Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
GABRIELA NISTOR
SIBIU, 2012
1
TYPES OF SUBORDINATE CLAUSES
From the point of view of the levels of subordination, we are interested in the
distinction between governing clauses (principal or regent) and governed clauses
(subordinated to either the principal clause or one of the regent clauses).
From the point of view of their meaning and as related to the various parts of
speech, clauses can be classified as follows:
1. subject clauses;
2. predicate / predicative clauses;
3. direct object clauses;
2
4. indirect object clauses (rare);
5. prepositional object clauses (rare);
6. attributive clauses, subdivided in their turn as defining and non-defining.
Adverbial clauses can be subdivided as follows:
7. adverbial clauses of manner (modal clauses);
8. adverbial clauses of place (locative or directional clauses);
9. adverbial clauses of time (temporal clauses, possibly distinguishing between
definite and indefinite / frequency);
10. adverbial clauses of comparison (comparative clauses, sometimes identified as
adverbial clauses of manner);
11. adverbial clauses of concession (concessive clauses);
12. adverbial clauses of comparison and concession (comparative-concession
clauses);
13. adverbial clauses of condition (conditional clauses);
14. adverbial clauses of reason / cause (causal / causative clauses);
15. adverbial clauses of result (consecutive clauses);
16. adverbial clauses of purpose (final clauses).
Some grammarians also signal the existence of:
17. introductory emphatic clauses;
18. adverbial clauses of relation;
19. adverbial clauses of degree, measure, quantity and approximation;
20.adverbial clauses of exception.
3
Whether she will agree is a different matter.
Pronouns which can introduce subject clauses include: who, which, whoever,
whichever, whatever.
e.g.: Who will be the new president is a secret.
Whoever will take this job will find it difficult.
What you say is perfectly right.
Whatever they say is always sensible.
Adverbs which are used to introduce subject clauses include: where, when, how,
why, wherever, whenever, however, whysoever, whither (=to what place)
e.g.: When / why / where he will come does not concern you.
Where / whither I should go I don`t know yet.
Wherever / whenever he will go is still a secret.
Asyndetic connection even if quite rare, can be used to introduce subject clauses:
e.g.: "Come and see me" is what he said to me.
4
e.g. What I know about him (subject) is that he works late (predicative).
Once their order in the sentence is changed, these subordinate change their role, too.
e.g. That he works late (subject) is what I know about him (predicative).
1
The conjunction that is not to be used after I wish, I’d rather, I’d sooner, it is time, which require the use
of a subjunctive.
e.g. I wish he were here.
5
He gave another meaning to what I said.
6
B. Non-defining / descriptive / amplifying relative attributive clauses, usually
placed between commas or dashes, are parenthetical in meaning, punctuation and
intonation. The information they carry is not essential for the understanding or
identification of the nominal element. They can be introduced by the relative pronouns:
who, which, whoever, whichever, the relative adjective whose, or the adverbs when and
where.
e.g.: My mother, who is always at home, will answer the phone.
He was late, which upset everybody.
7
b. Adverbial clauses of place, sometimes called locative - are introduced by the
relative adverbs where, wherever, everywhere (that).
e.g.: I’ll go where / wherever / wheresoever / whither I want.
8
only be expressed by the present perfect in the temporal clause.
e.g.: I always have my cup of coffee after I have had something to eat.
He left only after he had said goodbye to everybody.
She will only be allowed to leave after she has finished her work.
- subsequence / ulteriority to the present in the main clause is rendered by the
future, while in relation to a past action it is shown by the future-in-the-past in the
temporal clause or by a past tense, the relation being indicated by till / until / before etc.
e.g.: He is reading now, after which / while afterwards he will take a break.
He lived in Sibiu before he went to live in Bucharest. (the future-in-the-past is
rarely used here).
They will have a concert in Romania first, after which they will sign another
contract.
9
You’ll have to learn English, whether you like it or not.
However hard / much / long I may work, it’s worth the trouble.
10
future indefinite in the main clause.
e.g.: If I have time tomorrow, I shall go there.
III. Conditional clauses of real condition referring to the past, having the
meaning of temporal clauses denoting habitual actions, use the past indefinite of the
indicative in both the main and the subordinate clause.
e.g.: If I had time, I (always) sent a message to my friend every day. (Meaning:
Whenever I had time, I used to send a message...)
11
h. Adverbial clauses of reason / cause also called causal / causative clauses,
whose role is similar to that of the adverbial modifiers of reason in the simple extended
sentence, can be introduced by the conjunctions: because, since, as, considering (that),
seeing (that), now (that), for the reason that, in view of the fact that.
e.g.: Because / Since / As / Considering I had too little money on me,
I didn`t buy the DVD.
Considering / Seeing / Now that / For the reason that / In view of
the fact that we are all here, we may start the meeting.
12
e.g.: He brought a book for me to read.
Definition: The chapter of the sequence of tenses in English covers "a set of rules
governing the selection of verbal forms - tenses or moods - in certain types of
subordinate clauses under the influence of a number of tenses or constructions in the
main or regent clauses".
The Application of Constraints upon the Tenses and Moods in Various Subordinate
Clauses
13
1. Subject Clauses - are not influenced by the rules of the sequence of tenses.
But there are a number of constructions which require the use of a specific mood (i.e. the
subjunctive) or tenses.
3.Direct Object Clauses are the ones which are subject of many rules and
14
exceptions in using verb tenses.
There are, in this respect, two main situations:
a. When the predicate of the main clause is used in a tense belonging to the
“group of present” ( present indefinite, present perfect or future tense), there is perfect
freedom in using tenses in the direct object clause:
e.g. He says/ He has said/ He will say/ Tell him that you are tired.
There are a couple of limitations here too:
- verbs of request, order and insistence are followed by the analytic subjunctive
with should in BE or the synthetic subjunctive in AE:
e.g. I demand that you should leave. (BE)
I demand that you leave. (AE)
- after the verb suggest, the indicative follows normally, but AE uses the synthetic
subjunctive I:
e.g. I suggest that she leaves right away. (BE)
I suggest that she leave right away. (AE)
b. When the predicate of the main clause is used in the past tense, the
past perfect or any other tense whose auxiliary is in the past tense, the
following rules are to be obeyed:
- the rule of concomitance/ simultaneousness/ simultaneity of the direct
object clause with the main clause, which is shown by the use of the past tense
throughout:
e.g. He said he liked the new house.
- The rule of anteriority/ previousness/ priority, which is indicated by
using the past perfect in the subordinate clause:
e.g. I knew he had worked hard.
- the rule of subsequence/ posteriority/ ulteriority, which is indicated by
the use of the future-in-the-past in the subordinate clause:
e.g. Last year he promised he would come on Christmas.
Exceptions:
15
- general or lasting truths, i.e. assertions whose validity exceeds the moment of
speaking; among the former category we include truths which are generally
accepted, or scientifically demonstrated.
e.g. The teacher told us that the Universe is infinite.
The others include prolonged, lasting or irremediable situations.
e. g. I knew that he is an orphan.
4.Indirect Object Clauses are not affected by the rules of the sequence of tenses.
5.Prepositional Object Clauses allow freedom in using any tense required by the
context.
e.g. He was ignorant of what will happen.
16
The tenses in the group of the present, as well as the imperative, allow
freedom in using tenses in the subordinate clauses:
e.g. I lock the door when I leave/ when he has left.
No future can be used in these clauses.
The tenses in the group of the future require the present indefinite for
concomitance and the present perfect for anteriority:
e.g. She’ll call on you when she considers.
He will have a cup of coffee as soon as he has had
dinner.
The tenses in the group of the past (past tense, past perfect, conditional
present or perfect) require a temporal clause in the past tense for
concomitance and in the past perfect for anteriority:
e.g. The meeting ended as soon as an agreement had been
reached.
18
(unreal but impossible)
Adverbial Clauses of Reason (known as Causal/ Causative Clauses) are free from the
constraints of the sequence of tenses.
e.g. I came/ have come because I have something to tell you.
I finished earlier because I’ll have to go away soon.
Adverbial Clauses of Result are also free from any constraints from this point of
view.
e.g. I was so tired that I didn’t hear the doorbell.
Adverbial Clauses of Purpose (also known as Final Clauses) impose the use of
various forms of the subjunctive mood:
- when the present perfect, future, or the imperative are used in the main clause,
the analytic subjunctive with may (or will) is to be used in the subordinate clause:
e.g. I’m doing it/ I have done it so that I may help you.
- in the negative we use the conjunction lest or the phrase for fear that + the
analytic subjunctive with should or would:
e.g. I spoke in a whisper, lest the baby should/ would wake up.
- when the past tense or the past perfect is used in the main clause, we use the
analytic subjunctive with might or would in the subordinate clause:
e.g. He came early, so that he might/would find me at home.
- if negative purpose is implied, lest or for fear that + the analytic subjunctive
with should or would follow:
e.g. He put the money in his pocket, for fear/ lest he should lose it.
19
- in case the purpose is uncertain, doubtful, hypothetical, highly improbable, the
analytic subjunctive with might is used:
e.g. They did their best so that they might save her life.
8. The Introductory Emphatic Clause may be used in either the present or the past.
e.g. It is for you that I stay.
It was for you that I had stayed.
There are frequent cases when we need to reproduce someone else’s words. This
can be done either directly, by quoting their exact words, or by transposing them into
indirect speech.
In the former case, we use what is called “direct speech”. The words of the original
speaker are rendered exactly as they have been used. In written form, direct speech must
be marked by the use of quotation marks (“...”).
The latter case implies a transition from direct speech into “indirect speech”, i.e.
rendering the initial words, without quoting them, either by subordinating them, in a
similar form, in a direct object clause, or by rendering their essence/gist in the words of
someone else.
The transition from direct into indirect/reported speech implies a variety of changes.
One of them concerns the change of speaker; the next has to do with the time of the
action (therefore with the tenses used); and another – with the location of the action (i.e.
with the adverbials of place).
Such changes are particularly difficult for the Romanian speaker of English, as the
Romanian language seems to encounter almost no constraints in this respect. Ignoring
them in English, however, would cause confusion or misunderstanding.
Indirect /Reported Speech
20
In the English grammar, indirect speech rules are based entirely on the rules of the
sequence of tenses, namely those regarding the subordinate direct object clauses. Apart
from the changes in verb tenses, however, the transition from direct to indirect speech
frequently implies changes in the field of time and place adverbs, as well as pronouns and
demonstratives.
Regarding the morphological changes, the following aspects have to be mentioned:
The adjective is affected at the level of the possessive and the demonstrative ones.
Possessive adjectives change, usually together with the person of the subject. There
are rare cases when the subject remains the same, and consequently the possessives
accompanying it remain the same.
e.g. “I expect you to drive your own car”, she said.
She said she expected him to drive his own car.
but:
“I will drive my own car”, I said.
I said I would drive my own car. (There is no need here to change the
possessive, as there is no need to change the subject pronoun of the direct object clause.)
Several types of pronouns are affected: personal, emphatic, possessive and
demonstrative pronouns often have to change in indirect speech when the person
changes.
e.g. She said: “He cannot join us.”
She said he couldn’t join them. (personal)
Richard said: “I consider myself a lucky person.”
Richard said he considered himself a lucky person. (emphatic)
He said: “This hat is mine, not yours.”
He explained to me (that) that hat was his, not mine. (possessive)
The teacher said: “This is your homework.”
The teacher told us (that) that was our homework. (demonstrative)
As to demonstrative adjectives of proximity (this, these), they change to
corresponding demonstrative adjectives denoting remoteness, no matter if they are part of
phrases expressing time or location.
e.g. The boy said: “These streets will be repaired this year.”
The boy told me (that) those streets would be repaired that year.
21
The most consistent changes, however, concern the verb, affecting its tenses. As a
direct speech sentence becomes a subordinate direct object clause when reported, the
rules discussed in the lecture on the sequence of tenses for this type of subordinates will
be applied here. Therefore, changes occur when the reporting verb (say, tell, mention,
announce, let know, remind, order, warn, threat, promise, admit, explain, repeat, assure,
reassure, doubt, complain, deny, agree, invite, advise, inform, ask, demand, inquire,
require, want to know, exclaim, insist, wonder, retort, answer, reply, etc.)2is used in a past
tense (past tense itself or past perfect tense). In this case, the reported verb is subject to
the BACKSHIFT RULE, i.e. present tense becomes past tense, past tense and present
perfect tense become past perfect tense, past perfect tense remains the same, and future
tenses built with will become future-in-the-past tenses built with would (shall/should,
respectively).
e.g. “I like (present simple) tea.” → He said he liked (past simple) tea.
“He is talking (present continuous) to us.” → I informed you he was talking (past
continuous) to us.
“They left (past simple) early.” → She let us know they had left (past perfect)
early.
“The child was playing (past continuous) alone.” → He complained the child had
been playing (past perfect continuous) alone.
“I haven’t finished (present perfect simple) yet.” → Sue warned us she hadn’t
finished (past perfect simple) yet.
“Tom has been driving (present perfect continuous) since morning.” → Mary
reminded us (that) Tom had been driving (past perfect continuous) since
morning.
“Dinner will be ready (future simple) in a minute.” → Mother promised dinner
would be ready (future-in-the-past simple) in a minute.
Note: Examples can continue with all the types of future built with will/would.
It is to be noted, however, that the imperative of the 2nd person singular and plural,
either affirmative or negative, changes to the infinitive, no matter the tense of the
reporting verb.
e.g. “Go home! Don’t stay here!” → He orders/ordered us to go home and not to stay
2
The longer the text reported, the wider the variety of reporting verbs should be, in order to avoid
monotony and dullness in speech.
22
there.
The imperative with let’s usually turns into a gerundial construction introduced by
suggest/propose (when the reporting subject is involved in the action of the verb), or into
a subjunctive construction (when the subject is not involved in it).
e.g. “Let’s wait for Jim.” → a. He suggests/suggested waiting for Jim. B. He
suggests/suggested that they should wait for Jim.
There are numerous exceptions from these rules, covering quite an extensive area:
a. If the reference time remains the same, the above rules are no longer valid.
(For example, if the sentence is reported only a short while after it is
uttered.) Such a situation must be either specified or evident from the
context.
e.g. “She will graduate in July 2012.” → Her mother said she will
graduate in July 2013. (As long as it is obvious that it is not July 2013
yet.)
b. If we report a general/universal truth, or a scientific law, whose reference
time cannot affect the time of the action of the reported verb.
e.g. “The Earth spins around its own axis.” → The teacher told us (that)
the Earth spins around its own axis. (Because it is unlikely that a
shift in the reference time could affect in any way the occurrence of
this physical phenomenon.)
c. The subjunctive and the conditional mood are not subject to these changes,
as they are not concerned with real situations. Thus, a sentence containing a
subordinate conditional clause type I (real condition referring to the
present/future) will change, turning to a type similar to type II (unreal,
referring to the present/future); all the other types of subordinate conditional
clauses remain as they are.
e.g. “I’ll do it myself if I have time.” (type I) → He promised he would do it
himself if he had time.
But:
“He would help you if you asked him.” (type II) → She told me he would
help me if I asked him.
“She would have left if it hadn’t been too late.” (type III) → I told you she
23
would have left if it hadn’t been too late.
The subordinate time clauses referring to the moment when the action of the main
clause predicate is performed, and whose meaning is not actually strictly connected to the
time of the reporting verb, are not subject of the above mentioned rules, either.
e.g. “I saw it as I was going to school.” → She said she had seen it as she was
going to school.
The modal auxiliaries will/shall/may/can will turn to, respectively,
would/should/might/could. Should/would/could/might remain as they are. The
possibility of replacing can by to be able to, and may by to be allowed to also
exists.
Another aspect concerning the changes occurring when reporting direct speech
concerns a number of adverbials of definite time and place. Theoretically, in most
cases adverbials of definite time must be adapted to the situational context. A rough
list of these adverbials contains:
now becomes then
today → that day
tomorrow → the next day
the next day → the following day
yesterday → the day before
the day before
yesterday → two days before
the day after
tomorrow → within two days; two days later
Evidently, the whole series of adverbial phrases built with this (this
morning/week/month/summer, etc.) change into phrases built with that (that
morning/week/month/summer, etc).
Adverbial modifiers of place, such as here, which becomes there include adverbial
phrases, too: in this country/ place becomes in that country/place, etc.
Syntactic changes. This type of changes includes two levels: independent clauses
become subordinate direct object clauses, and, on the other hand, the changes inside
24
this subordinate clause are reflected in the word order which sticks to the rules for
declarative sentences only.
Declarative sentences
They become subordinate object clauses and are governed by verbs such as: to
say, to tell, to insist, to declare, to state, to announce.
e.g. He said: “I want to do everything by myself.”
He announced/said/insisted/declared (that) he wanted to do everything by
himself.
Interrogative sentences
They become direct object clauses, and are introduced by verbs such as: to ask, to
inquire, to question, to wonder, to want to know.
In particular, the following situations must be considered:
Imperative sentences
Imperative sentences turn into infinitival constructions, as mentioned before.
e.g. “Bring the car to the garage”, he said.
He ordered me to bring the car to the garage.
Lisa begged me: “Do not leave now.”
Lisa begged us not to leave then.
25
Exclamatory sentences
Reporting verbs such as: to exclaim, to shout, to cry are used to introduce
exclamatory sentences into indirect speech.
One group of such exclamatory sentences is represented by elliptical sentences
(the predicate is understood to be the verb to be). In this case, the verb to be needs
to be reintroduced.
e.g.“What fine weather (it is)!” → She exclaims that the weather is so fine. /
She exclaimed that the weather was so fine.
Another group is represented by exclamations of onomatopoeic type. As a
matter-of-course, these words can no longer be introduced as such into indirect
speech, as they express emotions, states of mind, sounds in nature, etc. As a result,
it is desirable that they are replaced by a reporting verb semantically corresponding,
or that they are completed with an adverbial of manner.
e.g. “Wow! I like it!” → She expressed her enthusiastic admiration.
“Ouch! It hurts!” → He complained it hurt badly. / He cried in pain. / He
gave an exclamation of pain.
Greetings and wishes are rendered by verbs semantically related:
e.g.“Hello! How are you doing today?” → He greeted us and asked how we
were doing that day.
26
PRACTICE IN ENGLISH SYNTAX OF THE COMPLEX
SENTENCE
CLASSIFICATION OF SENTENCES
Exercises
II. What were the simple questions which stood at the origin of these
answers?
1. Yes, I believe she is right.
2. Yes, tourists were allowed to visit the castle.
3. No, there has never been such an accident in this district.
4. Yes, the tea is ready and the guests are waiting for us.
5. No, nobody will feel frustrated by their behaviour.
6. No, my fiancée is not travelling to Japan.
7. Yes, it lies in Europe.
27
8. No, you shouldn’t.
9. Yes, fortunately she will.
10.No, they couldn’t.
III. Ask special questions to which the words in italics can be answers:
1. I gave her a special gift because she was a very special friend.
2. We couldn’t hear a word because of the noise around us.
3. To my opinion, the problem deserves more attention this time.
4. So far, nothing has been done to help them.
5. Considering that she isn’t very young, I will insist that she gets
a position of higher responsibility.
6. This branch of economy will be paid considerable importance
in the years to follow.
7. More and more people have deposited their income in our bank.
8. If you don’t like this coat, we’ll have to get it to a tailor’s.
9. He gave me his briefcase to put my things in.
10.At about 5 o’clock the taxi will be here.
11.I have already seen this film twice.
12.There were many curious people there, so I couldn’t see much.
13.An assistant came in to help us.
14.He got here by plane, this time.
15.Three pedestrians were injured in yesterday’s accident.
28
V. What do you think might have been the questions that generated
these statements?
1. This activity will help you improve your knowledge of
grammar.
2. I agree. No wonder they went away.
3. An answer is difficult to give right now.
4. There was a storm and some drizzle.
5. She is a shy girl, but quite determined.
6. You are always welcome in this office.
7. Of course you may. Don’t mind what she says.
8. It was the doorbell that you’ve heard.
9. Sorry, I didn’t realize you were busy.
10.Unfortunately, I am not.
VII. Starting from the same simple sentences of the exercise above,
build up complex sentences, having at least three clauses.
29
TYPES OF CLAUSES
II. Make up sentences of your own with the adjectives, nouns and
verbs that trigger a subject clause:
Adjectives with sentential subject clauses:
a) likely, unlikely, certain, possible, probable, sure, certain,
incredible.
Model: It’s unlikely that he will win the elections from the first tour.
It’s incredible she behaved in such a way.
b) clear, doubtful, evident, feasible, true, anomalous, appropriate,
fair, fantastic, funny, good, important, inconvenient, crucial,
essential, unnatural, usual, interesting, alarming, surprising,
gratifying, splendid:
Model: It’s funny nobody heard them come in.
It’s unnatural the party ended so early.
c) Nouns: problem, surprise, miracle, pity, mystery:
Model: It’s a surprise they showed up in the end.
That he passed the exam is wonderful news.
d) Transitive verbs of psychological state:
alarm, amaze, attract, baffle, boast, confuse, discourage, elate,
embarrass, enrage, intrigue, irritate, madden, relieve, scare,
tempt, trouble.
Model: That nothing happened there relieved me.
It relieved me that nothing happened there.
30
BIBLIOGRAFIE:
*** - Limba engleză. Exerciții pentru admiterea în învățământul superior .
Ed. Didactica si pedagogica, Bucuresti, 1978
Aarts, Bas (2011). Oxford modern English grammar. Oxford University Press
Bantaș, Andrei : Sintaxa limbii engleze. Universitatea București, Facultatea de
Limbi Germanice, uz intern
Carter, Ronald and Michael McCarthy - Cambridge Grammar of English. A
Comprehensive Guide. Spoken and Written English. Grammar and Usage. CUP, 2007
Gruiță, Mariana: A Contrastive Syntax of English and Romanian. The Compound
and the Complex Sentence, Cluj-Napoca, 1985
Iacob, Olimpia: English Syntax Through Exercises. Editura Dacia, Cluj-Napoca,
2002
Kolln, Martha J.; Funk, Robert W. (2008). Understanding English Grammar
(8th Edition). Longman
Lăcătușu, Tamara: Essentials of English Syntax. Composite Structures. Casa
Editorială Demiurg, Iași, 2005
Levițchi, Leon: Elements of English Syntax
Ilovici, Edith, Mariana Chițoran și Maria Ciofu : A Practical Guide to English
Grammar. Ed. Didactică și Pedagogică, București, 1972
Nistor, Gabriela, Sintaxa aplicată a limbii engleze. Note de curs (format
electronic)
Quirk, R., Greenbaum, S., A University Grammar of English, Longman, 1978
Quirk, R., Greenbaum, S., A University Grammar of English, Workbook by R.
A. Close, Longman, 1978
Radford, Andrew: Analysing English Sentences: A Minimalist Approach
(Cambridge University Press, 2009)
Side, Richard and Guy Wellman. Grammar and Vocabulary for Cambridge
Advanced and Proficiency. Longman, 2009
31