411
12 Multi-Clause Sentences
key concepts
Multi-clause sentences: complex, compound, compound-complex
Recursion
Complex sentences
Finite and non-nite clauses
Coordination: compound, compound-complex sentences
Miscellaneous information-restructuring sentence types
introduction
e discussion in this chapter depends on a distinction between sentences
and clauses. Clauses, as we noted, are grammatical units comprising one
subject and one predicate, and consequently, one main verb. Sentences are
grammatical units comprising one or more clauses. An understanding of
the ways in which clauses combine to form sentences is valuable to teach-
ers helping students develop more sophisticated writing skills. Multi-clause
sentences allow the integration of several propositions into a single gram-
matical unit. One hallmark of good style is an appropriate sequencing of
simple and complex sentences. e ability to compose appropriately com-
plex sentences can be fostered by clause-combining exercises.
multi-cl aus e s e n t e n c e s
e clauses that constitute multi-clause sentences can be combined either
by coordination, subordination, or both, called complex, compound, and
compound-complex sentences, respectively. e most inclusive clause in
each sentence is its main clause (in light italics in the examples just below),
which must be marked as either present or past tense, that is, it must be
nite. A subordinate clause is grammatically dependent on some element
in another clause; it may function as a subject, complement, or modier in
the higher clause.
A complex sentence contains one or more subordinate clauses (bolded),
e.g., Hofstetter believes that he is being targeted by Homeland Security
agents. In compound or coordinated sentences, two or more clauses are
brought together as grammatical equals, connected by a coordinating con-
junction (bolded) to one another e.g., Many people can identify parts of speech
but they cannot justify their identication. Because no clause in a compound
sentence is subordinate to another (by denition), all the clauses in a com-
pound sentence are main clauses.
Compound-complex sentences are a combination of complex and com-
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412
pound sentences. ey may consist of coordinated clauses (bolded) that are
subordinate to another clause, e.g., Edgeworth believed that novels should
have redeeming social value and that her writing might help improve
social conditions; or one or more of the coordinate clauses may include
one or more subordinate clauses (bolded), e.g., Compound-complex sentences
consist of at least two coordinate clauses and at least one of those must contain a
clause which is subordinate to it.
To orient ourselves, let’s recall that in our chapter on Major Parts of
Speech we distinguished between intransitive verbs (i.e., those that are in-
compatible with a direct object, such as cought, laugh, lie), transitive verbs
(i.e., those that require a direct object, such as bite, consume, transmit), bi-
transitive verbs (i.e., those that require a direct and an indirect object, such
as give, oer, send,), linking verbs (i.e., those that “link” a subject with a sub-
ject complement, such as be, become, seem), and object complement verbs
(i.e., those that require both a direct object and a complement associated
with that object, such as consider, elect, name). We revisited this subcatego-
rization of verbs in our chapter on Phrases, where we dealt with the distinct
VPs associated with each type. In our chapter on Basic Clause Patterns we
added NP subjects to those VPs to create clauses built around each of these
verb types. We illustrated objects with NPs, and complements with NPs
and APs. In this chapter we substitute clauses for the NPs that functioned in
the chapter on Basic Clause Patterns as subjects, direct objects, indirect ob-
jects, and subject and object complements. We will begin with subordinate
nite clauses (clauses that are marked for either present or past tense) and
move on to non-nite clauses (those that are not marked for present or past
tense). en we will continue the discussion we began in Phrases and Mi-
nor Parts of Speech on modifying clauses, including relative clauses (which
are modiers in NPs), and adverbial clauses (which modify Vs, VPs, and
clauses). We wrap up this chapter with a brief discussion of a few sentence
types that are designed to allow for alternative ways of presenting informa-
tion in sentences.
We begin with a brief overview of how one clause is included within
another, technically known as recursion.
recursion
e possibility of creating multi-clause sentences depends on a characteristic
of language called recursion. Recursion is the possibility of allowing a gram-
matical category to recur inside another instance of the same category, for
example, an NP within an NP, or an S within an S, and so on.
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Multi-Clause Sentences
(1) a. She said something. (One clause)
b. She said [that I don’t know anything]. (Two clauses)
c. She said [that I don’t know [what I want]]. (ree clauses)
d. She said [that I don’t know [what I want [Bill to do]]. (Four
clauses)
e. She said [that I don’t know [what I want [Bill to do]] . . .
(Indenite number of clauses)
We can represent this schematically as:
(2) S1
. . . S2. . .
. . . S3 . . .
. . . S4. . .
Recursion is one of the most important characteristics of natural language
because it is the basis of language’s open-endedness, its creativity.
Because one clause can be included (embedded) in another, a given
sentence may have any number of clauses. e main clause is the one that
is not embedded in any other clause. In all the sentences of (1), She said X
is the main clause. All other clauses are subordinate. However, it should be
clear from (2) that not all subordinate clauses are directly subordinate to
the main clause—they may be subordinate to other subordinate clauses. In
(2), S1 is the main clause and all the others are subordinate to it. However,
only S2 is directly subordinate to S1; S3 is directly subordinate to S2, and
S4 is directly subordinate to S3.
co m p l e x s e n t e n c e s
In this section we will illustrate the range of functions of subordinate clauses
using only nite clauses, that is, clauses that are marked as either past or
present tense or that contain a modal.
Clauses that function in the nominal range
e subordinate clause in a complex sentence may function as its subject,
direct object, indirect object, object of a preposition, or as a complement.
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414
Clauses that function as subjects
Subordinate clauses can appear as subjects of main clauses:
(3) a. at students enjoy grammar proves my point.
b. at he ed will convince the jury of his guilt.
c. at this arrangement may not work out is very upsetting.
We can apply our usual types of tests to show that these embedded clauses
are subjects. We can replace them with ordinary NPs:
(4) a. is fact proves my point.
b. His ight will convince the jury of his guilt.
c. at possibility is very upsetting.
e pronouns that appear in this position must be in the nominative case:
(5) a. ey prove my point.
b. *em prove my point.
Notice that when the subject of a sentence is an embedded sentence, the
verb of that sentence is singular; that is, sentential subjects such as those above
are regarded as singular.
Exercise
1. Create ve more sentences in which a clause functions as subject.
2. Apply the NP and pronoun tests described just above to demonstrate
that the subordinate clauses really are subjects.
Clauses that function as direct objects
e italicized clauses in (6) are the direct objects of the higher verb:
(6) a. John claims he has earned his rst million already.
b. We believe he exaggerates a great deal.
We can demonstrate that the embedded structures in (6) (typically called
complement clauses) are the direct objects of the verbs like claim and be-
lieve by using a number of tests. e rst test is that NPs substitute for them:
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Multi-Clause Sentences
(7) a. John claims silly things.
b. We believe his exaggerations.
We can also substitute accusative pronouns for them:
(8) a. He claimed them.
b. We believed them.
e embedded clauses bear the same grammatical relationship to the
verbs of their sentences as the NPs that replace them, and pronouns that
replace them must be in the accusative case. ese are clearly direct object
NPs, so the clauses they replace must also be direct objects.
We now introduce a slight complication to the pattern above. Sentences
(6a,b) can be paraphrased as (9a,b) respectively:
(9) a. John claims that he has earned his rst million already.
b. We believe that he exaggerates a great deal.
ese sentences include that at the beginning of the embedded clause.
Words that introduce clauses in this way have various names. Tradition-
ally, as we saw in our chapter on Minor Parts of Speech, that (and similar
words) has been called a subordinating conjunction. Because it introduces
complement clauses, many linguists refer to it as a complementizer. Be-
cause the complementizer occurs in the COMP position, as we described
in our chapter on Modications of Basic Clause Patterns, it must be part of
the subordinate clause, as shown by the fact that whenever we move a clause
(italicized), its complementizer (bolded) must move too. Compare (6a) and
(6b) with (10a) and (10b), respectively;
(10) a. It is that he has earned a million that John claims.
b. It is that he exaggerates that we believe.
If we leave the complementizer in its old position (italicized), the result is
ungrammatical.
(11) a. *It is he has earned a million that John claims that.
b. *It is he exaggerates that we believe that.
When we move elements, we move entire phrases, not just parts of them.
Sentences (10) and (11) show that the complementizer is an integral part of
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416
an embedded sentence.
As we hope you remember from our chapter on Minor Parts of Speech,
the complementizer that must be distinguished from the demonstrative pro-
noun that. e two words just happen to be spelled identically, but within
the system of English grammar they function rather dierently. e de-
monstrative that contrasts with this, these and those, with which it forms a
subsystem within the grammar. e complementizer that does not contrast
with the demonstratives. ere are no sentences of English in which an em-
bedded clause is introduced by this or those:
(12) *We believe this/these/those he is a great grammarian.
e complementizer that is optional when the embedded clause is a direct
object, though not when the embedded clause is the subject:
(13) a. at he is a great grammarian is not widely known.
b. *He is a great grammarian is not widely known.
Exercise
From newspapers collect 10 sentences containing nite subordinate
clauses introduced by the complementizer that and 10 more without
that. Is that truly optional or does its presence or absence convey some
meaning? You might consult Biber et al (2002: pp. 321.)
Further support for our claim that these embedded clauses are direct ob-
jects comes from the fact that they can be passivized, as is typical of object
NPs:
(14) a. at he has earned his rst million already is claimed by John.
b. at he exaggerates is believed by many.
Exercise
1. Make up 5 new complex sentences with nite subordinate clauses as
their direct objects.
2. Make a list of the tests for direct object clauses presented above.
Using these tests, show that, in each of the sentences you constructed
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Multi-Clause Sentences
in Exercise (1), each embedded clause is in fact the direct object.
Indirect question clauses, such as those italicized below, are another type of
direct object clause. ey are sentences in which the verb of the main clause
names a questioning speech act, such as ask, wonder, and the like, and the
subordinate clause is a wh- or if-clause with no subject-auxiliary inversion:
(15) a. I wonder who the culprit is. [wh-clause]
b. I asked him whether he was ready to leave. [whether clause]
ese can be paraphrased as direct questions such as, “Who is the culprit?” I
wonder and “Are you ready to leave?” she asked. Notice that subject-auxiliary
inversion occurs in direct questions, but not in indirect questions.
Indirect questions must be distinguished from similar sentences with wh-
clauses in direct object position such as:
(16) I know what the thief took.
ese cannot be paraphrased as direct questions, but can be paraphrased by
expanding the wh-phrase into a full NP:
(17) I know which thing(s) the thief took.
Exercise
Create another ve sentences with nite indirect questions clauses in
them. Show that your subordinate clauses really are indirect question
clauses by rephrasing them as direct questions. Also, create or collect
ve direct questions and turn them into indirect questions. (Carter and
McCarthy 2006 pp. 804-24 provide an excellent overview of the ways in
which speech is represented in English discourses.)
Clauses that function as indirect objects
In (18) the italicized clause is the indirect object of gave:
(18) We gave whoever was there a French pastry.
We can demonstrate that this indirect question is the IO of this sentence
Delahunty and Garvey
418
by applying the usual tests—Pro-Sub and passive:
(19) a. We gave him a French pastry.
b. Whoever was there was given a French pastry.
IO clauses are much more restricted than subject or direct object clauses.
ey seem to be restricted to clauses that refer to animate entities, which is
not altogether surprising when we consider the typical semantic roles of the
IO phrase, namely, Recipient or Beneciary.
Exercise
1. Make up ve new complex sentences with nite subordinate clauses
as their IOs.
2. For each of the sentences you constructed in Exercise (1) show that
the embedded clause is in fact an IO.
Clauses that function as objects of prepositions
Prepositions also may take sentential objects, most readily when they begin
with who(ever) and similar words (20a-c). e following italicized clauses
are the objects of the prepositions that precede them:
(20) a. We gave the pastry to whoever would eat it.
b. We left the crumbs for whichever birds came by.
c. We slept in what we had worn all day.
We know that the clause is the object of the preposition that precedes
it because if we substitute a pronoun for the clause it must be in its object
form:
(21) a. We gave the pastry to her.
b. We left the crumbs for them.
We can also isolate the entire prepositional phrase:
(22) a. It was to whoever would eat them that we gave the pastries.
b. It was to her that we gave the pastries.
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Multi-Clause Sentences
Exercise
1. Make up ve new sentences with nite subordinate clauses as ob-
jects of prepositions.
2. For each of the sentences you constructed in Exercise (1) show that
your embedded clause is in fact the object of its preposition. Use the
tests described in the discussion.
Clauses that function as complements
Subordinate clauses also function as subject or object complements and as
complements within NPs.
Subject complements:
Linking verbs often allow their subject complements to be expressed as clauses:
(23) a. e proposal is that we should teach language, not grammar.
b. e problem is that it is not my phone.
c. e claim is that analyses must be supported by arguments.
Exercise
Create ve more sentences containing nite subject complement claus-
es. Think of ways to demonstrate that the italicized clauses in (23a,b,c)
really are subject complements.
Object complements:
Some verbs that take object complements allow those complements to be
expressed as clauses:
(24) a. She dyes her hair whatever color her car is.
b. ey elected her whatever she wanted to be.
Exercise
Create ve more sentences containing nite object complement claus-
es. Think of ways to demonstrate that the italicized clauses in (24a,b)
really are object complements.
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420
Complements in NPs:
Certain classes of nouns take complements, which may be expressed as clauses:
(25) a. e idea that the Earth is only a few thousand years old has been
utterly disproved.
b. e claim that genetics determines character is intriguing.
Note the overlap between nouns that take complement clauses and nouns
that can occur as the head of the subject of a sentence with a subject comple-
ment clause, e.g., idea. In fact, a NP with a complement clause can typically
be rephrased as a subject complement sentence with a clausal complement;
compare the subject of (25a) with e idea is that the Earth is only a few thou-
sand years old.
Exercise
Create ve more sentences containing NPs that contain complement
clauses, like those in (25a,b). For each, provide evidence that your
noun complement clauses really are noun complement clauses.
Clauses that function as modiers
We turn now to clauses that function as modiers of various elements in
sentences. We begin with relative clauses (RCs), which occur in NPs and
modify their heads, for example, We all know the person whom/that you
spoke to. Later we will deal with clauses that modify Vs, VPs, and other
clauses, namely adverbial clauses.
Clauses that modify nouns (relative clauses)
Relative clauses (RCs) (also, but misleadingly, called adjective clauses), fol-
low the head nouns they modify and may begin either with that, a wh-word
such as who or which, a phrase with a wh-word in it, or no special word at
all. Relative clauses must be divided into two types, restrictive and non-re-
strictive (or appositive) relatives. In written English, appositive relatives are
separated from their head noun by a comma and end with another comma.
Restrictive relatives are not set o by commas. e presence or absence of
commas reects a semantic dierence between these two types, although
there are formal dierences between them too, which we deal with below.
We begin by illustrating some of the variety of restrictive relatives.
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Multi-Clause Sentences
(26) a. e man that we bought the boat from skipped town.
b. e man who(m) we bought the boat from skipped town.
c. e man from whom we bought the boat skipped town.
d. e man whose boat we bought skipped town.
e. e man 0 we bought the boat from skipped town.
We want you to notice a number of features of these clauses. First, the
nite RCs can be introduced by that (26a), a wh-word (26b), a phrase con-
taining a wh-word (26c,d), or no introducer (0) at all (26e).
Second, each of the relative clauses has a “gap,” a position, which if the
clause were rephrased as a complete sentence, would have to be lled. In the
sentences in (27), we indicate the gap as e. In (27a) the part of the NP that
is modied by the RC, the man, is interpreted as the subject of the RC, so
the gap is in the RC subject position. In (27b) the part of the NP modied
by the RC, the boat, is interpreted as the direct object of the RC, so that the
gap is in the RC DO position; in (27c, d) the part of the NP modied by
the RC, the man, is interpreted as the object of a preposition in the RC, so
the gap occurs after the preposition in each case. is claim is supported
by the fact that the preposition is not followed immediately by its object,
indicating that the gap is the OP position.
(27) a. e man that/who e sold us the boat skipped town. [Subject]
b. e boat that/which/0 the man sold us e broke down. [Direct
object]
c. e man that/who/0 we sold the boat to e is very upset.
[Object of preposition]
d. e man that/who/0 we bought the boat from e skipped
town. [Object of preposition]
ird, the wh-word is interpreted as coreferential with (i.e., referring
to the same entity as) the head noun and any other modiers of the NP
that contains the RC. If we were to rephrase the relative clauses in (27) as
independent sentences, we would replace the relative pronouns (where they
occur) with the head noun and any modiers, giving us:
(28) a. e man sold us the boat.
b. e man sold us the boat.
c. We sold the boat to the man.
d. We bought the boat from the man.
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422
Fourth, if the RC contains a wh-phrase, then that phrase is coreferential
with the gap in the RC. We indicate coreferentiality by identical subscripts:
(29) a. [e man]
i
whom
i
we bought the boat from e
i
skipped town.
b. [e man]
i
[from whom
i
]
j
we bought the boat e
j
skipped town.
If there is no introducer, or if the introducer is that, then the head N and
any modiers is directly coreferential with the gap:
(30) [e man]
i
(that) we bought the boat from e
i
skipped town.
Fifth, if the wh-word is the genitive whose, then the rest of the NP modi-
ed by whose must move to the COMP position along with whose.
(31) a. e man whose boat we bought skipped town.
b. *e man whose we bought boat skipped town.
Sixth, if the wh-word is governed by a preposition, then the preposition
may or may not move to the front of the sentence with it, as in (32a,b).
(32) a. e man from whom we bought the boat skipped town.
b. e man whom we bought the boat from skipped town.
If the introducer of the relative is that, or if there is no introducer, then no
movement of the preposition can take place, as the ungrammaticality of
(33a,b) shows:
(33) a. *e man from that we bought the boat skipped town.
b. *e man from we bought the boat skipped town.
Some grammarians call both the wh-words and that relative pronouns.
is appears to us to ignore dierences between them such as the ones we
just noted. We will therefore distinguish between wh-words, which are true
pronouns, and that, which we have called a complementizer. at, as a com-
plementizer, is morphologically invariant and appears only at the begin-
nings of subordinate clauses.
e restrictive relatives clauses that we have been examining are typically
interpreted as providing information necessary for identifying the referent
of the entire NP. Another kind of relative clause, the non-restrictive, sup-
plies extra information that is not considered necessary to identify the refer-
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Multi-Clause Sentences
ent of the NP:
(34) a. e claim, which is fully supported by the evidence, . . .
b. e claim which is fully supported by the evidence . . .
e non-restrictive relative, (34a), refers to some claim and then adds the
supplementary information that the claim is fully supported by the evi-
dence. e reader/hearer is assumed to know which claim is being referred
to without this extra information. e restrictive relative, (34b), refers to a
claim that is assumed to be identiable only by using the information in the
relative clause to distinguish the intended claim from other claims.
One syntactic eect of this dierence between restrictive and non-
restrictive relatives is that the head of a non-restrictive, but generally not of
a restrictive, may be a proper noun:
(35) a. Bill, who is well known to all of us, will sing his favorite tune
“Home on the Range.”
b. *Bill who is well known to all of us will sing his favorite tune
“Home on the Range.”
One explanation for this is that the referents of proper nouns are assumed
to be identiable by hearers/readers without extra information. Restrictive
relatives, whose information is assumed to be essential for the identication
of the referent, are therefore redundant with proper nouns. Non-restric-
tive relatives modifying proper nouns, whose information is assumed to be
supplementary, are not redundant. We do, however, nd sentences such as
the following, which might be used in a situation in which there are several
individuals called Bill. In that case the usual assumption associated with
proper names may be suspended and the specic Bill being referred to can
be identied by a restrictive clause:
(36) e Bill who has the rose between his teeth . . .
We turn now to some formal dierences between restrictive and non-
restrictive relatives that we mentioned above. Restrictive relative clauses may
be introduced by either a wh-word, that, or zero. Non-restrictive clauses
may be introduced only by wh-words.
(37) a. Mr. Pferdfeld, whom we have just met, . . .
b. *Mr. Pferdfeld, that we have just met, . . .
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424
c. *Mr. Pferdfeld, we have just met, . . .
Moreover, restrictive relative clauses may be moved away from the nouns
they modify, but non-restrictives may not:
(38) a. A man who was from Iceland came in.
b. A man came in who was from Iceland.
(39) a. Bill, who was from Iceland, came in.
b. *Bill came in, who was from Iceland.
We should also mention here, that other modiers in NPs can be restrictive
or non-restrictive, such as PPs.
(40) a. Dell computers with touch-screen capability . . .
b. Dell computers, with touch-screen capability, . . .
So far we have described only full nite relative clauses. However, we also
nd reduced relative clauses:
(41) e man standing near the entrance is my father.
(41) can be interpreted as an elliptical version of (42):
(42) e man who is standing near the entrance is my father.
Reduction of this sort is common when the implied material is a wh-word
and an inected form of be, which as we saw before, is referred to as whiz-
deletion.
Reduced relatives may also function as non-restrictive modiers:
(43) a. Astrid, standing near the entrance, was almost trampled in the rush.
b. Astrid, who was standing near the entrance, . . .
Exercise
1. Using (a) as a model, for each sentence below: (1) identify the rela-
tive clause; (2) determine whether a wh-word, that, or zero introduces
the clause; (3) identify the expression modied by the clause; (4) lo-
cate the gap in the clause; (5) “normalize” the clause by expressing it
as an independent sentence as in (28); and (6) identify the grammatical
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Multi-Clause Sentences
function of the gap in the clause.
a. [The one] (3) [(1)
RC
that (2) I choose e (4)] will be rewarded. I
choose the one (5). Direct object (6).
b. The guy who brought the whoopie cushion will be disciplined.
c. The person you give it to will just throw it away.
d. Zelda bought the pink amingo that Scott liked so much.
e. Wanda asked the man she considered the main suspect where he
had been on the night of the robbery.
f. They laugh best who laugh last.
2. Using (a) as a model, combine the clauses in each of the following
pairs of clauses so that one member of each pair becomes a full relative
clause modifying a noun phrase in the other:
a. The avocados taste delicious. The avocados came from Califor-
nia. The avocados that came from California taste delicious. The
avocados that taste delicious came from California.
b. I am writing a term paper. The term paper is taking me forever.
c. The computer is acting up. My wife bought me the computer.
d. The book is an excellent source of information. I got this idea
from the book.
e. The appendix provides answers to the questions. The appendix is
at the end of the book.
3. If any of the full relative clauses you created in (2) can be reduced
(e.g., by whiz-deletion), then do so, e.g., The cheese which is from Wis-
consin . . ., The cheese from Wisconsin . . .
4. Each of the following sentences contains a relative clauses. Using (a)
as an example, separate each sentence into two clauses, analogous to
the pairs of clauses in Exercise (2):
a. The clause that includes all the subordinate clauses in a sentence
is the main clause. The clause is a main clause; The clause in-
cludes all the subordinate clauses in a sentence.
b. We discuss a few sentence types that allow the rearrangement of
phrases.
c. An absolute construction is a construction that is grammatically
set apart from the rest of the sentence.
d. The constructions that we have been examining are restrictive rel-
atives.
e. The sentences whose properties we discussed are quite compli-
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426
cated.
(Note: Clause-combining, as in exercise (2), and clause-decombining
as in exercise (4), are valuable tools for teaching relative clauses. The
technique can also be used with other multi-clause sentence types.)
5. The dierence between written restrictive and non-restrictive rela-
tives is indicated through punctuation. How is it indicated in speech?
6. In the following sentences identify each relative clause and indicate
whether it can be restrictive or non-restrictive. (Punctuation has been
omitted intentionally.) If a sentence can be either, discuss the dier-
ence of meaning. Punctuate each sentence according to your interpre-
tations.
a. Everyone who viewed the exhibit was satised.
b. The visitors who viewed the exhibit were satised.
c. Wendy who comes from Wyoming knows a lot about ranching.
d. I hit the brakes which caused the car to shtail.
Clauses that modify verbs (adverbial clauses)
Adverbial clauses are typically introduced by what have been traditionally
called subordinating adverbial conjunctions (SACs) and generally fulll
the same functions as AdvPs, indicating such concepts as time, place, con-
dition, cause, and purpose. ey appear in the positions typical of AdvPs
(initial, medial and nal). Again we begin with nite adverbial clauses and
return to non-nite ones later.
Time clauses
(44) a. After you left the party, things really began to swing.
b. As soon as the mailman came, Terry ran to the door.
c. Before Bush was elected, there was more money for schools.
d. Since the shuttle crashed, NASA has been demoralised.
e. When she died, she left her pets $1,000,000.
Place clauses
(45) a. Wherever you nd cotton, you will also nd the boll weevil.
b. Double quotes should be used only where they are appropriate.
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Multi-Clause Sentences
Cause clauses
(46) a. Because he hoped to elude his pursuers, Fred continued his trek.
b. Because/since/as funding is scarce, research is hampered.
Purpose clauses
(47) a. We packed food for 6 meals so (that) we could stay out overnight.
b. In order that we could do well, we formed study groups.
Result clauses
(48) a. She was so stunned that she could not speak.
b. e shooting star moved so quickly that I almost missed it.
Conditional clauses
Conditionals are particularly important for ESL students, and are included in
all ESL textbooks. e subordinate clause (typically introduced by if or when)
describes a condition that must be met if the situation in the main clause is to
occur. Discussions of conditionals usually divide them into two major types,
the hypothetical and the real.
e subordinate clause of a hypothetical conditional represents a situation
that either cannot or is unlikely to be met (49a), while real conditions can be
met (49b):
(49) a. If I were eight feet tall, (then) my dunk shot would be better.
b. If I practice more, my swing will improve.
Reduced adverbial clauses
Like relative clauses, some adverbial clauses may also be reduced by deleting
a form of be and a pronominal subject that is coreferential with an NP in the
higher clause, but leaving its SAC. (50a) illustrates a full nite adverbial and
(50b) its reduction.
(50) a. While she was living in Africa, Sheila learned Swahili.
b. While living in Africa, Sheila learned Swahili.
Exercise
1. Make a list of 10 common subordinating conjunctions, for example,
Delahunty and Garvey
428
until, once, whenever. Create or nd at least one sentence that con-
tains a subordinate adverbial clause introduced by each of these con-
junctions.
2. Provide example sentences to demonstrate that adverbial clauses
can, like AdvPs, appear in initial, medial, and nal positions. Is one or
more of these positions more common or natural? Does the status of
the clause as nite or non-nite aect its potential to occupy various
positions?
3. For each sentence you created or found for Exercise (1), identify the
subordinate adverbial clause from the remainder and express it as a
separate clause.
4. Using ten dierent SACs, create ten pairs of clauses that can be com-
bined so that one member of the pair becomes a subordinate adverbial
clause (e.g., When Pavlov rang his bell; Pavlov’s dogs salivated can be
combined as When Pavlov rang his bell, his dogs salivated or Pavlov’s
dogs salivated when he rang his bell.
5. In an authentic text (i.e., a magazine, book, journal, etc.), nd
ten adverbial clauses. For each clause say whether it is a time, place,
cause, result, or conditional clause. For any conditional clauses you
nd, say whether they are hypothetical or real.
finite vs. non-finite cl aus e s
Consider now the formal dierences between the italicized clauses in the
following sentences:
(51) a. We think the ghost appears at midnight.
b. We want the ghost to appear at midnight.
We can see that both are clauses since each has a subject NP (the ghost) and
a VP (appear/s at midnight). However, the italicized clause in (51a) is a nite
clause: it is in the present tense, and its subject agrees with its verb. We could
even include a modal in it:
(52) We think the ghost will appear at midnight.
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Multi-Clause Sentences
In contrast, the non-nite clauses like those in (51b) do not allow for agree-
ment or modals:
(53) a. *We want the ghost to appears at midnight.
b. *We want the ghost will appear at midnight.
c. *Oscar’s must reading of the play . . .
d. *e book must lying on the table . . .
e. *e bones must gnawed by the dogs . . .
By the term nite, then, we mean that a clause is marked with a present
or past tense inection or includes a modal auxiliary. An easy way to spot a
nite clause is to look at its rst verb; if it is in the present or past tense or if
it is a modal, then the clause is nite. Otherwise it is non-nite. Addition-
ally, if a subordinate clause is, or can be, introduced by that, then it is nite.
Exercise
For each of the highlighted clauses below, determine whether it is -
nite or non-nite.
a. Glen claims that he is the world’s greatest limerick poet.
b. Malcolm intends to return to school in the fall.
c. For us to win, we must rst qualify for the tournament.
d. To err is human; to forgive is divine.
e. That the Earth is warming is truly cause for alarm.
Non-nite clauses
Non-nite clauses are always subordinate. ey fall into three categories—
gerunds, innitives, and participles.
Gerunds
Gerunds are almost complete clauses whose rst verb is a Ving form and
which always function as NPs, therefore as subjects, objects, or objects of
prepositions:
(54) a. Giving grammar lectures is always a challenge. [Subject]
b. Bill’s leaving town conrmed his guilt. [Subject]
c. We encourage discussing language. [Direct object]
d. We give discussing language our highest priority. [Indirect ob-
ject]
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430
e. We give our highest priority to discussing language. [Preposi-
tional object]
Gerunds can generally be paraphrased as nite clauses. For example, Bill’s
leaving town can be paraphrased as (55a,b, or c), among others:
(55) a. Bill left town.
b. Bill will leave town.
c. Bill is leaving town.
e subject of the nite paraphrase (Bill) may show up as a genitive phrase
(Bill’s) in the gerund, although in many varieties of English (especially infor-
mal ones) it may be in the objective case:
(56) I don’t like his/him being out late at night.
e direct object of the nite paraphrase of a gerund may show up as the
object of the preposition of in the gerund:
(57) a. Oscar read the poem.
b. Oscar’s reading of the poem.
Exercise
(a) Identify the entire gerund phrase in each of the following sentences,
and (b) identify the grammatical role the gerund plays in the sentence
in which it occurs.
a. Parting is such sweet sorrow.
b. We anticipated their losing in the nal.
c. The teacher had no objection to my leaving class early.
d. Higgins gave riding his best try.
e. My most pleasurable activity is hiking in the mountains.
f. They taught him skiing.
Innitives
We will divide innitives into bare innitives (58a) and to-innitives
(58b, c):
(58) a. I saw/heard/felt them leave through the window.
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Multi-Clause Sentences
b. I want them to leave through the window.
c. For them to leave through the window would be insulting to
our host.
e innitives in (58a-c) are predicates and as such assign a semantic
role to some NP. In these three examples, the innitive predicates assign the
role Agent to them. However, note that them is in the accusative rather than
the nominative case and so seems also to be an object of the higher verbs in
(58a, b) and of for in (58c).
In a bare innitive, the verb appears in its uninected form. is form of
innitival clause occurs after modals, with verbs of perception such as see,
hear, and feel, and with other verbs such as let, make, and do.
(59) a. She may/might/should/will/would/can/could/must leave.
b. Leave immediately is what he should do.
c. I saw John take it.
d. I heard Mehta conduct Beethoven’s Ninth.
e. I felt it move under my hand.
f. We let him come in.
g. We made her leave.
h. Do come in.
In a to-innitive, the verb appears in its uninected form after to (which
is simply a marker of the innitive, not a preposition):
(60) a. To leave now would cause a lot of trouble.
b. We want to leave immediately.
c. e goal is to leave as soon as possible.
d. We chose her to be the next president.
e. e horse to back is Ashkenazy Anchovy.
f. To get there before dawn, we must leave at 2 a.m.
e italicized parts are to-innitival clauses.
To-innitives function as subjects (60a), objects (60b), complements
(60c-d), relative clauses (60e), and adverbials (60f).
Exercise
(a) Identify the entire innitival phrase(s) in each of the following sen-
tences; (b) for each innitival you identify, say whether it is a bare
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432
innitive or a to-innitive; and (c) identify the grammatical role the
innitival plays in the sentence in which it occurs.
a. To err is human; to forgive is divine.
b. Musselwhite intends to consider his options.
c. Musslewhite’s intention to consider his options has his boss worried.
d. They felt the earth shake.
e. To be or not to be is the question.
What complexities did you discover? How did you deal with them?
Participles
We distinguish two types of participles—Ving (a.k.a. present) participles
and Ven (a.k.a. past) participles. Both act as noun modiers. e rst verb
of a present participle is a Ving verb:
(61) a. e book lying on the table is free to whoever wants it.
b. Anyone hoping to get on the boat must have a ticket.
e rst verb of a past participle is in the Ven form:
(62) e bones gnawed by the dogs are scattered throughout the yard.
Many participles can be paraphrased as full tensed clauses:
(63) a. e book which is lying on the table . . .
b. Anyone who is hoping to get on the boat . . .
c. e bones which were gnawed by the dogs . . .
Participles may often be viewed as reductions of these full tensed clauses by
whiz-deletion. However, when the verb of the participle is a state verb such
as resemble, the present participle and a nite paraphrase are not so easily
related:
(64) a. A mountain resembling an elephant . . .
b. *A mountain which is resembling an elephant . . .
c. A mountain which resembles an elephant . . .
e participles we’ve discussed have all occurred after the noun they modify,
just as relative clauses do. However, participles may occur to the left of the subject
of the sentence in which they function (we’ll call them preposed participles):
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Multi-Clause Sentences
(65) a. Pressed by reporters, the president acknowledged that the war
was a asco.
In cases like (65a), the participle non-restrictively modies the subject of
the main clause (the president), as the paraphrases (65b and c) show:
(65) b. e president, pressed by reporters, acknowledged that the war
was a asco.
c. e president, who was pressed by reporters, acknowledged that
the war was a asco.
Alternatively, the participle phrase in (65a) can be paraphrased as a full or
reduced adverbial clause:
(65) d. When (he was) pressed by reporters, the president acknowledged
that the war was a asco.
Sometimes, speakers (and more problematically, writers) will produce
preposed participles that cannot be associated with the subject of the sen-
tence to which they are attached:
(66) Pressed by reporters, the war was acknowledged to be a asco.
When a preposed participle cannot easily be associated with an NP in the
main clause, it may dicult to interpret. Such dicult-to-interpret partici-
ples are referred to in style manuals and composition textbooks as dangling
participles, which writers are advised to avoid.
In certain cases, often called absolute constructions (italicized), a parti-
ciple may contain a subject (bolded):
(67) a. All things being equal, we decided to take the train.
b. His soul riven by guilt, Aaron plunged from the precipice.
e term absolute suggests a construction set apart from the rest of the
sentence. An absolute modies the entire sentence that follows it, much as
an adverbial clause does.
Exercise
(a) Identify the entire participial phrase in each of the following sen-
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434
tences; (b) for each participle you identify, say whether it is a Ving
(present) or a Ven (past) participle; and (c) identify the expression
modied by the participle.
a. A miser parted from his money must surely be desperate.
b. The guy giving directions is as lost as everyone else.
c. His lead cut in half, Tiger redoubled his eorts.
d Rejected by the publisher, Ashley consigned his manuscript to the
ames.
e. Having been issued a second yellow card, Renoldo had to sit out
the next game.
f. All being fair in love and war, chess players routinely try to dis-
tract their opponents.
g. Remaining students must register at the department oce.
Auxiliary verbs in non-nite constructions
Except for modals, non-nite VPs may have a range of auxiliary verbs. A few
of the possibilities are indicated below. (Note that the rst auxiliary never
carries a tense inection.)
(68) a. It is exhilarating to have jumped with a bungee cord. (Inni-
tive without subject)
b. It is wonderful for Wanda to be jumping from a bungee cord.
(Innitive with for-to + subject)
c. Egbert regrets having jumped from a bungee cord. (Gerund
with out subject)
d. Waldo’s being prevented from bungee jumping relieved Wanda.
(Passive gerund with subject)
e. Having consulted the reputable sources, I then consulted my
horoscope. (Present participle)
f. Having been advised, I decided to face the bungee jump.
(Present, pefect, passive participle)
g. My guru having been consulted, I decided to face the bungee
jump. (Absolute passive participle with subject)
One nal matter pertaining to the forms of participial or reduced rela-
tive clauses: as these names suggest, the verb of the reduced relative clause is
in participial form, either -en (past participial) or -ing (present participial)
form, and elements of the clause are omitted. Consider:
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Multi-Clause Sentences
(69) a. People sentenced to life in prison . . .
b. Anyone walking on the grass . . .
And compare them with:
(70) a. People who are/were sentenced to life in prison . . .
b. Anyone who is/was walking on the grass . . .
Clearly, the relative clauses in (69a/70a) are passives, and in (69a) the rela-
tive pronoun and the form of passive be are omitted. An analogous omission
of who is/was occurs in (69b).
However, the terms past and present are misleading, as they suggest that
participial clauses imply past or present time. e clauses are not in fact
restricted to these interpretations:
(71) People sentenced to life in prison from now on will have to pay
for their keep if the proposed new law goes into eect.
(72) Anyone walking on the grass at that time was subject to a sti
ne.
In (71) the past participial relative actually refers to a future time, from now
on. In (72) the present participial relative refers to a past time, at that time.
In short, the actual time reference of the reduced relatives is governed by
elements other than their verbs.
co o r d i n at i o n
Compound sentences
Compound sentences are the result of combining clauses by coordinating
them with one another. ey are typically, though not necessarily, conjoined
by the coordinating conjunctions and, or, or but.
(73) a. e king is in his counting house and the queen is in her
parlor.
b. e police must charge you or they must release you.
c. You must remain here but your partner may go.
d. e TV is on; the beers are chilled; the teams are on the eld;
we’re ready for action.
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436
Compound-complex sentences
e sentences of (73) illustrate coordination of main clauses. However, sub-
ordinate clauses, both nite and non-nite, may also be coordinated:
(74) a. We left because we were tired and because the lecture was boring.
(Conjoined nite adverbial clauses)
b. Alex wanted to sing and to play the piano.
(Conjoined to-innitive complement clauses)
c. Anyone who attends classes and who pays attention should pass
the course. (Conjoined relative clauses)
d. Climbing Denali and winning the biathlon were Meg’s greatest
accomplishments. (Conjoined gerunds functioning as subject)
Sentences like those in (74), which include coordinated subordinate
clauses, are compound-complex sentences, as are sentences with coordi-
nated main clauses, one or both of which contain at least one subordinate
clause:
(75) e king, who doesn’t like to be disturbed, is in his counting
house, and the queen, who is much more sociable, is in her parlor,
where she is surrounded by her sycophants.
In (75) the coordinated main clauses are e king is in his counting house and
e queen is in her parlor.
miscell a n e o u s i n f o r m at i o n -r e s t ructuring
sentence t y pes
In this section we describe sentence types with subordinate clauses that do
not t neatly in the categories above: extraposition, NP-movement (or
raising), tough-movement, cleft, and pseudo-cleft constructions.
Extraposition
Clauses that are interpreted as subjects may occur not only in the main clause
subject position but also at the right hand end of the main clause predicate.
Compare the following pair:
(76) a. at Oscar writes poetry upsets his parents.
b. It upsets his parents that Oscar writes poetry.
ese two have essentially the same meanings. In both, the italicized clause
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Multi-Clause Sentences
is interpreted as what upsets Oscar’s parents, though in (76a) the clause
appears as the subject of the main clause, whereas in (76b) that position is
occupied by expletive (a.k.a. empty, dummy) it and the clause occurs at
the end of the predicate. e rule that connects these two constructions is
called extraposition, a name which suggest that the subject clause has been
moved (-posed) outside (extra-) its normal position.
We have already exemplied another construction in which a clause is
extraposed, but repeat our example here for convenience:
(77) a. A man who was from Iceland came in.
b. A man came in who was from Iceland.
Again, both sentences have identical meanings even though in (77b) the
relative clause modifying man appears at the end of the predicate. e rule
that links these two sentence types is called extraposition from NP.
One reason why English (and many other languages) allows extraposition
and extraposition from NP is that clauses tend to be relatively long and so if
they are not moved, they may disrupt the subject-predicate structure of the
sentences in which they are subordinate. Sentences are generally somewhat
easier to process (understand) when the clause has been extraposed. Another
reason might be that while NPs require case marking, subordinate clauses do
not, and so may be moved to positions that do not receive case.
Exercise
1. Apply extraposition to the following sentences:
a. That dictionaries have poetic qualities has often been proposed.
b. That we should carefully study Diamond’s theories on the col-
lapse of civilizations is abundantly clear.
c. That grammatical subjects are not always topics has been re-
peatedly shown.
2. Reverse the extraposition in the following sentences:
a. It must be recalled that the earliest inhabitants of the Americas
arrived from Siberia.
b. It is extremely likely that the researchers’ claims are true.
c. It is utterly inconceivable that the press secretary would tell
such an egregious lie.
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438
NP movement (raising) clauses
Consider now the following two sentences with almost identical meanings:
(78) a. It seems that Oscar has upset his parents.
b. Oscar seems to have upset his parents.
In both Oscar is interpreted as the subject of has/have upset his parents. How-
ever, in (78a) it occurs as the subject of the subordinate clause, whereas in
(78b) it occurs as the subject of the higher verb seem. Note that the clause in
(78a) is nite, whereas the clause in (78b) is non-nite. In fact, Oscar cannot
occur as the subject of an innitival clause after seem, appear, or turn out:
(79) *It seems Oscar to have upset his parents.
In general, these verbs require that the phrase understood as the subject
of their innitival complements be moved (“raised”) to become the subject
of the higher verb.
Tough movement
A similar (though by no means identical) movement may occur in sentences
with adjectives such as easy or hard and NPs such as a pain or a treat (and
many other expressions with similar meanings). ese are often cutely called
“Tough movement” sentences. Tough movement relates:
(80) a. It is tough to live with Hilda.
b. Hilda is tough to live with e.
Note that (80b) ends with a preposition whose object, Hilda, is missing (in-
dicated by e), or more accurately, displaced: it appears as the subject of the
main clause. Note too that the main clause subject of (80a) is the expletive
it. is it does not refer to anything and occupies a position that receives
no semantic role (which is why it is an expletive or dummy). Hilda, on the
other hand, receives its thematic role from the subordinate verb and prepo-
sition. It is as if Hilda had been moved from the position marked e in the
subordinate clause into the higher subject around the adjective tough, hence
the name Tough movement. As another example, compare It is distressing to
have to deal with wasps and Wasps are distressing to have to deal with.
A very reasonable question to ask at this point would be: why does Eng-
lish maintain pairs of sentences such as (78a, b) and (80a, b) whose mem-
bers have identical meanings? While we do not have a denitive answer, we
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Multi-Clause Sentences
believe that the reason has to do with the discourse functions of subjects.
Typically, though by no means always, subjects function as the topics of
their sentences. Topics refer to the entities that the sentences are about. So
(78b) is about Oscar in a way that (78a) is not; similarly, (80b) is about
Hilda, whereas (80a) is not. We would use the (b) sentences of these pairs
in discourse contexts slightly dierent from the contexts in which we would
use the (a) versions.
We turn now to a pair of sentence types that have characteristics akin to
nite relative clauses, the it-cleft and pseudo-cleft constructions.
It-clefting
e following is an it-cleft sentence, and we will refer to the phrase in square
brackets as its focus and to the italicized clause simply as its clause:
(81) It was [Henry Ford] who invented the assembly line.
Clefts consist of an expletive it higher subject, a form of be, a focus phrase
(which may be any phrase type except VP), and a clause that looks like (but
actually isn’t) a nite relative clause.
e clause is like a relative in that it may be introduced by a wh-word, that,
or (in some cases) nothing at all:
(82) It was Henry Ford (who/that/zero) invented the assembly line.
It also contains a “gap,” which is interpreted as if it were “lled” by the focus
phrase, so that the clefts above mean in essence:
(83) Henry Ford invented the assembly line.
e fact that a cleft can be reduced in this way has led some grammarians to
suggest that the focus was actually moved out of the clause into its position in
the higher clause.
Cleft foci are often interpreted as contrasting with some other phrase. For
example, you might use a cleft such as the ones above if you thought that the
audience believed that Roger Smith invented the assembly line:
(84) It was Henry Ford, not Roger Smith, who invented the assembly
line.
If the focus is a PP, then the sense of contrast may fade somewhat:
Delahunty and Garvey
440
(85) It was in 1789 that the French Revolution broke out.
e construction here suggests something like specically in 1789, but could
also be used if a hearer believed that the French Revolution broke out in 1689
or 1799.
e clause of a cleft sentence is usually interpreted as known information,
known either to the hearer or by people generally. It is not, however, assumed
to be currently in the hearer’s consciousness (Prince 1978).
Exercise
For each of the following it-cleft sentences, create a brief text into
which it ts naturally.
a. It is Obama who leads the delegate count.
b. It is the few, the powerful, and the famous who shape our collec-
tive destiny.
c. It is this level of production excellence that rescues Spielberg’s
movie from being merely a thriller.
d. It is urban life that is associated with excitement, freedom, and
diverse daily life.
Pseudo-clefting (wh-clefting)
Like it-clefts, pseudo-clefts “cleave” a sentence around a form of be:
(86) What irritates me is [the amount of sports on TV].
Again, we will refer to the italicized expression as the pseudo-cleft clause and
to the bracketed phrase as its focus, which are linked by a form of be. e
clause may begin only with the wh-word what:
(87) a. *Who plays golf is Fred.
b. *Which ate the mouse was the cat.
c. *When I arrived was lunchtime.
And again, the basic meaning may be represented by a simpler sentence in
which the focus phrase replaces what:
(88) e amount of sports on TV irritates me.
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Multi-Clause Sentences
But just as clefts do not mean exactly what their non-cleft counterparts
mean, neither do pseudo-clefts and their non-cleft counterparts. e clause
of a pseudo-cleft represents information that the speaker assumes to be in the
consciousness of the hearer at the time the sentence is uttered (Prince 1978).
Exercise
1. For each of the following pseudo-clefts, create a brief text into
which it ts naturally.
a. What sets the US apart from all other countries is its venerable con-
stitution.
b. What makes blogging special is that it allows individuals to rap-
idly express and disseminate their thoughts.
c. What must be remembered is that the eects of one’s actions are
never fully calculable.
d. What intrigues me is that morals are also subject to fashion.
e. What we must learn rst is not that terrorists are uniquely evil
but that all targeting of civilians is immoral.
2. In the following text, slightly adapted from Martha Grimes’ novel
The Stargazy (1998: 3), nd at least one of each of the following: (a)
a complex sentence; (b) a compound-complex sentence; (c) a relative
clause; (d) an it-cleft sentence; (e) a pseudo-cleft sentence; (f) an
extraposed sentence; (g) an NP movement sentence; (h) a to-innitive
clause; (i) an adverbial clause; (j) a Ving (present) participle; (k) a Ven
(past) participle; and (l) a gerund. Be sure to identify the entire expres-
sion in each case.
at was how she felt now. She would have preferred the iso-
lation not be a freezing one, but personal discomfort bothered her
only insofar as it kept her from performing. She had trained herself
to withstand any discomfort that could come along, discomforts of
either body or mind. e mind was more dicult, being limitless.
She raised her eyes for a moment to look up at the stars. In the course
of her studies, she had read that what fueled the stars was the merging
of atoms. Fusion science. What fascinated her was the notion that
the amount of energy in was the amount of energy out. ere was
an equation: Q=1. And this, she had to imagine, was perfect balance,
like that of the Alexander Column. It was perfect balance that she
was after; it was all that she was after. She wanted to get to that point
Delahunty and Garvey
442
where nothing resonated, where the past could not pretend to shape
itself into the present, where planes had clear sharp edges to which
nothing clung. People didn’t come into it; they weren’t part of the
equation. What relationships she’d had had been brief and in her con-
trol, though her partners didn’t seem aware of this. It was astonishing
that people could be so easily hoodwinked, so easily led.
co n c lu d i n g r e m a r k s
In this chapter, we explored the major grammatical structures that enable
English speakers to create sentences of innite length and complexity. De-
spite the intricacy and variety they make possible, nite and non-nite sub-
ordinate clauses are individually fairly simple. Each has a rather limited set
of formal properties, and we have had to add very few functions to describe
their workings. But the process of embedding—of building structures with-
in structures—multiplies the potential for variety exponentially. We have
only scratched the surface of that potential. If you want to see some dra-
matic demonstrations, pick up a sonnet by Shakespeare, a poem by Dylan
omas, or a piece of prose by Henry James, William Faulkner, or Virginia
Woolf. Or pick up an essay that you yourself have written recently. You will
probably amaze yourself with the complexity of your own language.
references and resources
Berk, Lynn M. 1999. English Syntax: From Word to Discourse. New York:
Oxford University Press.
Biber, Douglas, Susan Conrad, and Georey Leech. 2002. Longman Student
Grammar of Spoken and Written English. Harlow, UK: Longman.
Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English.
Cambridge, UK: Cambridge University Press.
Grimes, Martha. 1998. e Stargazy. New York: Onyx.
Huddleston, Rodney and Georey K. Pullum. 2002. e Cambridge Grammar
of the English Language. Cambridge, UK: Cambridge University Press.
_____ 2005. Student’s Introduction to English Grammar. Cambridge, UK:
Cambridge University Press.
Prince, Ellen. 1978. A comparison of wh-clefts and it-clefts. Language 54. 4:
883-906.
glossary
absolute construction: subordinate expression with no explicit grammat-
ical link to the clause it depends on.
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Multi-Clause Sentences
adjective clause: common misnomer for relative clause.
adverbial clause: clause that functions in the range of adverbials, viz. modi-
es verbs, verb phrases, and sentences.
appositive: expression that adds non-restrictive information. See non-re-
strictive relative clause.
clause: grammatical unit comprising a subject and a predicate.
complex sentence: sentence containing one or more subordinate clauses.
compound sentence: sentence consisting of two or more coordinate clauses.
Also called a coordinate sentence.
compound-complex sentence: sentence that includes both coordinate and
subordinate clauses.
dangling participle: participle occurring to the left of a main clause whose
implied subject cannot be interpreted as coreferential with the main clause
subject.
embedding: incorporation of one clause within another, as subject, object,
complement or modier, or more generally, the inclusion of one expression
within another. See recursion.
expletive it: occurrences of it that are non-referential, e.g., in the subjects of
sentences to which extraposition has applied.
extraposition: movement of a clausal subject to the end of its sentence and
insertion of expletive it in the subject position.
extraposition from np: movement of a relative clause out of its NP to the
end of its sentence.
finite clause: clause marked for present or past tense. See non-finite clause.
gerund: noun phrase derived from a verb phrase or from a clause, whose rst
verb is Ving.
indirect question: clause subordinate to a verb such as ask, wonder, in a
sentence that can be rephrased as a direct question.
infinitive: non-finite clause (1) whose rst verb is in its base (uninected)
form (bare innitive), or (2) whose rst verb is marked by the particle to (to -
innitive).
it-cleft sentence: complex sentence beginning with expletive it, followed
by a form of be, then by a focused phrase, which is followed by a nite clause
containing a gap of the same grammatical type as the focus phrase, in a posi-
tion from which the focus phrase was ostensibly moved. Used to structurally
highlight the focus phrase, often for purposes of contrast. See pseudo-cleft
sentence.
main clause: clause to which any other clauses in a sentence are subordinate.
non-finite clause: clause that is not marked for present or past tense (see
finite clause); including gerunds, infinitives, and participles.
Delahunty and Garvey
444
non-restrictive relative clause: relative clause whose information is not
necessary to the identication of the referent of the NP of which it is a part.
See restrictive relative clause.
np movement: (apparent) movement of an NP from the subject of a subor-
dinate clause into the subject position of verbs such as appear and seem. Also
called raising.
participle: type of non-finite clause. See past participle, present parti-
ciple.
past participle: type of non-finite clause whose rst verb is in its Ven (past
participle) form and which functions as a modier, typically in an NP.
present participle: type of non-finite clause whose rst verb is in its Ving
(present participle) form and which functions as a modier, typically in an
N P.
pseudo-cleft sentence: complex sentence whose subject consists of a wh-
clause and whose main verb is a form of be, whose complement is a focused
phrase that is coreferential with the wh-phrase in the subject clause. Used to
structurally highlight the focus phrase, often for purposes of contrast. See it-
cleft sentence.
raising: See np movement.
recursion: property of natural language that allows expressions to include
expressions of the same type, e.g., clauses within clauses, thus creating the
potential for innitely long and innitely many expressions. See embedding.
reduced relative clause: relative clause whose complementizer or wh-
phrase, subject, and copula have been deleted.
relative clause: clausal modier in an NP. See non-restrictive relative
clause, restrictive relative clause.
restrictive relative clause: relative clause whose information is necessary
for the identication of the referent of the NP of which it is a part. See non-
restrictive relative clause.
sentence: grammatical unit consisting of one or more clauses.
subordinate clause: clause that is grammatically dependent on an element
of another clause.
tough movement: (apparent) movement of an NP from a to-innitival com-
plement clause to the subject of a predicate such as tough, easy, hard, a pain,
or a treat.
wh-cleft sentence: See pseudo-cleft sentence.
whiz-deletion: deletion of wh-phrase or complementizer, subject, and cop-
ula from a modifying clause.
