decided to leave. we can assume that the subject of the non-finite clause is they by looking forward in the text. Some non-finite clauses are introduced by a subordinator, which makes the semantic value of the clause more explicit. If we rephrase the above non-finite by: After having dinner, they left. the temporal relationship between the main clause and the subclause is clearly expressed. But there are only three types of non-finite subclauses that are compulsorily introduced by a subordinator, those of condition, concession and manner / comparison, while with the clauses of purpose and time, the subordinators are optional. Other types of clauses as those of reason, proportion or the supplementives are not introduced by subordinators. This makes semantic interpretation on sentence level more difficult and the larger context, linguistic or non-linguistic, is needed to elicit the intended, appropriate meaning. The following example from Quirk (1972: 763) is relevant for the ambiguity of interpretation: I caught the boy smoking a cigar. The subclause can be rephrased as: a) who was smoking a cigar, thus the clause is a reduced relative or as: b) while I / he was smoking a cigar, the clause expressing temporal relationship allowing for two possible subjects. We have to note that as non-finite clauses can take initial or end position, the initial position of the above mentioned subclause results in an awkward sentence like: Smoking a cigar, I caught the boy. If we compare a completely similar structure to the above mentioned one, we notice that the initial or end position of the non-finite does not change meaning interpretation: I was sipping my coffee smoking a cigar. Smoking a cigar, I was sipping my coffee. Still, message interpretation depends also on extralinguistic variables mostly in the case of spoken language when change of the place of a non-finite or verbless clause is augmented by stress or pattern of intonation.
4 332 Ecaterina Popa Verbless Clauses Verbless subclauses are less common than non-finite ones as far as the range of circumstances they express are concerned. Time, condition and concession clauses are most commonly identifiable as verbless, as in: a) When in trouble, ask for help. b) If in a hurry, take a taxi. c) Though old, he managed by himself. Verbless clauses do not have an overt subject and predicator. The missing constituents are assumed to be recovered from the context of the main clause. Usually the missing verb is be and the subject is identical with the subject of the main clause as in the proverb: When in Rome, do as the Romans do. which can be rephrased into: When you are in Rome, [you] do as the Romans do. Verbless clauses are always introduced by a subordinator, most commonly when / until for time clauses, if / unless for conditionals and though / however for clauses of concession. Verbless clauses, as all the other structural types, can take initial or end position, without any change of meaning as far as the semantic relationship between the main clause and subordinate clause is concerned. 4. THEMATIC STRUCTURE IN COMPLEX SENTENCES In view of Hallidayan functional grammar (1994: 37), each clause, independent or dependent, except its syntactic organisation, displays a bipartite structure of the message it conveys. The point of departure which is marked by the initial element of the message is the Theme and the remainder of the clause which develops the message is labelled the Rheme. By comparing the Theme-Rheme structure to the syntactic structure, the SVOA structure, it follows that generally the subject takes Theme role and the rest of the clause performs Rheme role. In an independent clause as: John kissed Mary yesterday. according to the neutral pattern John, the subject is the Theme, while the main body the VOA is the Rheme. But as syntax allows for movement in the word order, for instance a ASVO word order, similarly the thematic organisation of the message allows for other constituents to perform Theme roles, cases in which we distinguish a different pattern that of marked Theme. By extending the Theme-Rheme structure to the complex sentence, the same thematic structure can be applied.
5 5 Non-finite and Verbless Clauses: Textual Values 333 If from a syntactic point of view the structure of a complex sentence does not undergo changes depending on the place of the subordinate clause, in terms of thematic structure the arrangement of the clauses makes it possible for either of the two types to perform Theme role. Thus right-branching, main clause followed by subordinate clause, respectively left-branching, subordinate clause initial position followed by main clause make the distinction between unmarked and marked thematic structure. Subsequently, in a complex sentence we can distinguish between Theme and Rheme in terms of main clause and subordinate clause. In the examples below, the first one has an unmarked thematic structure, while the second a marked one, depending on the position taken by the adverbial clause end or initial position: a) He couldn t come because he was ill. b) As he was late, he took a taxi. But as each clause in its turn displays its own thematic structure in the case of the adverbial clauses we have to take into account multiple themes distinguished by Halliday (1994: 52-55) as: textual, interpersonal and topical, which do not exclude each other as they play different thematic roles. In the case of finite structures the subordinating conjunction is the textual Theme, while next to it, usually the subject is the topical Theme. In: As he was late, he had to take a taxi. as = textual theme, he = topical theme. The internal thematic structure of the subordinate clauses poses a particular problem in the case of non-finite and verbless clauses as in both types the subject, subsequently the topical Theme is missing. The question that arises is: where do we recover the Theme from? To answer the question we have to take into account the position of the adverbial clause. In an unmarked thematic structure, with the subordinate clause taking final positions, the Theme can be recovered from the main clause either as being identical with the main clause Theme (example a) and ellipted to avoid redundancy, or it refers back to the whole main clause (example b): a) You should call a taxi, when ready to go. b) I can help you, if needed. In example (a) by inserting you we identify the Theme, while in example (b) by rephrasing the non-finite clause the whole propositional content of the main clause functions as Theme (if helping you is needed or if you need help). The relationship between the adverbial clause and the main clause is assumed to be tighter locally when the former takes final position (Downing, 2006: 276) which means that the clue for Theme recovery lies in the main clause.
6 334 Ecaterina Popa 6 In case of initial position, marked thematic structure, the adverbial clause is less integrated in the structure of the main clause, thus the Theme can be either recovered from the main clause, looking forward for clues, or from the previous text unit. In proverbs, for instance, which have an independent propositional content, the topical Theme is recovered from the following main clause: When angry, count a hundred. the pronoun you can be easily identified as subject, subsequently Theme position, while in a sentence as: If so, let s go and help them. due also to the clausal substitute SO we have to resort to the previous text unit(s) to convey meaning by identifying the topical Theme. The significance of the thematic structure marked or unmarked, emerges according to Halliday (1994: 61) when we come to consider the importance of the clause theme in the overall development of the text. The patterning of the Themes from one sentence to another, thematic progression, on the one hand is inherently linked to topic consistency, which in its turn is an important variable in ensuring coherence to the text, on the other hand it is closely related to Information structure signalling the Given-New sequence. It is generally observed that in the case of unmarked thematic structure, the topical Theme of the main clause or a constituent of the Rheme of the main clause will appear as the topical Theme of the next sentence, thus displaying constant, linear or split progression (Bloor & Bloor, 1990: 3). In terms of Information structure, the text moves from Given to New, the Theme of the main clause carrying the Given, and its Rheme conveying the New, while the adverbial clause carries subsidiary New information. The marked thematic structure of a sentence within a text has to be considered in terms of the whole text. The Theme position of an adverbial clause most commonly connects previous text units to subsequent units and performs textual functions framing the discourse according to circumstantial variables. In terms of Information structure, the subordinate clause carries Given information, but with a missing topical Theme and an incomplete Rheme Givenness is less explicitly signalled, therefore moving from sentence level analyses to working with the whole text appears to be more relevant in interpreting the meaning of the text. 5. DISCUSSION To exemplify the interplay between thematic structure and information structure in text units which display non-finite or verbless clauses two text types will be discussed: scientific articles (Texts A) and recipes (Texts B) according to their unmarked or marked thematic structure.
7 7 Non-finite and Verbless Clauses: Textual Values Unmarked Thematic Structure Texts A: Scientific articles 1. After a thorough review of the available evidence significant concerns regarding the safety carotid artery stenosis when performed in this older patient population have emerged. 2. Carotid stenting is only covered when used with an embolic protection device and is, therefore, not covered if deployment of the embolic protection device is not technically possible (from Vascular News, North America Edition, February 2007, issue 16). The underlined non-finite clauses are introduced by temporal subordinators, and their respective subjects and finite verb forms are ellipted. In their interpretation, the missing constituents have to be recovered by moving backwards in the sentence as they take mid position (1) and final position (2) in relation to the main clauses they are dependent on. In recovering the subject of the time clause in Text (1) taking into account the meaning of the medical terms as well as the semantic relationships, we realise that the subject of the main clause significant concerns does not collocate with the verb to perform and that carotid artery stenosis is a heart problem which again cannot be performed. It follows that the theme has to be recovered from the previous paragraphs or even the title CMJ Proposals Expanded Coverage for Carotid Artery Stenting, which is a surgical procedure that can be performed. The finite form will then be: When carotid artery stenting is performed, thus both Theme and Rheme of the non-finite clause are explicit. Text 2 is a typical case of unmarked thematic structure, the subject of the subclause identical with that of the main clause (carotid stenting) and the verb be ellipted. But from the point of view of information the restrictive only in the main clause makes the propositional content of the non-finite clause combine temporal and condition circumstances and subsequently it completes the Rheme of the main clause. As the Rheme carries New information the non-finite clause carries subsidiary new information, but at the same time furthers the discourse by introducing another condition for the reverse situation (not covered). Comment: It is interesting to note that although time clauses are used to ensure the temporal sequencing of activities or events, in these two instances the temporal dimension expected to be dominant is diminished by a restrictive conditional value. At the same time recovery of the missing constituents, mostly the Theme, as well
8 336 Ecaterina Popa 8 as their more like mid-position in the whole paragraph, then overt typical final position in relation to the dominant clause, makes us consider them textual connectors between stretches of discourse. Texts B: Recipes 1. Melt butter in a saucepan, remove pan from heat and blend in flour, cook gently until straw-coloured, then add flavoured milk. Season, stir over gentle heat until boiling, then simmer for one minute. 2. Use cheese at room temperature. Blend with sour cream. Mince the pitted olives, add chives to the cheese. Chill until ready to serve or remove from refrigerator one hour before serving. Good used hot or cold (from Gateway Clubs in North Wales - Cookbook). In recipes, end position verbless time clauses with until subordinator are most frequently used. The verb be is easily recoverable as the overt constituent of the predicate is either an adjective as subject complement or an ing or en verb. Recipes in British and American cookbooks, except the layout which is easily recognisable, are structured as instructions, making use of the Imperative in the main clause and very simple short sentences. The relationship between the imperative and the non-finite / verbless clause poses problems concerning the identification of the missing subject. On the one hand we may take into account the semantic category of cooking verbs though most of them are ergative, but on the other hand textual analysis in terms of cohesion might prove more relevant. Recipes display two dominant cohesive ties: lexical ties and ellipses. In both texts the subject of the non-finite or verbless clause cannot be you identical with the implied subject of the imperative in the main clause. The subject of both verbless and the ing non-finite clause is the resulting mixture of the ingredients (butter, flour, milk, and cheese, sour cream, chives, olives), which is not overt at any time in the texts and the mixture can be identified gradually as we move towards the end and then relate it to what resulted as being named in the very beginning French Brie Brilliant Dip. The last sentence in Text 2: Good used hot or cold. is elliptical on two levels: main clause and subclause. The main clause retains only the subject complement good and the non-finite clause the -ed passive. The full sentence would be: It is good when / if it is used either hot or cold. In this case the subject in Theme position is the same in both clauses, which does not allow for ambiguity.
9 9 Non-finite and Verbless Clauses: Textual Values 337 Comment: The recovery of the missing constituents is possible by moving backwards in the text step by step and by putting into action not only linguistic or discourse knowledge but also general background knowledge. The recipe examples prove that looking for individual overt constituents of the main clause or taking into account mechanically the implied subject of the imperative does not lead anywhere in filling in the gaps for thematic progression and subsequently topic consistency Marked Thematic Structure Texts A: Scientific articles 1. Most scientific methods developed are equally applicable everywhere. In fact, plant breeding work is already in progress in most developing countries and has been begun in some instances by local workers on their own initiative or with the assistance of international bodies such as FAO. When starting breeding work to improve crop production, particularly of food crops, developing countries should follow simple and inexpensive methods which, in the great majority of the cases, are economic and efficient (Ewer, J. R., Latorre, G., 1969, A Course in Basic Scientific English, p. 115). 2. To test the two theories (Big Bang and the Steady State) it is necessary to look far back in time. If the Universe is evolving, it should have looked different in the distant the galaxies must have been closer together (idem: 135). The three non-finite clauses open the paragraphs of the texts which account for marked thematic structure. In Text 1 there are two circumstantial variables a temporal one introduced by when and a purpose one expressed by the infinitive. In the first example, the quoted paragraph is the fourth in the text, and its topical Theme can be recovered both from the previous paragraph in which developing countries is mentioned in the Rheme of the independent clause, and from the following main clause as its subject. The textual theme when links the propositional content of the previous sentence to what follows in the on-going paragraph. The to-infinitive purpose clause initiates the discussion on the means to attain good crop productions by providing the necessary New information. In Text 2, the purpose clause resumes the topical themes of the previous six paragraphs in which the two theories have been presented at length and frames the conclusive discussion by furthering the discourse into solving the conflicting debate.
10 338 Ecaterina Popa 10 Texts B: Recipes Cheese Potato & Onion Pie 1. If using mashed potatoes mix in butter, salt and onion. Sautee onion rings and garlic in vegetable oil. 2. Add mushrooms ½ hour before end of cooking time. Test to see if steak is ready. When ready, remove meat (from Gateway Clubs North Wales Cookbook). The layout of the recipe text asks for the breaking down of the preparation in steps, each step being one sentence made up generally by a main clause and a short adverbial clause or two main coordinated clauses. In Text 1 the conditional clause is the first entry of the recipe. Its subject is identical with the one in the main clause you and the missing verb is be. The problem which arises in interpretation is posed by the fact that it does not link to a previous stretch of text. As an opening sequence the conditional circumstance furthers the text and triggers the New information expressed by the main clause. On clause level in both cases the Given information you is missing and in their turn both clauses display explicit Rhemes which carry the New information. The pattern of the sentence as such observes the Given-New, Given-New sequence. In Text 2 the verbless time clause occurs towards the end of the text. The topical Theme of the clause (steak) can be easily recovered from the previous sentence and the textual Theme (when) links the two sentences in a temporal sequence. Comment: In marked thematic structure non-finite or verbless clauses perform basically two functions: 1) as framing and initiating a following discussion which will convey main and New information; 2) as connectors between two units establishing circumstantial relationships between two propositional contents. 6. CONCLUSION Although the distribution of non-finite and verbless clauses is relatively small, in certain text-types they are frequently used and their textual values are relevant to the appropriate interpretation of the text. Thematic choice, the ordering of themes and theme ellipsis play an important role in Information Structure and in the overall organisation of a text. Thus Theme ellipsis leads to Given-information ellipsis prominence being given to Newinformation. The missing topical Themes can be recovered from the host main clause, but in most of the examples they were recovered from previous text units.
11 11 Non-finite and Verbless Clauses: Textual Values 339 The fact that we resort to previous text units in order to interpret such clauses and the fact that they are introduced by textual Themes lead us to conclude that such clauses can function as cohesive circumstantial ties within a larger text. REFERENCES Biber, D., S. Johansson et al., 1999, Longman Grammar of Spoken and Written English, Pearson Educational Limited, Longman. Bloor, T., M. Bloor, 1995, The Functional Analysis of English, London. New York. Sydney. Auckland, Arnold. Brown, G., G. Yule, G., 1983 / 1989, Discourse Analysis, Cambridge, Cambridge University Press. Chafe, L. W., 1970, Meaning and the Structure of Language, Chicago, The University Chicago Press. Downing, A., Locke, P., 2006, English Grammar. A University Course, London and New York, Routledge. Gleason, H. A. Jr., 1965, Linguistics and English Grammar, New York, Chicago, San Francisco, Holt, Rinehart & Winston, Inc. Greenbaum, S., 1996, The Oxford English Grammar, Oxford, Oxford University Press. Halliday, M. A. K., 1985 / 1994, Functional Grammar, London, Melbourne, Auckland, Edward. Arnold. Halliday, M. A. K., R. Hasan, 1976 / 1994, Cohesion in English, London and New York, Longman. Jackson, H., 1990, Grammar and Meaning, London and New York, Longman. Quirk, R., S. Greenbaum, 1973, A University Grammar of English, Longman. Quirk, R., S. Greenbaum et al., 1972, A Grammar of Contemporary English, Longman.
LINKING DEVICES IN ENGLISH ACADEMIC PROSE Irena Hůlková Abstract This paper presents a rough outline of a future PhD thesis which analyses linking devices viewed as significant means of cohesion in English
THE ENGLISH SENTENCE (Materials based on: Huddleston, R. & Pullum, G.K. (Eds.)., 2002. The Cambridge Grammar of the English Language. London: CUP and Greenbaum, S., & Quirk, R. 1990. A Student's Grammar
DEPENDENT CLAUSES, THEIR OCCURRENCE AND ROLE IN DIFFERENT TEXT TYPES Rita Rafajlovičová Abstract: The article presents the results of research focusing on the distribution and analysis of subordinate clauses
Grammar as Science Text by Richard K. Larson Graphic design by Kimiko Ryokai Supported by the National Science Foundation The MIT Press Cambridge, Massachusetts London, England 2010 Massachusetts Institute
Systemic Functional Grammar A Theory about the Nature and Structure of Language 22. July 2008 Verena Stein Systemic Functional Grammar Part I Part II Part III motivation for a systemic functional understanding
Passage2013, 1(1), 65-74 An Analysis of Thematic Progression in High School Students Exposition Texts Asri Nur Rakhman* firstname.lastname@example.org * Asri graduated in December 2012 from English Education
Studies in Literature and Language Vol. 8, No. 2, 2014, pp. 32-37 DOI:10.3968/4512 ISSN 1923-1555[Print] ISSN 1923-1563[Online] www.cscanada.net www.cscanada.org On the Theoretical Framework of the Study
THE STRUCTURAL APPROACH TO VERB COMPLEMENTATION Ľudmila Jančovičová Department of English Language and Literature, Faculty of Education, Trnava University in Trnava, Priemyselná 4, P.O. BOX 9, 918 43 Trnava,
Theory and Practice in English Studies 3 (00): Proceedings from the Eighth Conference of British, American and Canadian Studies. Brno: Masarykova univerzita Supplementive Clauses in Resolutions Olga Dontcheva-Navratilova
NEW NATIONAL CURRICULUM SUBJECT AREA: Writing End of year expectations: Year 1 Write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing
GUÍA PARA EL ESTUDIANTE. Plan experimental ECTS FACULTAD DE LETRAS UCLM Academic year 2009-2010 I DATOS DE LA ASIGNATURA Subject: English Morphosyntax II Code: Subject type: Compulsory year: 2 nd Groups:
Grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important,
A Structural Account of English Tenseless Clausal Constructions pp. (1-8) A. Prof. Dr. Himdad Abdul-Qahhar Muhammad A. I. Salih Ibrahim Ahmed Salahadin University-Erbil University of Raparin College of
Subordination following Biber et al. (2002, 1999), Greenbaum & Quirk (1985), Quirk et al. (1985) Carter & McCarthy (2006) and Selection of Definitions from Oxford Reference Online by T.Naves email@example.com
NEW NATIONAL CURRICULUM 2014 SUBJECT AREA: Writing Year 1 write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form
Primary Curriculum 2014 Suggested Key Objectives for Writing at Key Stages 1 and 2 Year 1 Writing Key Objectives Taken from the National Curriculum 1 Spell words containing each of the 40+ phonemes taught
Clauses Clause (part of the sentence): a sequence of words that cannot stand alone but depends on another clause defined main clause, and consisting of a subject (optional) and a predicator (compulsory)
SPECIAL ENGLISH AIMS AND OBJECTIVE Aims :- To enable the learner - a) to communicate effectively and appropriately in real-life situation. b) to use English effectively for study purpose across the curriculum.
CHAPTER I INTRODUCTION This chapter presents the background of the study. A brief explanation on the issue and aspects related to the discussion are also included. 1.1 Rationale As one of the productive
ENGLISH VERBLESS CLAUSES As a Case of Ellipsis Nibras Hashim Hani Al-Turath University College Part one General Survey of the Concept of Ellipsis: 1.Traditional Viewpoint: Traditional grammarians, owing
Cohesive writing 1. Conjunction: linking words What is cohesive writing? Cohesive writing is writing which holds together well. It is easy to follow because it uses language effectively to guide the reader.
QUESTIONNAIRE COMPLEMENT CLAUSES RMA-UvA 2008-2009 seminar Perspectives on Universals I 1 Practical issues (i) For the processing of the data at a later stage it is essential that each example is provided
Year 3 Spelling, Punctuation and Grammar Objectives Use and understand grammatical terminology when discussing writing and reading: word family, conjunction, adverb, preposition, direct speech, inverted
Lee-on-the-Solent Junior School Progression through writing This guidance provides details about the key areas that your child needs to show in order to achieve each level in their This progression informs
Lancashire Primary Literacy Children's Targets for Writing Teaching Objectives and child-friendly 'I will be able to' versions An 'I will be able to' or 'I will know' target is a child-friendly version
1 CHAPTER I INTRODUCTION A. Background of the Study Language is used to communicate with other people. People need to study how to use language especially foreign language. Language can be study in linguistic
Milestone 1 Assessment criteria for writing Learning Objective Key Indicators Basic Advancing Deep Composition To write with purpose Use some of the characteristic features of the type of writing used.
2016 International Academic Conference on Human Society and Culture (HSC 2016) ISBN: 978-1-60595-381-6 Discourse and Pragmatics in English Grammar Teaching Tang TANG 1,a,* 1 Beijing Wuzi University, China
Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses
Parents information evening: Spelling, Punctuation and Grammar Changes in the new National Curriculum: Each year group now has its own objectives rather than the Key Stage. In order to achieve the year
Contents CHAPTER 1 The parts of speech: the basic labels 1 Defining the parts of speech. 1 Nouns and noun-related parts of speech: 2 Nouns 2 Pronouns 3 Adjectives 3 Prepositions 3 Verbs and verb-related
Collocational and colligational patterns in lexical sets: A corpus-based study Isabel Verdaguer and Anna Poch University of Barcelona 1. Introduction The need for a linguistic approach which integrates
BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling
Grammar Year 1, 2, 3, 4, 5 and 6 Term digraph grapheme phoneme Year 1 Guidance A type of grapheme where two letters represent one phoneme. Sometimes, these two letters are not next to one another; this
Ropsley C of E Primary School Progression of objectives to be covered for Punctuation and Grammar Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 To leave spaces between To leave spaces
ENGLISH ELLIPTICAL CONSTRUCTION Oleh : Sri Haryanti INTRODUCTION To express the person s ideas, feelings, and thought, he can use language. It consists of various rules which are different from other language.
English Language Teaching; Vol. 6, No. 10; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Functional Grammar and Its Implications for English Teaching and Learning
Form 2B City University of Hong Kong Information on a Course offered by Department of English with effect from Semester A in 2012 / 2013 Part I Course Title: Grammar and Lexis Course Code: Course Duration:
Chapter 3: Definition and Identification of Theme This chapter outlines the theoretical assumptions underlying the notion of Theme in the present study. Halliday (1994) hypothesises that the basic organising
Teaching Grammar to Improve Writing in Year 1 Year 1: Detail of content to be introduced (statutory requirement) W1 Regular plural noun suffixes s or es [for example, dog, dogs; wish, wishes], including
Year 1 ells words containing each of the 40+ phonemes already taught. ells common exception words and days of the week. Begins to form lower case letters in the correct direction, understanding which letters
English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge
The Characteristics of English Linking Adverbials Wassan Jhalil Ibrahim M.A. student 1. Introduction Linking adverbials are used to 1 organize and bridge together extended stretches of discourse to make
Spelling, Punctuation and Grammar (SPAG) Myths, Mysteries and Expectations! Mr Weights (Headteacher) Mrs Greenwood (Year 4 teacher and English Leader) Mrs Law (Year 6 teacher) Aims of the evening To provide
CHAPTER I INTRODUCTION 1.1 Background of the Analysis No one can be separated from language because language holds an important role in our life and for it is always used in every aspect of human life.
2 What is a sentence? Morphology & Syntax Sentences Sentence as a informational-discursive unit A complete thought, generally including a topic and a comment about the topic Boys are naughtier. Boys will
AN ANALYSIS OF COHESION ON WRITING COMPARATIVE PARAGRAPH OF ENGLISH DEPARTMENT STUDENTS UNIVERSITAS RIAU KEPULAUAN IN THE ACADEMIC YEARS OF 2015/2016 Desi Surlitasari Dewi Dosen Tetap Pendidikan Bahasa
Vocabulary, grammar and punctuation Years 1 to 6 ** Please note that the table shows when concepts will be introduced first, not necessarily when they should be completely understood. Year 1: Detail of
Pop Tarts 2 cups All purpose flour 1 Tablespoon Sugar 1 teaspoon Salt 1 cup Butter, unsalted, cut into cubes 1 Egg 2 Tablespoons Milk or cold water Jam (or other desired fillings) 1 cup Confectioner sugar
Meal Planner BREAKFAST Recipes Sadza (serves 4) Sadza is a staple for Zimbabwe cooking and is a key source of carbohydrate. Traditionally it is eaten without cutlery, rolled into a ball and used to dip
Year 1: Detail of content to be introduced (statutory requirement) Regular plural noun suffixes s or es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of
English Language - Metalanguage Definitions List Phonetics & Phonology Prosodic Features Vocal Effects Assimilation Vowel Reduction Elision Insertion Broad, General, Cultivated Accents Alliteration Assonance
Studying the role of as in consider and regard sentences with syntactic weight and educational materials Tetsu NARITA Introduction When we say consider or regard in conversation, we either do or do not
SCHOOL OF HUMANITIES AND LANGUAGES 1. Location of the Course FACULTY Arts and Social Sciences SCHOOL Humanities and Languages COURSE CODE LING5005 COURSE NAME The Grammar of English SEMESTER 2 YEAR 2013
VARIATION OF CLAUSE PATTERNS REORDERING THE INFORMATION IN A MESSAGE Rita Rafajlovičová Abstract: The article deals with the importance of grammatical organisation in order to highlight and focus on certain
Recipe 1 Deviled Eggs with Ham * 12 large eggs * 8 oz finely chopped ham * ½ cup finely chopped celery * 1 tablespoon finely chopped green onion * 6 tablespoons mayonnaise * 2 tablespoons Dijon mustard
Writing Assessment Grids September 016 COMPOSITION Name: Academic Year: Autumn 1 Autumn Spring 1 Spring Summer 1 Summer YEAR ONE SENTENCE STRUCTURE / GRAMMAR Usually uses simple sentence structures. Sentence
Kitchen Recipes The aim of this recipe book is to show you ways to prepare affordable, healthy and tasty meals for your family. All recipes use readily available ingredients, will feed a family of 4 and
English Developmental Continuum P-10 Speaking and Listening Conventions of language Developmental Overview 2007 Each table contains the progression points and standards related to the Speaking and Listening
Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest
1 FORMS AND FUNCTION OF NOUN PHRASES WITH SPECIAL REFERENCE TO CESAR MILLAN S BOOK I PUTU ARIF GUNASA 091 835 1089 Non-Regular Program English Department, Faculty Of Letters And Culture Udayana University
Part Unit Grammar Grammar for Writing PART 1 THE VERB BE 1 Statements with Present Be Writing About a Person 2 Yes / No Questions and Information Questions with Be Using Questions to Get Information About
CHAPTER ONE... An overview of listening comprehension Introduction Listening comprehension is a process, a very complex process, and if we want to measure it, we must rst understand how that process works.
42 Information Development in Arabic Research Article Abstract Abdol Karim Alboghobeish 1 (PhD Student) Hamed Sedghi 2 (PhD Student) Department of Arabic Language and Literature, Science and Research Branch,
SEC SYLLABUS (2016) ENGLISH LANGUAGE SEC 11 SYLLABUS English Language SEC 11 Syllabus Available in September (Paper 1 and Paper IIB only) Paper I: Oral / Aural (45 minutes) + Written (1 hour 15 minutes);
Grading Criteria SPEAKING AND LISTENING A- Production and Comprehension: Passing LEVEL 1 - DEPARTMENT GRADING RUBRIC Student produces sentence-level language, ranging from discrete sentences to strings
BEHAVIOURAL PROPERTIES OF DIRECT AND INDIRECT OBJECTS 1 Abstract: In this article we discuss behavioural properties of direct and indirect objects within the relational framework. Relational grammar is
Running head: QUASI-MODALS AND GRAMMATICALIZATION Quasi-modals and Grammaticalization: What TESOL Professionals Ought to Know Nichole M. Oberheu Colorado State University QUASI-MODALS AND GRAMMATICALIZATION
Glossary of literacy terms These terms are used in literacy. You can use them as part of your preparation for the literacy professional skills test. You will not be assessed on definitions of terms during
Lecture 4 Deep Structure and Transformations Thus far, we got the impression that the base component (phrase structure rules and lexicon) of the Standard Theory of syntax generates sentences and assigns
St Thomas More Primary School Grammar, Punctuation and Spelling Rationale Explicit knowledge of grammar is very important as it gives us more conscious control and choice in our language. Building this
English from the National Curriculum ENGLISH: READING: LETTERS AND SOUNDS KS1 Y1 Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where
Page 3 Introduction to English Grammar Pages 8-11 Parts of Speech: An Introduction Page 12 Nouns Pages 13-30 Definition of English Grammar The seven basic units of English Grammar: letter, syllable, word,
Glossary of Literacy words. Below is a useful list of words to try to gain an appreciation of the Literacy Test. PLEASE NOTE, YOU ARE NOT TESTED ON THE DEFINITIONS OF THE TERMS. The glossary is taken directly
The Collett School Policies, Guidance & Procedures Date for implementation: 1 September 2015 Date for review: 1 September 2016 Vocabulary, Grammar and Expectations The Collett School Curriculum is based
Cohesion, organisation and presentation Introduction This chapter builds on the work done in Year 5. The early parts of this chapter cover cohesive devices. Later parts deal with layout and organisational
Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped,
[ Glossary a abbreviation An abbreviation is a shortened form of phrase or word. apostrophe An apostrophe has two uses: to show that two words have been shortened to make one (called a contraction ) and
ESFLCW 2013 Coventry, UK, 1 3 July 2013 Workshop Analysing social media using UAM Corpus Tool Mick O Donnell, Madrid, Spain: firstname.lastname@example.org Basic guideline for manual annotation of Theme in English
Journal of Applied Linguistics and Language Research Volume 3, Issue 2, 2016, pp. 261-271 Available online at www.jallr.com ISSN: 2376-760X A Register Based Evaluation of Website Translations of Euronews