аЯрЁБс>ўџ GIўџџџFџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСq П‚:bjbjt+t+ JZAA‚6џџџџџџ]ЌЌЌЌЌЌЌРРРРР Ь4РНЖ$$$$$ 3 ?‚„„„„„„$s єg nЈЌGGGЈ[ЌЌ$$ы$[[[G Ќ$Ќ$‚РРЌЌЌЌG‚[Ž[щ'SЌЌ‚$$`™gбТРРQ zWhat will we learn in this topic? In Topic 4 we looked at the grammar of simples sentences and clauses. But in Topic 6 it has become clear that if we are to be able to characterise authorial and text styles, we will need to be able to deal with more complex sentences. This topic is designed to help you do that. We begin with a review of simple SPOCA, to remind you of what you covered in Topic 4. Then we go on to look at how more complex sentence structures are formed in English. We will also look at some textual examples to see the sorts of effects that can be produced in texts by manipulating grammatical structure. SPOCA Review- the grammar of simple sentences and clauses We saw in Topic 4 that: (i) there are five kinds of phrases in English [noun phrase (NP), verb phrase (VP), adjective phrase (AdjP), adverb phrase (AdvP) and prepositional phrase (PP)], and (ii) that these five kinds of phrases can be combined together to make simple sentences or clauses by filling up the SPOCA [Subject, Predicator, Object, Complement, Adverbial] slots in those sentences or clauses. Task A - Identifying SPOCA elements Analyse each of the sentences in the small text below, identifying their SPOCA elements and the kind of phrase which fills each SPOCA slot. Then click on each sentence to compare your analysis with ours. Suddenly the young lecturer grabbed the little grey-haired professor with big ideas by the bowtie. The long-suffering first-year students were getting very impatient. They laughed politely at the ongoing farce every Monday and Thursday.PRIVATE "TYPE=PICT;ALT=bride and groom" Task B - Grammatical structure The groom's father said the following sentence about his son's forthcoming wedding. A female relative had bought a new outfit because she thought she was going to be invited to the wedding when in fact she was not going to be invited after all. She has really pushed the boat out, perhaps a little too far. There is a little humorous twist in the tail of this sentence, which involves the sentence's grammatical structure. Can you explain it? After you think you have worked it out, compare your view with what we say. Task C - e. e. Cummings, 'me up at does' Below is a text based on a poem by the American poet, e. e. cummings, called 'me up at does'. We have simplified it a little to make your task easier. If you read the poem you will see that the grammar of the poem looks strange at first sight. (i) Rearrange the words of the poem into the most normal ordering you can manage, so that the sentence 'makes sense' more easily (you can add your own punctuation too if you like). (ii) Compare your more normal ordering of the sentence to the original and try to explain the effects of the original unusual ordering in relation to your overall understanding of the poem. (iii) Then compare what you think with what we say. me up at quietly Stares a poisoned mouse still who alive is asking What have i done that You wouldn't have e. e. Cummings, 'me up at does' Grammar made easy - the basic principles Task A - Understanding the principles Let's first of all start with three empty boxes to help us understand in outline the three basic principles involved in joining simple grammatical constructions together to make more complex structures. We will call these three principles linking, listing and nesting. ONLINE TASK Task B - Linking, listing and nesting words Grammatical structures, including simple sentences, can be linked, listed or nested together, just like the boxes in Task A. We will see the principle at work on words and phrases first though. Using the two words 'cucumbers' and 'blood' (and appropriate 'joining bits': words like 'and', and relevant punctuation devices), join them together so that: (i) they are linked (ii) they are listed and (iii) 'blood' is nested inside cucumbers Tip: you will need to change 'blood' to an adjective to achieve the nesting in a way that seems natural. Task C - Linking, listing and nesting words (cont.) Using the two noun phrases 'the girl' and 'the friend', join them together so that (i) they are linked, (ii) they are listed and (iii) 'the girl' is nested inside the 'the friend' NP Tip: you will need to add ''s' to 'the girl' to achieve the nesting in a way that seems natural). Linking, listing and nesting clauses Task A - terminology Simple sentences consist of phrases 'glued together' in grammatical SPOCA patterns. If simple sentences are themselves 'glued together' (using the three principles of linking, listing and nesting) the simple sentences inside the more complex overall sentence structure are usually called clauses. Those at the top of the sentence structure hierarchy are usually called main clauses, and those nested inside other clauses are called nested clauses (or sometimes subordinate clauses or embedded clauses). Sentences which contain more than one main clause are usually called compound sentences (i.e. if just the linking of main clauses is involved). If nesting is involved to any degree the sentences concerned are usually called complex sentences. We use the terms 'linking', 'listing' and 'nesting' because they are used in the grammar book we are basing our analyses on (Leech, Hoogenraad and Deuchar 1982), and because they are reasonably transparent terms. But other grammar books may use different terms, and it will be helpful if you are aware of these alternative labels. Linking ‘coordination’ Listing ‘juxtaposition, parataxis’ Nesting ‘subordination, embedding’ Task B - linking clauses We will now take two simple sentences and join them together, using linking. The two sentences we are going to use are: John kissed Mary Mary kissed John Yes, that amatory couple from Topic 4 are at it again! ONLINE ANIMATION Type the two sentences together as a linking structure in the box below and then compare your version with ours. Task C - listing clauses Now take the same two sentences and join them together in a listing structure. Type your answer in the box and compare it with ours. John kissed Mary Mary kissed John Type the two sentences together as a linking structure in the box below and then compare your version with ours. Task D - nesting clauses To nest one of the sentences inside the other easily, it is easiest if we add a subordinating conjunction at the front of the clause that will become nested (this specifies the used of the nesting semantically). Let's assume that we will nest 'Mary kissed John' inside 'John kissed Mary' to specify a cause-and-effect relation between the two actions. We can do this by putting 'because' at the front of 'Mary kissed John'. Because English is not keen on repeating words too much in complex structures, it will be more natural if we also substitute the pronoun 'him' for 'John' in the clause to be nested. So, try nesting 'because Mary kissed him' inside 'John kissed Mary'. See how many different places you can make the nesting happen (don't forget that you can nest at the end as well as in the middle of the structure). Task E - how does clausal nesting work? Let's first of all take a simple sentence. What is the SPOCA structure of the following sentence? After you have worked it out, compare your analysis with ours. John came round at teatime Task F - a final nesting exercise Now try analysing this slightly more complex sentence: Because she was annoyed with him, when John turned up at tea time Mary told him that he could make his own tea. More on nesting Let us first summarise what we have learned about nesting from the 'Linking, listing and nesting' page. Clauses can be nested (embedded, subordinated) inside other clauses directly. That is, the embedded clause becomes an entire SPOCA element inside a main clause, and so effectively takes the place of an entire phrase which would comprise a SPOCA element in a simple sentence. So far we have noticed two sorts of directly nested clauses, Noun Clauses (NCls, which take the place of entire NPs as SPOCA elements), and Adverbial clauses (AdvCls, which take the place of entire AdvPs as SPOCA elements). Task A - another kind of directly nested clause There is one more kind of directly nested clause. Do a SPOCA analysis of the sentence below and identify the nested clause. Then make up a label for it based on your knowledge of the different kinds of phrases in English. Finally, compare your answer with ours. PRIVATE "TYPE=PICT;ALT=red and white bow tie" The student was astonished by the professor squirting his joke bow tie at her Task B - indirectly nested clauses (i) - relative clauses (RCls) We have now seen that Noun clauses, Adverbial clauses and Prepositional clauses can all be directly nested (embedded) inside main clauses (i.e. comprise a whole SPOCA element within the main clause). We also need to take account of the fact that clauses can be indirectly nested inside main clauses. By 'indirect nesting' we mean that the nested clauses do not form a whole SPOCA element, but are part of (i.e. nested inside) a phrase which forms an entire SPOCA element. Compare the three sentences below. Which of them contain a nested clause, where exactly are they nested, and what is their function? When you have made up your mind, compare your thoughts with ours. PRIVATE "TYPE=PICT;ALT=professor with bowtie" 1. The professor with the bow tie is a bit silly 2. The professor wearing the bow tie is a bit silly 3. The bow tie wearing professor is a bit silly Task C - relative clauses (RCls) in 'The House that Jack Built' It is arguable that one of the functions of the nursery rhyme 'The House that Jack Built' is to teach young children how to use relative clauses. Look at one of the sentences from the nursery rhyme below (we have removed the lineation to make it easier for you to analyse) and, starting from the right-hand end, put brackets around each of the relative clauses. To get you started, we have put brackets around the rightmost RCl for you. When you have sorted out your brackets and worked out what is going on in the sentence, compare your effort with ours. This is the dog that chased the cat that killed the rat that lived in the house (that Jack built). Task D - indirectly nested clauses (ii) - prepositional clauses (PCls) again Identify the nested clause in the sentence below and describe its function. Why is it not a Relative clause? The little professor's habit of wearing bow ties is getting a bit boring Task E - indirectly nested clauses (iii) - comparative clauses (CCls) The last kind of indirectly nested clause we need to consider is the comparative clause. Look at the sentences below and identify the nested clauses with in them and where they come. Then compare your thoughts with ours. 1. That bow tie is even gaudier than the ones he usually wears 2. That professor has got more bow ties than I've had hot dinners Text effects of linking, listing and nesting Task A - linking (i) Identify the LINKED (co-ordinated) units in the highlighted part of the extract below. You may find it helpful to refer to section A of the Linking listing and nesting checksheet if you are not sure what linking is. [Tip: linking occurs at more than one grammatical level in this example, and so you should be prepared to find examples of linking inside other examples of linking.] (ii) Why do you think Steinbeck uses linking structures here: what effect/meaning does he create? [Tip: the speaker is a simpleton, describing the dream farm that he and his friend, George, hope to own one day.] We gonna have a little place," Lennie explained patiently. "We gonna have a house an' a garden and a place for alfalfa, an' that alfalfa is for the rabbits, an' I take a sack and get it fulla alfalfa and then I take it to the rabbits." (John Steinbeck PRIVATE "TYPE=PICT;ALT=more info about John Steinbeck", Of Mice and Men) Task B - listing Examine the LISTING in the highlighted part of the passage below (see section B of the linking, listing and nesting checksheet for more explanation of listing). What effect does it have? What would the difference be if you inserted 'and' between each if the items in the list, thus changing it from a listing to a linking structure? When I think of my condition at the age of fifty-five when I bought the ticket, all is grief. The facts begin to crowd me and soon I get a pressure in the chest. A disorderly rush begins - my parents, my wives, my girls, my children, my farm, my animals, my habits, my money, my music lessons, my drunkenness, my prejudices, my brutality, my teeth, my face, my soul! (Saul Bellow, Henderson the Rain King) A stylish note on listing and linking There is a choice, in most circumstances, between using LISTING and LINKING, or a mixture of the two. So we can ask what would be the effect (a) If ands were omitted in linking structures (b) if ands were inserted in listing structures? Note how the list in the Saul Bellow example use in Task B would be slowed down, and so appear less rushed, if listing structures were replaced by linking structures. Task C - nesting What is the effect of describing an action in a main clause, as opposed to describing it in a nested or subordinate clause? Compare the sentences below in this respect. Which is the most prominent action in each sentence? When you have worked out your response, compare your views with ours by clicking on each sentence. (i) Curley's fist was swinging, when Lennie reached for it. (ii) As Curley's fist was swinging, Lennie reached for it. Task D - more nesting The extract below is from the passage from Pride and Prejudice by Jane Austen, which we looked at in Topic 6, authorial and text style. 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