04 La3cna Te
04 La3cna Te
04 La3cna Te
CHAPTER CHAPTER
The Clause
STANDARDS
Independent and
FOCUS
INTRODUCING Subordinate Clauses
THE CHAPTER
Grade-Level Standards
■ This chapter
(Boldface will
indicates help students
concepts that are 1.0 Written and Oral
English-Language
add and
taught complexity
tested inand variety to
this chapter.) Conventions
■
their
Languagesentence structures.
Convention 1.0:The Students write and
first part of this chapter
Students write and speak explains
with
speak with a command
of standard English
clauses
a command and the differences
of standard English conventions.
between
conventions. subordinate and inde- 1.1 Identify and cor-
pendent clauses. Subordinate rectly use clauses (e.g.,
■ Grammar main and subordinate).
clauses areand Mechanics
further of by
explained 1.2 Understand sen- Diagnostic Preview
Writing
type—the 1.1: Identifyclause,
adjective and cor-
the tence construction (e.g.,
rectly
adverbuse clauses
clause, and(e.g., main
the noun subordination).
and subordinate), phrasessen-
(e.g., 1.3 Demonstrate con- A. Identifying and Classifying Subordinate Clauses
clause. Finally, classifying trol of grammar and
gerund, infinitive, and
tences according to structure particip- sentence structure. Identify the subordinate clause in each of the following sentences.
ial), andcompound,
(simple, mechanics of punctua-
complex, and Then, classify each subordinate clause as an adjective clause (adj.), an
tion (e.g., semicolons, colons,
compound-complex) is discussed. adverb clause (adv.), or a noun clause (n.). If the clause is used as an
ellipses, hyphens). adjective or adverb, write the word or phrase it modifies. If theclause is
■ The chapter concludes with a
■ Grammar and Mechanics
Chapter Review includingofa used as a noun, indicate whether it is used as a subject (subj.), a direct
Writing 1.2: Understand
Writing Application feature sen-
that object (d.o.), an indirect object (i.o.), a predicate nominative (p.n.), or
tence construction (e.g.,
asks students to write a letter parallel an object of a preposition (o.p.).
structure,
using varied subordination, proper
sentence structure.
placement of modifiers) and EXAMPLES 1. After our last class, Elena, Frieda, and I agreed that we
■ For helpEnglish
in integrating the chap- would go bicycling in the park.
proper usage (e.g.,
ter with writing assignments,
consistency of verb tenses). 1. that we would go bicycling in the park—n.—d.o.
use the Teaching Strands chart Numerals in brackets
■ Grammar and Mechanics of 2. As we set out for the park, we had no idea of the
on pp. T24–T25. refer to rules tested
Writing 1.3: Demonstrate an by items in the difficulties ahead.
understanding of proper English Diagnostic Preview. 2. As we set out for the park—adv.—had
usage and control of grammar,
paragraph and sentence struc- 1. adv. [4c, e] 1. Since none of.us own bicycles, we decided to rent them there.
ture, diction, and syntax. 2. adj. [4c, d] 2. The man who rented us the bikes was helpful.
3. adv. [4c, e] 3. After we had bicycled six miles, Frieda’s bike got a.flat tire.
4. n.—subj. [4c, f] 4. What we found was a nail in the tire.
Prerequisite/Review
Standards 5. n.—o.p. [4c, f] 5. We decided to take the bike to whatever bike shop was the nearest.
6. n.—d.o. [4c, f] 6. The woman at the bike shop told us that she could fix the tire.
■ Sentence Structure 1.3: Use
7. adv. [4c, e] 7. After we had paid for the repair and gotten a receipt, we rode back
subordination, coordination,
apposition, and other devices to
to the park and bicycled for an hour.
indicate clearly the relationship
between ideas. 96 Chapter 4 The Clause
■ Grammar 1.4: Edit written man-
uscripts to ensure that correct
grammar is used. CHAPTER RESOURCES
(continued)
Internet Application
Practice & Review
& Enrichment
■ Web resources:
go.hrw.com (keyword:
go.hrw.com
HLLA) ■ Language & Sentence Skills Practice,
Practice & Review
Planning pp. 88–107
87, 108–110
■ Language &&
Application Enrichment
Sentence Skills Practice Answer
■ One-Stop Planner
Language & Sentence
CD-ROM
Skills Practice,
pp. 88–107 ■ Key, pp. 42,& 51–52
Language Sentence Skills Practice,
■ On Course: Mapping Instruction
■ Language & Sentence Skills Practice Answer pp. 87, 108–110
■ At Home: A Guide to Standards Mastery,
Key,
p. 28pp. 42–52 Differentiating Instruction
■ Lesson Plans for Language Development
96
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8. Our only worry was that the man at the rental shop might not 8. n.—p.n. [4c, f]
pay us back for the repair. 9. adv. [4c, e]
9. When we returned our bikes, we showed the man the receipt. 10. adj. [4c, d] Standard Coming Up in
10. He refunded the money we had spent to fix the tire. the Next Grade Level
■ Written and Oral English-Language
GRAMMAR
Conventions 1.1: Demonstrate con-
B. Classifying Sentences According to Structure trol of grammar, diction, and para-
Classify each of the following sentences as simple, compound, complex, graph and sentence structure and
an understanding of English usage.
or compound-complex. Be sure that you can identify all subordinate
and independent clauses.
EXAMPLES 1. Amanda now plays the violin because of a winter concert INTRODUCING
that she heard when she was in the third grade.
THE CHAPTER
1. complex
■ This chapter will help students add
2. The concert featured a talented, young violinist from complexity and variety to their sen-
Russia and a famous local pianist. tence structures. The first part of
2. simple this chapter explains clauses and
the differences between subordi-
11. Amanda loved the.sound of.the orchestra at her school’s winter 11. cd. [4g(2)] nate and independent clauses.
concert, and she decided then to study the violin. 12. cd. [4g(2)] Subordinate clauses are further
12. Amanda’s first violin was not the standard size, for she was still 13. cx. [4g(3)] explained by type—the adjective
quite small. 14. cd.-cx. [4g(4)] clause, the adverb clause, and the
13. When she started the sixth grade, however, Amanda was playing a 15. cx. [4g(3)] noun clause. Finally, classifying
full-sized violin. 16. s. [4g(1)] sentences according to structure
14. She did not always enjoy the many hours of.practice, but they were 17. s. [4g(1)] (simple, compound, complex, and
necessary because playing the instrument is complicated. 18. cx. [4g(3)] compound-complex) is discussed.
15. Amanda knew that playing the proper notes could be especially 19. cd.-cx. [4g(4)] ■ The chapter concludes with a
difficult on a violin. 20. cx. [4g(3)] Chapter Review including a Writing
16. On a keyboard instrument,.you simply.press a key and hear the Application feature that asks
note for that key. students to write postcards using
17. On a violin,.however,.the placement of.a finger on a string can varied sentence structure.
affect the.pitch of.a note. ■ For help in integrating the chap-
18. If.the pitch of.each note is not.exact, even a common tune can be ter with writing chapters, use
difficult to recognize. the Teaching Strands chart on
pp. T24–T25.
19. Once a student has mastered finger placement to some extent, he
or she still.has a great deal to think about; posture,.hand position,
and bowing technique.all.require great concentration.
20. When students can actually create music with this stubborn ASSESSING
instrument, they have.reason to.be proud.
Entry-Level Assessment
Diagnostic Preview. You may wish
to use the Diagnostic Preview to
gauge students’ familiarity with
Diagnostic Preview 97 clauses. However, even students who
have mastered the identification of
various clauses and sentence struc-
tures might not consciously transfer
this knowledge to their writing.
■
Differentiating
Supporting Instruction
Instruction
in Spanish ■
Assessment
Test Generator Therefore, you may wish to take the
■ At Home: In Spanish ■
(One-Stop Planner CD-ROM)
Developmental Language & Sentence Skills Holt Handbook Chapter Tests with Answer diagnosis one step further by evalu-
■ Guided Practice, pp. 51–60& Sentence Skills,
Developmental Language Other Language
Key, pp. 7–8, 52 Resources ating actual writing samples to
■ pp. 51–60
Developmental Language & Sentence Skills ■ Vocabulary Development identify the students who vary their
Guided Practice Teacher’s Notes and Answer
Assessment ■ Daily Language Activities Transparencies sentence structure.
Key, pp. 13–15
■ Progress Assessment for the Holt Handbook,
pp. 7–8
Diagnostic Preview 97
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4
a–c
What Is a Clause?
4a. A clause is a word group that contains a verb and its subject
PRETEACHING and that is used as a sentence or as part of a sentence.
GRAMMAR
HELP Although every clause contains a subject and a verb, not every clause
Lesson Starter
A subordinate expresses a complete thought. Clauses that do are called independent
Motivating. To make students
clause that is capitalized clauses. Clauses that do not express a complete thought are called
aware that the sentence structures
and punctuated as a subordinate clauses.
presented in this chapter appear fre- sentence is a sentence
quently in printed material, you may fragment. INDEPENDENT CLAUSE The people left the building
want to give each student a copy of SUBORDINATE CLAUSE when the fire alarm sounded
a newspaper or magazine story to Reference Note SENTENCE When the fire alarm sounded, the people
use while working on this chapter. For information about left the building.
As students study each type of clause correcting sentence
and each sentence classification, ask fragments, see page 434.
them to look for examples in the
story. Ask them to underline and The Independent Clause
label each example they find. 4b. An independent (or main) clause expresses a complete
You might expand the discovery thought and can stand by itself as a sentence.
approach by asking students to bring
In the following examples, each boldface clause has its own subject
to class examples of each structure
from their own outside reading. You and verb and expresses a complete thought.
may want to bring personal or library EXAMPLES Ms. Santana works in a law office in downtown
copies of newspapers and magazines Concord.
to use as a classroom resource. Ms. Santana works in a law office that has a view of
downtown Concord.
Ms. Santana works in a law office in downtown
What Is a Clause? Concord, and she has a successful practice.
Rules 4a–c (pp. 98–100)
Reference Note In the last example, the independent clauses are joined by a comma
OBJECTIVE and the coordinating conjunction and. The clauses also could be
For a list of coordinating
■ To identify independent and conjunctions, see page written with a semicolon between them:
32. For more about using
subordinate clauses Ms. Santana works in a law office in downtown Concord ;
semicolons and con-
junctive adverbs to join she has a successful practice.
independent clauses, see
page 298. or with a semicolon, a conjunctive adverb, and a comma:
DIRECT TEACHING
Ms. Santana works in a law office in downtown Concord ;
indeed , she has a successful practice.
Modeling and
Demonstration or as separate sentences:
What Is a Clause? Model how to Ms. Santana works in a law office in downtown Concord .
identify independent and subordinate She has a successful practice.
clauses by using the example When
you arrive at the airport in Dallas, call
us. Explain that an independent 98 Chapter 4 The Clause
clause expresses a complete thought
and can stand alone as a sentence.
Ask which part of the sentence can
stand by itself as a sentence. [call us]
RESOURCES
Then, ask which words make up the What Is a Clause?
first clause. [When you arrive at the Practice
airport in Dallas] Ask whether this ■ Language & Sentence Skills Practice, pp. 88–91
clause can stand alone as a complete
sentence. [no] Next, ask what kind of
clause this is. [subordinate] Explain
(continued)
98 The Clause
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4
The Subordinate Clause a–c
4c. A subordinate (or dependent) clause does not express a that a subordinate clause does not
complete thought and cannot stand by itself as a sentence. express a complete thought and can-
not stand by itself as a sentence. Then,
GRAMMAR
Words such as when, whom, because, which, that, if, and until signal ask what the independent clause is.
that the clauses following them are likely to be subordinate. Subor- [call us] Now, have a volunteer use an
dinate means “lesser in rank or importance.” To make a complete example from this chapter to identify
sentence, a subordinate clause must be joined to an independent independent and subordinate clauses.
clause. Like phrases, subordinate clauses can be used as adjectives,
adverbs, or nouns.
SUBORDINATE when you arrive at the airport in Dallas DIRECT TEACHING
CLAUSES which grow only locally
that he had granted us an interview Correcting Misconceptions
SENTENCES When you arrive at the airport in Dallas, call us. The Subordinate Clause. Students
These wildflowers, which grow only locally,
might find it confusing that although
are of interest to scientists. a subordinate clause has a subject
and a verb, it cannot stand alone as a
Did you know that he had granted us an interview?
sentence. Therefore, you may wish to
As the preceding examples show, subordinate clauses may appear at the write subordinate clauses on the
beginning, in the middle, or at the end of a sentence. The placement of chalkboard to help students see that
more information is needed to form
a subordinate clause depends on how the clause is used in the sentence.
complete thoughts.
N O T E Many subordinate clauses contain complements (such as Reference Note Sample clauses:
For more about sentence
predicate nominatives, predicate adjectives, direct objects, or Because the road was slick
complements, see page
indirect objects), modifiers, or both. 55. For more information What we need for the picnic
EXAMPLES what it is . . . [What is a predicate nominative: It is what?] on modifiers, see
Chapter 8.
That you are reading
because you look tired . . . [Tired is a predicate adjective Have students suggest ways to make
modifying you.]
the clauses complete sentences. Point
that you chose . . . [That is the direct object of chose.] out that they may add independent
clauses to form complete thoughts.
before he gave us the quiz . . . [Us is the indirect object of
gave; quiz is the direct object of gave.]
English-Language Learners tence structures is usually EXAMPLE 1. When you think of baseball, you may think of lightning-
more effective. To make fast pitches, bat-splitting home runs, or secret hand
Spanish. Emphasize to students
choppy sentences into signals from coaches and catchers.
that in English the subject usually smoother writing, combine
precedes the verb. Because word 1. subordinate
shorter sentences by chang-
order in Spanish is often different ing some into subordinate 1. Baseball is a game that generally depends on good eyesight as well
from that used in English, some clauses. Also, avoid unnec-
as athletic skill.
Spanish-speaking students might essary repetition of sub-
jects, verbs, and pronouns. 2. For this reason, until recently, playing the great American game
have a tendency to invert subjects
and verbs in subordinate clauses. You
has been something that people with visual impairments found
CHOPPY
may wish to have students locate the I enjoy feta cheese. It
virtually impossible.
subject and verb in each subordinate comes from Greece. It is 3. Only sighted players could participate until an engineer named
clause in Exercise 1 to emphasize this traditionally made from Charley Fairbanks invented beep baseball.
structural difference. sheep’s or goat’s milk. 4. In this version of baseball, the ball beeps and the bases buzz so that
SMOOTH players like the one pictured here can tell when to swing and
Vietnamese. In Vietnamese, an I enjoy feta cheese, which where to run.
introductory clause may be followed comes from Greece and is
by a “balancing” word in the main 5. Each team has a sighted pitcher and a sighted catcher, who never
traditionally made from
clause, as in the following. sheep’s or goat’s milk. get a turn at bat, and six fielders who wear blindfolds so that they
In the example above, two
don’t have a visual advantage.
When you arrive at the airport in 6. The pitcher shouts “Ready!” before the ball is pitched and “Pitch!”
of the short sentences are
Dallas, therefore call us. when the ball is released.
combined into a single
Often the word also is used to create subordinate clause. 7. When the bat strikes the ball, the
this balance, so students may tend to umpire activates the buzzer in first
write sentences like the following. base, to which the batter must
Because you look tired, you should then run.
also go to bed. 8. When a team is on defense, the
pitcher and catcher cannot field the
Show students how subordinate batted ball themselves; they can only
clauses can usually be moved from shout directions to the fielders.
the front of the sentence to the back
9. Beep baseball is fun to play, and its
and vice versa, and that no other
challenges create a bond between
connecting word is needed. Draw
their attention to subordinate sighted players and players with
clauses in their readings and their visual impairments.
own compositions. 10. Sighted players who put on blind-
folds and join in come away from a
game with a new respect for the
Learners Having Difficulty abilities of their visually impaired
You may wish to read aloud the teammates.
examples in this lesson and the
italicized clauses in Exercise 1. 100 Chapter 4 The Clause
Students may be better able to hear
the difference between complete
and incomplete thoughts than to
recognize the difference visually.
4d
4
The Adjective Clause d
GRAMMAR
An adjective clause usually follows the word or words it modifies and tial or nonessential, see Rule 4d (pp. 101–104)
tells what kind or which one. An essential (or restrictive) clause is neces- page 276.
OBJECTIVES
sary to the basic meaning of the sentence; it is not set off by commas. A
nonessential (or nonrestrictive) clause gives only additional information ■ To identify adjective clauses, rela-
and is not necessary to the meaning of a sentence; it is set off by commas. tive pronouns, and relative adverbs
EXAMPLES This is the new music video that I like best. [The clause ■ To revise sentences by adding
that I like best is necessary to tell which video is being men- adjective clauses
tioned. Because this information is essential to the meaning
of the sentence, it is not set off by commas.]
RESOURCES
The Adjective Clause
Practice
■ Language & Sentence Skills Practice, pp. 92–94
Differentiating Instruction
■ Developmental Language & Sentence Skills, pp. 51–52
3. Do you enjoy the music? The Saturday is the day when I mow the lawn.
orchestra is playing it. (that)
[Do you enjoy the music that the
orchestra is playing?] Exercise 2 Identifying Adjective Clauses
Encourage students to find two Each of the following sentences contains an adjective clause. Write the
sentences in a piece of their writing adjective clause, and underline the relative pronoun or relative adverb
and combine them using adjective that introduces it. If the relative pronoun has been omitted, write it in
clauses. parentheses and then underline it.
EXAMPLE 1. Do you know anyone who is familiar with briffits,
swalloops, and waftaroms?
DIFFERENTIATING 1. who is familiar with briffits, swalloops, and waftaroms
INSTRUCTION
1. Cartoonists use a variety of unusual names for the symbols that
Learners Having Difficulty commonly appear in comic strips.
Write the following adjective/noun 2. For example, a briffit is the little puff of dust hanging in the spot
pairs on the chalkboard, and draw where a swiftly departing character was previously standing.
arrows from the adjectives to the 3. For times when cartoonists want to make something appear hot or
nouns they modify. smelly, they use wavy, rising lines called waftaroms.
1. the tasty soup 4. Agitrons are the wiggly lines around an object that is supposed to
be shaking.
2. the curious child
Then, rephrase the pairs using adjec-
tive clauses, as in the following 102 Chapter 4 The Clause
examples. Draw arrows from the
clauses to the nouns they modify.
1. the soup (that was tasty) Usage
2. the child (who was curious)
Placement of Adjective Clauses. An Ask students to identify the adjective clause.
Conclude by telling students that, in adjective clause placed incorrectly can create [that breathes fire] Then, ask students to
most cases, an adjective clause imme- a confusing sentence. identify which noun or pronoun the clause
diately follows the word it modifies. First, write this sentence on the chalkboard: modifies—[dragon]—and underline the
word dragon. Point out that the adjective
There is a picture of a dragon in the
clause, as placed, appears to modify book.
literature book that breathes fire.
GRAMMAR
6. Plewds, which look like flying plewds swalloop
droplets of sweat, are drawn
around the head of a worried
character.
7. In fact, there are very few
motions or emotions for
briffit
which cartoonists have not Exercise 3
blurgits waftarom Revising
invented a clever, expressive
Sentences by Supplying Adjective
symbol. hites
lucaflect Clauses
8. Almost everyone who likes
to doodle and draw has used POSSIBLE ANSWERS
some of these symbols, prob- 1. As I entered the building, a paint-
ably without knowing the names for them. ing that used every color in the
9. Look at the example cartoon, where.you will find the names of spectrum caught my eye.
other common symbols from the world of cartooning. 2. The photographer, whose
10. Now you know a “language” almost nobody outside the cartooning patience was legendary, sat on a
profession knows! 10. (that) small ledge all day.
3. The two attorneys argued all
Exercise 3 Revising Sentences by Supplying Adjective week over the contract, which was
Clauses important to both of them.
4. The team of mountain climbers
Revise the following sentences by substituting an adjective clause for
decided to try to reach the top of
each italicized adjective. Add specific details to make your sentences
the peak, which was the tallest on
interesting. Underline the adjective clauses in your sentences. the continent.
EXAMPLE 1. The angry citizens gathered in front of City Hall. 5. At the assembly, Ms. León made
1. The citizens, who were furious over the recent tax two announcements that sur-
increase , gathered in front of City Hall. prised everybody in the room.
1. As I entered the building, a colorful painting caught my eye. 6. Saburo and his friend cautiously
entered the cave, which was com-
2. The patient photographer sat on a small ledge all day.
pletely dark.
3. The two attorneys argued all week over the important contract.
4. The team of mountain climbers decided to try to reach the top of 7. Edna Jackson easily won her politi-
cal campaign, which was the first
the tallest peak.
ever launched by a woman in that
5. At the assembly, Ms. León made two surprising announcements.
district.
6. Saburo and his friends cautiously entered the dark cave.
7. Edna Jackson easily won her first political campaign.
Exercise 3
4e
8. The trainer spoke harshly to the disobedient dog.
9. Dodging to his left and then to his right, Manuel scored the
winning goal.
Exercise 3 Revising
10. The veterinarian told Pamela that he was taking good care of
Sentences by Supplying Adjective
her lame horse.
GRAMMAR
Clauses
POSSIBLE ANSWERS
continued The Adverb Clause
8. The trainer spoke harshly to the 4e. An adverb clause is a subordinate clause that modifies a
dog, who had been disobedient verb, an adjective, or an adverb.
for the entire session.
9. Dodging to his left and then to his An adverb clause generally tells how, when, where, why, how much, to what
right, Manuel scored the goal that extent, or under what condition the action of a verb takes place.
won the game. EXAMPLES After I had proofread my paper, I input the corrections.
10. The veterinarian told Pamela that [The adverb clause After I had proofread my paper tells
he was taking good care of her when I input the corrections.]
horse, which was lame. Because crêpes are delicious, Joy makes them on special
occasions. [Because crêpes are delicious tells why Joy makes
them on special occasions.]
The Adverb Clause You and your brother may come with us if you want to.
Rule 4e (pp. 104–106) [If you want to tells under what condition you and your
OBJECTIVE brother may come with us.]
■ To identify and classify adverb NOTE As you can see in the first two examples above, introductory
clauses Reference Note adverb clauses are usually set off by commas.
For more about using
commas to set off intro-
ductory elements, see Like adverbs, adverb clauses may also modify adjectives or adverbs.
EXTENSION page 280.
EXAMPLES Have computers made office work easier than it was
before? [The adverb clause than it was before modifies the
Relating to Writing adjective easier, telling to what extent work is easier.]
You might explain to students that
My cousin Adele reads faster than I do. [The adverb clause
they can often switch the placement
than I do modifies the adverb faster, telling how much faster
of adverb clauses to change the
my cousin Adele reads.]
structure of the sentence. To make
this point clear, write the following NOTE
When using adverb clauses to make comparisons, be sure your
sentences on the chalkboard or an
Reference Note comparisons are complete.
overhead transparency.
For more about com- INCOMPLETE I like dancing better than you. [Do I like dancing better
1. I feverishly practiced my lines until plete comparisons, see than I like you? Do I like dancing better than you like
it was my turn to speak. page 211.
dancing?]
2. When my name was called, I looked COMPLETE I like dancing better than you do.
for a place to hide.
3. Unless a miracle happens, I have no 104 Chapter 4 The Clause
way out!
Have students rewrite each sentence,
switching the position of the adverb RESOURCES
clause and the main clause. Point out
the use of a comma after an intro-
The Adverb Clause
ductory adverb clause. Encourage Practice
students to check their writing for ■ Language & Sentence Skills Practice, pp. 95–98
opportunities to vary the position of Differentiating Instruction
adverb clauses.
■ Developmental Language & Sentence Skills, pp. 53–54
4
Subordinating Conjunctions e
Adverb clauses are introduced by subordinating conjunctions—words
that show the relationship between the adverb clause and the word or DIFFERENTIATING
words that the clause modifies. INSTRUCTION
GRAMMAR
Common Subordinating Conjunctions English-Language Learners
General Strategies. Hearing and
after because since when STYLE TIP writing numerous adverb clauses will
although before so that whenever help students who are accustomed
Because an adverb clause
as even though than where does not have a fixed loca- to a different syntax. Students can
as if if though wherever tion in a sentence, you practice writing adverb clauses by
as long as in order that unless whether must choose where to put writing a sentence containing an
the clause. Write different adverb clause for each subordinating
as soon as once until while versions of a sentence con- conjunction on the list of common
taining an adverb clause.
subordinating conjunctions. You
Then, read aloud each ver-
Some subordinating conjunctions, such as after, before, since, and may want to have students share
sion to see how the place-
until, may also be used as prepositions. ment of the clause affects sentences in small groups.
EXAMPLES Be sure to hand in your report before the end of class flow, rhythm, and overall
Cantonese. In Cantonese, adverb
today. [prepositional phrase] meaning.
clauses are followed by a coordinat-
Be sure to hand in your report before class ends today. EXAMPLES ing conjunction in the main clause:
[adverb clause] After we leave for school,
Mom works on her novel. After I proofread my paper, and I
made the corrections.
Exercise 4 Identifying and Classifying Adverb Mom works on her novel
after we leave for school. Because crepes are delicious, so Joy
Clauses
makes them on special occasions.
Identify each adverb clause in the following sentences. Then, write
what the clause tells: when, where, how, why, to what extent, or under Draw students’ attention to sentences
C OM P U T E R T I P
containing adverb clauses in their
what condition. A sentence may have more than one adverb clause.
If you use a computer to readings. Show them that in English,
EXAMPLE 1. When you see the humble man on the next page, can write compositions, you no coordinating conjunction is
you believe that he is considered one of the twentieth can easily experiment with needed. Ask them to find the unnec-
century’s greatest leaders? the placement of adverb essary connecting words in their own
1. When you see the humble man on the next page—when clauses in sentences.
compositions and cross them out.
1. If you look through newspapers from the first half of the twentieth
century, you will see many pictures of Mohandas K. Gandhi.
Exercise 4 Identifying and
2. This man led India to independence from Britain, and he took his
Classifying Adverb Clauses
spinning wheel wherever he went.
3. He did so because he viewed spinning as a symbol of the peaceful, POSSIBLE ANSWERS
traditional Indian lifestyle. 1. under what condition
4. He also hoped to encourage the Indian people to make their own 2. where
clothes so that they would not have to depend on British industry.
3. why
5. As a form of protest, he led marches or fasted until the govern-
ment met his requests. 4. why
5. to what extent
The Subordinate Clause 105
CONTENT-AREA CONNECTIONS
4f
6. Gandhi’s nonviolent methods were more
powerful than anyone could have predicted.
Exercise 4 7. As India’s Congress and people increasingly
Identifying and
supported Gandhi’s nonviolent program, the
Classifying Adverb Clauses
British government was forced to listen.
GRAMMAR
RESOURCES
The Noun Clause
Practice
■ Language & Sentence Skills Practice, pp. 99–101
Differentiating Instruction
■ Developmental Language & Sentence Skills, pp. 55–56
4
Sometimes these words have a grammatical function in the noun f
clause. Other times they just introduce the clause and have no other
function in it. DIFFERENTIATING
EXAMPLES They did not know who it could be. [The introductory INSTRUCTION
word who is the predicate nominative of the noun clause—it
GRAMMAR
could be who. The entire clause is the direct object of the English-Language Learners
verb did know.] Spanish. Some Spanish-speaking
Show us what you bought. [The introductory word what is students might have difficulty with
the direct object in the noun clause—you bought what. The the omission of the introductory
entire clause is the direct object of the verb show.] word that in noun clauses. You may
wish to write the following sentences
What you learn is your decision. [The introductory word on the chalkboard and have students
what is the direct object in the noun clause—you learn what.
read them aloud, omitting that in
The entire clause is the subject of the verb is.]
parentheses.
She wished that she were older. [The introductory word
1. I wish (that) I could fly.
that simply introduces the noun clause and has no function
within the noun clause. The entire clause is the direct object 2. I understand (that) you will be mov-
of the verb wished.] ing soon.
Sometimes the word that introduces a noun clause is omitted. 3. The principal said (that) she would
In such cases, the introductory word is understood. visit our class.
EXAMPLE Didn’t you know the party was canceled? [The
introductory word that is understood.] Learners Having Difficulty
To teach noun clauses from another
Exercise 5 Identifying and Classifying Noun Clauses perspective, you could write the fol-
Most of the following sentences contain noun clauses. If a sentence lowing clauses on the chalkboard,
asking pairs of students to use each
contains a noun clause, identify that clause. Then, tell how the clause is
noun clause in a sentence and iden-
used: as a subject, a predicate nominative, a direct object, an indirect
tify how each clause is used.
object, or an object of a preposition. If a sentence does not
contain a noun clause, write no noun clause. 1. that the train was late
[The conductor announced that the
EXAMPLE 1. We moved to Massachusetts and did not know what we
train was late. direct object]
would find there.
1. what we would find there—direct object 2. what we plan to do
[What we plan to do will surprise
1. What surprised me first was the yellowish green fire engine. 1. subj. Mother. subject]
2. I had thought fire engines were always red. 2. d.o.
3. Our neighbors explained that this color keeps the fire engines from 3. d.o. 3. whatever you need
being confused with other large red trucks. [Ask the counselor for whatever you
need. object of preposition]
4. My sister Michelle made another discovery at the bowling alley. 4. no noun clause
5. The small grapefruit-sized bowling balls with no holes were not 5. p.n. 4. whomever I choose
what she was used to! [I will give whomever I choose the
6. We learned that this sport is called candlepin bowling. 6. d.o. gift certificate. indirect object]
7. subj. 7. Whoever can knock down the pins with one of those bowling balls
must be an expert.
8. o.p. 8. Later, I was surprised by how delicious the baked beans were.
9. i.o. 9. Someone should give whoever invented Boston baked beans an
award for this marvelous creation.
GRAMMAR
10. no noun clause 10. Now, after we have lived in New England for a year, both Michelle
and I are happy in our new home.
4g
4
Sentences Classified g
GRAMMAR
tive, interrogative, or exclamatory. Sentences may also be classified For more on classifying
sentences by purpose,
Structure
according to structure. The term structure refers to the number and
see page 63. Rule 4g (pp. 109–114)
types of clauses in a sentence.
OBJECTIVE
4g. Depending on its structure, a sentence can be classified as
■ To classify sentences as simple,
simple, compound, complex, or compound-complex.
compound, complex, or
In the following examples, independent clauses are underlined once. compound-complex
Subordinate clauses are underlined twice.
(1) A simple sentence contains one independent clause and DIFFERENTIATING
no subordinate clauses. It may have a compound subject, a INSTRUCTION
compound verb, and any number of phrases.
S V
English-Language Learners
EXAMPLES The boys wanted to take a vacation last summer. General Strategies. You may wish
to remind students that in English a
S S V V clause contains both a subject and
Ray and Joe worked and saved enough for a trip to Ohio. a verb. (In some languages, such as
Spanish, clauses do not always require
(2) A compound sentence contains two or more independent expressed subjects.) Have students
clauses and no subordinate clauses. pay particular attention to the
subject and verb for each clause in
The independent clauses in a compound sentence may be joined by a STYLE TIP
the example sentences on p. 109.
comma and a coordinating conjunction; by a semicolon; or by a semi- Paragraphs in which all the
colon, a conjunctive adverb, and a comma. sentences have the same
structure can be monoto-
S V
EXAMPLES Originally, they wanted to ride bikes all the way, but
nous to read. To keep your DIRECT TEACHING
readers interested in your
S V ideas, evaluate your writ-
they decided to take the train instead. ing to see whether you’ve Modeling and
used a variety of sentence Demonstration
S V S V structures. Then, use revis- Sentences Classified According to
Ray looked forward to seeing his cousins ; Joe was eager to ing techniques—adding, Structure. Model how to classify
play with his uncle’s band. cutting, replacing, and
sentences according to structure by
reordering—to enliven
your writing by varying the using the example The band played
S V
Uncle James played in a country-music band; however, structure of your sentences. at a dance, and Ray was pulled into a
line dance that was starting. First, ask
S V how many independent clauses are in
Joe preferred rock music. this sentence. [two; the band played
at a dance, Ray was pulled into a line
dance] Next, ask if there is a subordi-
nate clause in this sentence. [yes; that
Sentences Classified According to Structure 109 was starting] Then, ask what kind of
sentence this is according to its struc-
ture. [compound-complex] Point out
that a compound-complex sentence
RESOURCES
contains two or more independent
Sentences Classified According to Structure clauses and at least one subordinate
Practice clause. Now, have a volunteer use
■ Language & Sentence Skills Practice, pp. 102–103 another example from this chapter to
demonstrate how to classify sen-
Differentiating Instruction
tences according to structure.
■ Developmental Language & Sentence Skills, pp. 57–60
Relating to Writing COMPOUND Joe considered country music corny and said so.
PREDICATE
To illustrate how different types of
sentences are constructed, write the S V S V
following sentences on the chalk- COMPOUND Joe considered country music corny, and he said so.
board or on a transparency and have SENTENCE
students use the words in parenthe-
ses to combine the sentences. Then,
ask students to identify the struc-
C OM P U T E R T I P (3) A complex sentence contains one independent clause and at
tures of new sentences.
A word processor can help least one subordinate clause.
1. Eric read an article about book you check for varied sen- S V
groups. He started a science fiction tence structure in your EXAMPLES Because Joe wanted to keep his guitar with him,
club. (after) [After Eric read an arti- writing. Make a copy of
cle about book groups, he started a your document to work on. S V
science fiction club.—complex] By inserting a return or a they decided against taking a plane.
page break after every
2. The members chose a book. The period, you can view the S V S V
book appealed to everyone. A local sentences in a vertical list If they took a train, they could see all the sights, too.
bookstore ordered multiple copies. and compare the structures
of all the sentences in a
(that; and) [The members chose a (4) A compound-complex sentence contains two or more
particular paragraph.
book that appealed to everyone, Make any revisions on the independent clauses and at least one subordinate clause.
and a local bookstore ordered mul- properly formatted copy
tiple copies.—compound-complex] S V S V
of your document.
EXAMPLES The band played at a dance, and Ray was pulled into a line
Point out that the revised sentences
S V
are less choppy than the originals.
dance that was starting.
Then, you may want to ask students
to use these same patterns to create
S V
original sentences. To his surprise, he was good at line dancing; afterward,
S V S V
Exercise 6 he joined in whenever he got the chance.
DISTRIBUTED REVIEW
Have students identify the verbs in
the independent clauses in sentences Exercise 6 Classifying Sentences According
1, 3, and 4. to Structure
1. have 3. comes 4. are Classify each of the following sentences as simple, compound, complex,
or compound-complex. Be sure that you can identify all subordinate and
independent clauses.
PRACTICE
110 Chapter 4 The Clause
GRAMMAR
Onondaga,.Cayuga,.Tuscarora,.and Seneca—have an ancient
history of.storytelling. Using Clauses
2. In the early days,.professional storytellers went from house to 2. cd. Activity. To provide students with
house, and they were paid for.their storytelling with small.gifts. more practice using clauses, you
3. Most of.what is known today about Iroquois folk tales comes from 3. cx. might divide the class into groups
of three or six and give each group
the Senecas, whose stories have been written down by historians.
identical sets of cards with the
4. Some of.the most popular stories are about a creature who is 4. cx.
following subordinate clauses:
hairless except for one strip of.fur down his back.
5. He is so huge that his back can be seen above.the trees. 5. cx. 1. whom I trust
6. He eats people; because.he cannot be killed in any ordinary way, 6. cd.-cx. 2. if the concert is canceled
he is especially frightening.
7. The tales about this creature are even more.frightening than are 7. cx. 3. who won the race
the ones about Stone Coat, who has skin like stone. 4. that you bought
8. Fortunately,.Stone Coat is not very smart, and many of.the folk 8. cd.-cx.
5. until the bell rings
tales tell.of.ways that the Iroquois outsmart him.
9. There.are also tales about the Whirlwinds, who usually appear as 9. cd.-cx. 6. where the treasure is hidden
bodiless heads with fiery eyes; in some stories,.the Whirlwinds eat
Have each team write as many sen-
sticks and rocks when they cannot catch people. tences as possible with the clauses in
10. Other Iroquois stories tell.about the adventures.of.Elk,.Partridge, 10. s. three minutes. Award a point for
Skunk,.and Rattlesnake. each correct sentence. You may wish
to continue the game by having each
team write clauses of their own on
Oral Practice Classifying Sentences According cards and give the cards to another
to Structure team. Again, give the teams a time
limit to write sentences with the
Read each of the following sentences aloud, and classify it as simple,
clauses.
compound, complex, or compound-complex.
EXAMPLE 1. In Norway, there is an art museum for
children’s art. Oral Practice
1. complex
DISTRIBUTED REVIEW
1. This museum is the International Museum of Have students find the simple subject
Children’s Art, which occupies a big, old house and verb in sentences 2, 4, and 8.
in Oslo. 1. cx. 2. walls—are covered
2. The walls are covered from top to bottom with
brilliantly colored creations by young artists up 4. few—depict; most—express
to age seventeen. 2. s. 8. Mr. Goldin—has hung
importance of clear, concise writing. Then, assign each student to write a let-
Possible guests could include a college ter of application for a job or for school or
admissions officer, the editor of the local camp admission. Tell students they must use
newspaper, or a business executive. Ask the development on the following page.
them to talk about what impresses them
most about a piece of writing.
3. Many of the 100,000 works, which come from 150 countries, deal
with objects from nature, but a few, like the bicycle sculpture on
MEETING THE the previous page, focus on manufactured objects. 3. cd.-cx.
EXTENSION CHALLENGE 4. Of course, a few of the paintings depict troubles or problems, but
most of the works express happiness and energy. 4. cd.
GRAMMAR
DEVELOPMENT OF LETTER
Paragraph 1 Introduce self, giving other background
Paragraph 2 Announce goal and means of achieving it
Paragraphs 3 and 4 Outline and support qualifications
Paragraph 5 Summarize desires and thank recipient
6. The insect thinks that it will find food inside the plant. 6. n.—d.o.
7. What happens instead is that the insect drowns in the plant’s
digestive juices. 7. n.—subj./n.—p.n.
8. The Venus’ flytrap shown on the preceding page has what looks
like small bear traps at the ends of.its stalks. 8. n.—d.o.9. adv.
GRAMMAR
9. When a trap is open, an insect can wander in and spring the trap.
10. The insect is then digested by the plant in a process that can
take several days. 10. adj.
You might want students to work in Students should make revisions, proof-
small groups to brainstorm material for read, and present a final draft for publica-
their letters. Once students have created tion. They can publish the letters either by
their first drafts, you could allow them to sending them to a prospective interviewer
share their drafts with their groups for or by posting them on the class bulletin
input. board.
CHAPTER
Chapter Review
ASSESSING
A. Identifying Clauses
GRAMMAR
Identify each italicized clause in the following sentences as Monitoring Progress
Numerals in brackets independent or subordinate. Chapter Review. To assess student
refer to rules tested progress, you may want to compare
by the items in the 1. The fire started because someone did not smother a campfire.
the types of items missed on the
Chapter Review. 2. The family that bought our house is moving in next week. Diagnostic Preview to those missed
1. [4c] 3. Did you know that Dr. Joel is the new ambassador to Lebanon? on the Chapter Review. You may
2. [4c] 4. Mr. Kim will buy the store if the bank lends him the money. want to work out specific goals for
mastering essential information with
3. [4c] 5. According to Ms. Garza, our math teacher, the binary system is
individual students who are still hav-
4. [4c] important to know. ing difficulty.
5. [4b] 6. Wherever Maggie goes, her poodle Jack follows.
6. [4c] 7. She won the golf.match because she had practiced diligently.
7. [4b] 8. Whatever you decide is fine with me.
8. [4c] 9. I saw the job advertised in the school paper and decided to apply
for it.
9. [4b]
10. We were proud that you conceded defeat so graciously.
10. [4c]
RESOURCES
The Clause
Review
■ Language & Sentence Skills Practice, pp. 104–107
Assessment
■ Holt Handbook
Progress Assessment
Chapter
for the
TestsHolt
withHandbook,
Answer Key,
pp.pp.
7–87–8, 52
■ Test Generator (One-Stop Planner CD-ROM)
19. adv. [4c, e] 19. The rhythms of Dickinson’s poems are best appreciated when you
20. n. [4c, f] read the poems aloud.
20. Whatever I read by Emily Dickinson surprises and inspires me.
GRAMMAR
36. President Kennedy was assassinated in Dallas on November 22, 36. s. [4g(1), b]
1963. 37. cx. [4g(3), b, c]
37. Charles argued that a picnic lunch was the best idea. 38. cd. [4g(2), b]
38. Professor Chan showed his class his slides of the Great Wall of
APPLICATION
39. cx. [4g(3), b, c]
GRAMMAR
China, and he used the slides later as the basis for a lecture on 40. cx. [4g(3), b, c]
Genghis Khan. Writing Application
39. After the cyclists rounded the bend, the Swiss champion Michel Prewriting Tip. Because students
will be writing for two different
Neibergall took the lead.
audiences, you may suggest that they
40. When the crows descended on the barren field, the field mice create two separate prewriting lists.
scurried for shelter. Remind them that the experiences
that interest a six-year-old sister may
not be the experiences they want to
share with an adult friend or relative.
Writing Application
Prewriting Tip. Depending on their
Using Sentence Variety in Postcards
familiarity with summer camps, stu-
Sentence Structures You are writing postcards about your dents might create extensive lists in
summer activities, such as baseball or soccer camp, computer camp, or the prewriting stage. Tell them that
cheerleading camp. Write a brief note telling your six-year-old cousin they must narrow their lists to fit the
length of their letters. Limiting a
about a few experiences that you think he or she would find
broad topic requires analysis. Remind
interesting. Write another note to an adult friend or relative about
students that they must keep their
your experiences. Use sentence structure and language that are audience and purpose in mind when
appropriate to each reader. narrowing their topics.
Prewriting If you have been to a summer camp, make a list of Scoring Rubric. While you will
experiences that you could describe. If you haven’t been to camp, list want to pay particular attention to
activities that you enjoy during the summer. students’ use of appropriate lan-
guage and sentence structure, you
Writing As you write your first draft, make sure to include details
will also want to evaluate overall
that would interest your different audiences. Show the relationships
writing performance. You may want
between your details by using a variety of subordinate adjective, to give a split score to indicate devel-
adverb, and noun clauses. opment and clarity of the composi-
Revising Read your notes to a classmate, without telling which tion as well as grammar skills.
note is to your cousin and which is to your adult friend or relative. If
your classmate can’t tell which note is to which person, you should
revise your language, information, and sentence structures.
Reference Note
Publishing Check to be sure that all your sentences are complete
For more about using
sentences. Pay special attention to the use of commas to separate
commas, see page 271.
clauses. You may want to post your notes on a class bulletin board or
create a Web page for them.