Transcript Lesson 17 Subordination by Adjective Clauses

Subordination by Adjective
Clauses
LESSON17
JOSEPH C. BLUMENTHAL
The adjective clause is useful in combing sentences
when one sentence states an explanatory fact about a
noun or pronoun in the previous sentence.
Our yearbook comes out in June. It sells for one dollar.
 The second sentence states and explanatory fact
about the noun ______ in the first sentence.
The adjective clause is useful in combing sentences
when one sentence states an explanatory fact about a
noun or pronoun in the previous sentence.
Our yearbook comes out in June. It sells for one dollar.
 The second sentence states and explanatory fact
about the noun yearbook in the first sentence.
Our yearbook comes out in June. It sells for one dollar.
 Which word in the italicized sentence means the
same thing as the noun yearbook in the first
sentence? ___
Our yearbook comes out in June. It sells for one dollar.
 Which word in the italicized sentence means the
same thing as the noun yearbook in the first
sentence? _it_
which
Our yearbook comes out in June. It sells for one dollar.
 To change the italicized sentence to an adjective
clause, we put the relative pronoun ____ in place of
It.
which
Our yearbook comes out in June. It sells for one dollar.
 To change the italicized sentence to an adjective
clause, we put the relative pronoun which in place of
It.
which
Our yearbook comes out in June. It sells for one dollar.
 The clause which sells for one dollar should be
inserted in the sentence right after the noun
(yearbook, June), which it modifies.
which
Our yearbook comes out in June. It sells for one dollar.
 The clause which sells for one dollar should be
inserted in the sentence right after the noun
(yearbook, June), which it modifies.
Our yearbook, which sells for one dollar, comes out in
June.
b. Our yearbook comes out in June, which sells for one
dollar.
a.
 In which sentence is the adjective clause properly
placed? (a, b)
Our yearbook, which sells for one dollar, comes out in
June.
b. Our yearbook comes out in June, which sells for one
dollar.
a.
 In which sentence is the adjective clause properly
placed? (a, b)
Our yearbook comes out in June and sells for one
dollar.
b. Our yearbook, which comes out in June, sells for one
dollar.
a.
One sentence is compound; the other is complex.
 The sentence that is complex because it contains a
subordinate clause is (a, b).
Our yearbook comes out in June and sells for one
dollar.
b. Our yearbook, which comes out in June, which sells for
one dollar.
a.
One sentence is compound; the other is complex.
 The sentence that is complex because it contains a
subordinate clause is (a, b).
Our yearbook comes out in June, and it sells for one
dollar.
b. Our yearbook, which comes out in June, sells for one
dollar.
a.
 The two facts are brought into closer relationship by
the (compound, complex) sentence.
Our yearbook comes out in June, and it sells for one
dollar.
b. Our yearbook, which comes out in June, sells for one
dollar.
a.
 The two facts are brought into closer relationship by
the (compound, complex) sentence.
Our yearbook comes out in June, and it sells for one dollar.
 By using a compound sentence we give (equal,
unequal) emphasis to the two facts that the
conjunction and connects.
Our yearbook comes out in June, and it sells for one dollar.
 By using a compound sentence we give (equal,
unequal) emphasis to the two facts that the
conjunction and connects.
 You have learned that to subordinate a fact or an
idea means to put it into a word group that is
(more, less) than a sentence.
 You have learned that to subordinate a fact or an
idea means to put it into a word group that is
(more, less) than a sentence.
a. It sells for one dollar.
b. which sells for one dollar
Both word groups state a fact about price.
 The word group that subordinates the fact about
price is the (clause, sentence).
a. It sells for one dollar.
b. which sells for one dollar
Both word groups state a fact about price.
 The word group that subordinates the fact about
price is the (clause, sentence).
a. Our yearbook, which sells for one dollar, comes
out in June.
b. Our yearbook comes out in June, and it sells for
one dollar.
 In which sentence is the price of the yearbook
subordinated? (a, b)
a. Our yearbook, which sells for one dollar, comes
out in June.
b. Our yearbook comes out in June, and it sells for
one dollar.
 In which sentence is the price of the yearbook
subordinated? (a, b)
To subordinate a fact or idea is like taking an article
from the front of a showcase and putting it in the
back, where it is less conspicuous.
 A fact or idea gets less emphasis when we put it in
a (sentence, clause).
To subordinate a fact or idea is like taking an article
from the front of a showcase and putting it in the
back, where it is less conspicuous.
 A fact or idea gets less emphasis when we put it in
a (sentence, clause).
Our yearbook, which comes out in June, sells for one
dollar.
This complex sentence states two facts: one about
price and another about time of issue.
 This sentence gives greater emphasis to the fact
about (price, time issue).
Our yearbook, which comes out in June, sells for one
dollar.
This complex sentence states two facts: one about
price and another about time of issue.
 This sentence gives greater emphasis to the fact
about (price, time issue).
a. Our yearbook, which comes out in June, sells for
one dollar.
b. Our yearbook, which sells for one dollar, comes
out in June.
 One sentence emphasizes the price; the other, the
time of issue. Which emphasizes the time of issue?
(a, b)
a. Our yearbook, which comes out in June, sells for
one dollar.
b. Our yearbook, which sells for one dollar, comes
out in June.
 One sentence emphasizes the price; the other, the
time of issue. Which emphasizes the time of issue?
(a, b)
The type of sentence we use depends on the
emphasis we wish to give various facts or ideas.
 If we wish to give facts equal emphasis, we would
use a (compound, complex) sentence.
The type of sentence we use depends on the
emphasis we wish to give various facts or ideas.
 If we wish to give facts equal emphasis, we would
use a (compound, complex) sentence.
 If we wish to subordinate one idea to another, we
would use a (compound, complex) sentence.
 If we wish to subordinate one idea to another, we
would use a (compound, complex) sentence.
Now let’s look more closely into the process of
subordinating an idea by changing it to an
adjective clause.
Tony read some notices. Few students heard them.
 The italicized sentence provides information about
the noun _____ in the first sentence.
Now let’s look more closely into the process of
subordinating an idea by changing it to an
adjective clause.
Tony read some notices. Few students heard them.
 The italicized sentence provides information about
the noun notices in the first sentence.
Tony read some notices. Few students heard them.
 Which word in the italicized sentence means the
same thing as notices in the first sentence? ____
Tony read some notices. Few students heard them.
 Which word in the italicized sentence means the
same thing as notices in the first sentence? them
which
Tony read some notices. Few students heard them.
 To change the italicized sentence to an adjective
clause, we put the relative pronoun ____ in place
of them.
which
Tony read some notices. Few students heard them.
 To change the italicized sentence to an adjective
clause, we put the relative pronoun which in place
of them.
which
Tony read some notices. Few students heard them.
Tony read some notices, which few students heard.
 Since a relative pronoun usually starts an adjective
clause, we move which to the front of the clause,
before the word ___.
which
Tony read some notices. Few students heard them.
Tony read some notices, which few students heard.
 Since a relative pronoun usually starts an adjective
clause, we move which to the front of the clause,
before the word few.
Tony read some notices, which few students heard.
 The adjective clause is in its proper position right
after the word _____, which it modifies.
Tony read some notices, which few students heard.
 The adjective clause is in its proper position right
after the word notices, which it modifies.
Several of Don’s friends play college football. He
went to high school with them.
The pronoun them is the object of the preposition
with.
 Which clause signal should you put in place of
them in changing the italicized sentence to an
adjective clause:
which whose whom who
Several of Don’s friends play college football. He
went to high school with them.
The pronoun them is the object of the preposition
with.
 Which clause signal should you put in place of
them in changing the italicized sentence to an
adjective clause:
which whose whom who
Several of Don’s friends play college football. He
went to high school with them.
whom
 We chose whom rather than who because it is the
object of the preposition ___.
Several of Don’s friends play college football. He
went to high school with them.
whom
 We chose whom rather than who because it is the
object of the preposition with.
Several of Don’s friends play college football. He
went to high school with them.
whom
 After we move with whom to the front of the
clause, we should insert it in the sentence after the
word (friends, football), which it modifies.
Several of Don’s friends play college football. He
went to high school with them.
whom
 After we move with whom to the front of the
clause, we should insert it in the sentence after the
word (friends, football), which it modifies.
a. Several of Don’s friends play college football with
whom he went to high school.
b. Several of Don’s friends with whom he went to
high school play college football.
 In which sentence is the clause properly placed?
(a, b)
a. Several of Don’s friends play college football with
whom he went to high school.
b. Several of Don’s friends with whom he went to
high school play college football.
 In which sentence is the clause properly placed?
(a, b)
A local firm got the order. Its bid was the lowest.
 Which clause signal should you put in place of its
in changing the italicized sentence to an adjective
clause:
which whose whom who
A local firm got the order. Its bid was the lowest.
 Which clause signal should you put in place of its
in changing the italicized sentence to an adjective
clause:
which whose whom who
whose
A local firm got the order. Its bid was the lowest.
a. A local firm whose bid was the lowest got the
order.
b. A local firm got the order whose bid was the
lowest.
 In which sentence is the clause properly placed?
(a, b)
whose
A local firm got the order. Its bid was the lowest.
a. A local firm whose bid was the lowest got the
order.
b. A local firm got the order whose bid was the
lowest.
 In which sentence is the clause properly placed?
(a, b)
A local firm whose bid was the lowest got the order.
 The adjective clause is properly placed because it
comes after the noun ___, which it modifies.
A local firm whose bid was the lowest got the order.
 The adjective clause is properly placed because it
comes after the noun firm, which it modifies.
We can often strengthen a weak compound sentence
by changing one of the statements to an adjective
clause.
We have a neighbor, and she has her own private
plane.
We have a neighbor who has her own private plane.
 The two facts are brought into closer relationship
by the (compound, complex) sentence.
We can often strengthen a weak compound sentence
by changing one of the statements to an adjective
clause.
We have a neighbor, and she has her own private
plane.
We have a neighbor who has her own private plane.
 The two facts are brought into closer relationship
by the (compound, complex) sentence.
Write the following answers on your own
sheet of paper.
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 1. We parked next to a fireplug, and nobody had
noticed it.
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 2. Bill Cosby planned the puppet show, and he is
very fond of children. (Be sure to put the clause
after the word it modifies.)
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 3. Mrs. Won owned a beagle, and she was very
much attached to it. (Try to which.)
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 4. I have a friend, and her mother is a judge.
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 5. Some friends arrived suddenly, and we were not
expecting them. (Be sure to put the clause after the
word it modifies.)
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 6. The teacher asked a question, and nobody could
answer it.
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 7. Someone made a rude remark, and there was no
excuse for it. (Try for which.)
In this and the following frames, convert each
compound sentence into a complex sentence by
changing the italicized sentence to an adjective
clause:
 8. My sister works for Dr. Mack, and his office is
downtown.
a. The woman who owns the lot lives across the
street.
b. The woman who lives across the street owns the
lot.
 9. Which of the above sentences emphasizes where
the woman lives—a or b?
Ron’s mother, who bandaged my arm, is a doctor.
 10. Rewrite this sentence so as to emphasize the
fact that Ron’s mother bandaged my arm and to
subordinate the fact that she is a doctor.
You are done!!!