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Overview
When speaking, we stress a word and give it a higher pitch. In writing, we use italics or underline
the word:
• I said I like the blue ones, not the green;
• Oh, for goddness' sake, what is it this time?
We can emphasise our feelings by using nouns, adjectives, verbs, etc. with a much stronger
meaning than normal, neutral words:
• Our team hammered the opposition 5-0 (=defeated);
• I found her life story absolutely riveting1 (= very interesting).
We can emphasise our feelings by adding words and phrases. For example:
• by adding do:
◦ But it’s true! I did give it back to you!
• By adding intensifying words and phrases:
◦ My son’s really good at basketball;
◦ My hosts went to considerable lengths to make sure I was comfortable.
• By adding reflexive pronouns:
◦ He managed to do it himself.
• By adding other pronouns:
◦ Fredricks and Boldon both finished with a time of 10.02 seconds;
• by adding link words and phrases:
◦ Both Simon and Bernardine are pushing 60.
◦ They not only look similar, they sound the same as well.
Repetition
1 Riveting: having the power to fix the attention, engrossing, fascinating. (Webster)
This is especially common with time phrases:
• I’ve told you time and time again not to pick your nose;
• This questions keeps coming up year after yearl
Sentence adverbs
Passives
By changing the order of subject and object, and by sometimes omitting the agent, the passive
helps us change the emphasis of a sentence from who did it, to what happened:
• Manchester United have beaten Arsenal again → Arsenal have been beaten again.
Fronting
What is fronting?
Fronting involves moveing an object, verb or adverbial phrase to a position before the subject:
Usual Fronted
The door opened and Daphne came in. The door opened and in came Daphne.
I don’t know what we’re going to do. What we’re going to do I don’t want to know.
His second book was particularly good. Particularly good was his second book.
The swimmers dived into the water. Into the water dived the swimmers.
I waited all week for your phone call. All week I waited for your phone call.
They walked slowly into the garden. Slowly, the walked into the garden.
I’ve never seen anything o awful. Never have I seen anything so awful.
Watch out!
It’s unusual to end a sentence with be as result of fronting. Therefore we invert the subject and
verb:
✗ Lying in the field three men were;
✔ Lying in the field were three men.
When we front a prepositional phrase of place or movement, we normally invert the subject and
verb. This is not usual with other prepositional phrases:
✗ At seven o’clock arrived the removal van2;
✔ Out of the water jumped the penguins.
2 Removal van: a vehicle used to transport furniture and other possessions when people move to a new home.
(Cambridge)
Why do we use fronting?
We often use introduction phrases, especially in spoken English, to signal that what we’re about to
say is important:
• The thing is, I haven’t got any money;
• The fact remains that we’ve made a mistake;
• The point is we should be there by now;
We can also use phrases with the same pattern (The + noun + be) to focus on the point of what we
are saying or writing. Here are some examples:
• The question is – are we ready for the radical changes being proposed?
• The truth is I’m just too tired to concentrate properly;
• The problem is she just refuses to work with me;
• The trouble is he attitude upsets just about everyone;
There as subject
We use there + be to introduce new information. The word there has no real meaning in this
structure – it functions as a grammatical subject:
• There were two women in the room (= two women were in the room);
• Suddenly, there was a loud explosion;
• There are sure to be casualties.
Introductory victims
However, sometimes It doesn’t refer back to a noun. Instead we use it simply as a grammatical
subject:
• It’s very dark in here.
• It was just unbelievable what they’d done;
We use introductory It especially when describing things, e.g. with adjectives that can’t normally
function as subjects. We commonly use It to talk about the weather and the time:
• It’s raining;
• It’s nearly six o’clock;
• It smells of fish in there.
Watch out!
All English sentences must have a subject. When there is no obvious subject for the sentence, we
generally use there before nouns or noun phrases and It before adjectives and noun clauses:
✗ Is cold, isn’t it?
✔ It’s cold, isn’t it?
It + clause
Referring forward
We use It especially with that-clauses, wh-clauses and to-infinitive clauses that may be formal in
subject position. The sentences above could be rewritten:
• What you learn from hanging around bar is amazing;
• That there are so many criminals around frightens me.
It + report verb
Verb followed by it
Here are more examples of verbs we use in this way: believe, consider, fell, imagine, think,
suppose, judge, count, reckon, guess;
To emphasise an action, we can use a structure with what + do (the full structure is What +
subject + do + be + infinitive with or without to):
Usual What...
He put the pot on the table. What he did was (to) put the pot on the table.
I’m going to persuade him to come earlier. What I’m going to do is persuade him to come
earlier.
We commonly use this structure when demonstrating a procedure or telling someone about a
sequence of events:
• What you do next is fold the top left corner back on itself.
We can emphasise a whole action or series of actions with a similar structure using What +
happen + be + that-clause:
• What happened next was (that) he dropped it;
• What happened was (that) they all ran away as soon a they saw the police coming.
We can use all instead of what to mean ‘the only thing’. This suggests that what happens is not
very big or important:
• All we are going to do is take you teeth out;
• All that happened was that a window was broken.
To emphasise nouns, we can use a structure with it + be + that/who. These structures are
sometimes called ‘cleft sentences’:
Usual Cleft sentence
She threw the jug out of the window It was the jug (that) she threw out of the
window (= not, for example, the cup).
Or: It was the window (that) she threw the jug
out of (= not for example, the door).
Richard ran into the office It was Richard who ran into the office (= not
Bernard).
Or: It was the office (that) Richard ran into (=
not the kitchen).
Cleft sentences allow us to stress a noun, often in contrast to what we have already said:
• I love going to Cornwall in summer, but it’s in the winter that it’s at its best.
Nominalisation
What is nominalisation?
It is often possible to use a noun or group instead one or more verb or adjective groups. This is
called ‘nominalisation’:
• The boys laughed loudly and woke up the baby [= This sentence consists of two actions
(verb groups), one causing the other];
• The boys’ loud laughter woke up the baby [= This sentence has one thing – the boys’ loud
laughter (noun group) – that causes an action].
The first sentence has two parts linked by so. Both parts are equally important. In the nominalised
version, the action – stay at home – is the focus of the sentence.
Because a lot of information can be packed into a noun group, it can make sentences shorter and
leave the rest of the sentence free to add new information:
Usual Nominalised version
He had an insatiable appetite for adventure and His insatiable appetite for adventure led to his
because of this he became involved in a involvement in a pioneering expedition to
pioneering expedition to Antarctica. Antarctica
We use a number of verbs, e.g. look, laugh, comment, etc., as nouns with verbs such as give,
make, have, take:
• We had a long talk about it.
We can use words or phrases to replace other with more ore less the same meaning. We may use
one phrase rather than another becasue it is shorter, more precise or involve a change of
emphasis.
Adverbs
Nouns
Adjectives
When we make grammatical changes, we usually need to change more than one word. These
changes may also be a matter of collocation:
• I had fully intended to start this report this afternoon, but I couldn’t → I had every
intention of starting this report this afternoon, but I couldn’t;
• The statue is extremely tall → The statue reaches a considerable height;
Powerful adjectives:
Collocation
Collocation is important when choosing strong adjective. For example, a number of intensifying
adjectives close to the meaning of ‘complete’ collocate with particular nouns but not with others.
Here are some examples:
• an eternal optimist;
• a comprehensive defeat;
• sheer stupidity;
• arrant nonsense;
• rank disobedience;
• utter madness;
• unshakeable faith;
• an unmitigated disaster;
Adverbs of degree
Adverb-adjective combinations are common to give emphasis. Here are examples: absolutely
ridiculous, totally wrong, downright rude, plain stupid, thoroughly ashamed, dead right, utterly
defenceless, that’s perfectly all right.
If we want to add strength to a meaning we can try to use less frequent collocations: delightfully
eccentric, perfectly awful;
Sentence adverbials
Sentence adverbials can also lend emphasis to a statement. Here are some examples: believe it or
not, …; Amazingly enough, ….; Difficult as it is to believe, …; Incredible though it is, …; to
everyone’s astonishment,…
We can also strengthen a statement, or question, by adding a word or short phrase before or after
a key word in the sentence:
• The same thing happened as recently as last week;
• You can pay as much as 100 pounds for a pair of jeans here;
• No fewer than 90 students turned up for the lecture;
• Bill Gates himself was a t the conference;
• You mean the Bill Gates?
• The very man.
• What in the world is he doing there?
• Why on earth didn’t you give him my name?
• Why ever didn’t you tell me before?