Expressing the Exact Relationship

1. Expressing the Exact Relationship Lesson 13 Joseph C. Blumenthal

2. In this lesson you will study subordination as a way of building sentences. Subordinate means “of lower rank.” A clerk, for example, is subordinate to a manager. In the army, a sergeant is subordinate to a (private, general).

3. In this lesson you will study subordination as a way of building sentences. Subordinate means “of lower rank.” A clerk, for example, is subordinate to a manager. In the army, a sergeant is subordinate to a (private, general).

4. In grammar, a subordinate word group is one that is less than a complete sentence—one that does not make sense by itself. Phrases and clauses are examples of _________ words groups.

5. In grammar, a subordinate word group is one that is less than a complete sentence—one that does not make sense by itself. Phrases and clauses are examples of subordinatewords groups.

6. When we put an idea into a clause rather than into a sentence, we say that we subordinate it. When we subordinate an idea, we express it in a word group that is (more, less) than a sentence.

7. When we put an idea into a clause rather than into a sentence, we say that we subordinate it. When we subordinate an idea, we express it in a word group that is (more, less) than a sentence.

8. The rain stopped. • when the rain stopped Which is a subordinate word group because it is less than a sentence? (a,b)

9. The rain stopped. • when the rain stopped Which is a subordinate word group because it is less than a sentence? (a,b)

10. The rain stopped. • when the rain stopped We subordinated the idea in sentence a by adding the clause signal _______.

11. The rain stopped. • when the rain stopped We subordinated the idea in sentence a by adding the clause signal _when__.

12. when the rain stopped Because this type of subordinate word group answers the question When?—like an ordinary adverb—it is classified as an _____ clause.

13. when the rain stopped Because this type of subordinate word group answers the question When?—like an ordinary adverb—it is classified as an adverb clause.

14. We continued our game when the rain stopped. The adverb clause when the rain stopped modifies the verb __________.

15. We continued our game when the rain stopped. The adverb clause when the rain stopped modifies the verb _continued_.

16. We continued our game when the rain stopped. Because the clause signal when starts a subordinate word group and also connects this word group with the sentence, we call it a subordinating conjunction. The subordinating conjunction in the above sentence is ______.

17. We continued our game when the rain stopped. Because the clause signal when starts a subordinate word group and also connects this word group with the sentence, we call it a subordinating conjunction. The subordinating conjunction in the above sentence is _when_.

18. We lost our way because we made a wrong turn. The subordinating conjunction in the above sentence is _______.

19. We lost our way because we made a wrong turn. The subordinating conjunction in the above sentence is because.

20. The grammar term for the clause signals that start adverb clauses is subordinating _________.

21. The grammar term for the clause signals that start adverb clauses is subordinating conjunctions.

22. You have had much practice in using the conjunctions and, but, and or to make compound sentences. These conjunctions, and, but, and, or are sometimes called coordinating (co- means equals) conjunctions because they connect words and word groups that are (unequal, equal) in rank.

23. You have had much practice in using the conjunctions and, but, and or to make compound sentences. These conjunctions, and, but, and, or are sometimes called coordinating (co- means equals) conjunctions because they connect words and word groups that are (unequal, equal) in rank.

24. Because the two parts of a compound sentence are equal in rank, they are connected by a (coordinating, subordinating) conjunction.

25. Because the two parts of a compound sentence are equal in rank, they are connected by a (coordinating, subordinating) conjunction.

26. Conjunctions such as because, when, if, and unless are called subordinating conjunctions because they connect a word group of (higher, lower) rank than a sentence.

27. Conjunctions such as because, when, if, and unless are called subordinating conjunctions because they connect a word group of (higher, lower) rank than a sentence.

28. Because adverb clauses are of lower rank than the sentence to which they are attached, they are connected by (coordinating, subordinating) conjunctions.

29. Because adverb clauses are of lower rank than the sentence to which they are attached, they are connected by (coordinating, subordinating) conjunctions.

30. A sentence that contains one or more subordinate clauses is called a complex sentence. Any sentence that contains an adverb clause is a (complex, compound) sentence.

31. A sentence that contains one or more subordinate clauses is called a complex sentence. Any sentence that contains an adverb clause is a (complex, compound) sentence.

32. In every complex sentence that contains an adverb clause, you can expect to find a (coordinating, subordinating) conjunction.

33. In every complex sentence that contains an adverb clause, you can expect to find a (coordinating, subordinating) conjunction.

34. when, as, since, where, after, as if, because, unless, so that, although, etc. • and, but, or Which one of the above groups consists of subordinating conjunctions? (a, b)

35. when, as, since, where, after, as if, because, unless, so that, although, etc. • and, but, or Which one of the above groups consists of subordinating conjunctions? (a, b)

36. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. One sentence merely adds one fact to another. The other sentence explains how the two facts are related. Which sentence brings out more clearly the relationship between the two ideas? (a,b)

37. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. One sentence merely adds one fact to another. The other sentence explains how the two facts are related. Which sentence brings out more clearly the relationship between the two ideas? (a,b)

38. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. Which is a complex sentence because it contains a subordinating conjunction? (a,b)

39. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. Which is a complex sentence because it contains a subordinating conjunction? (a,b)

40. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. The relationship between the two facts is brought out more clearly by the (complex, compound) sentence?

41. A serious fire broke out, and the building was empty. • A serious fire broke out while the building was empty. The relationship between the two facts is brought out more clearly by the (complex, compound) sentence?

42. The dog won’t eat, and it seems to be hungry. • The dog won’t eat although it seems to be hungry. The relationship between the two facts is brought out more clearly by the (complex, compound) sentence?

43. The dog won’t eat, and it seems to be hungry. • The dog won’t eat although it seems to be hungry. The relationship between the two facts is brought out more clearly by the (complex, compound) sentence?

44. SUBORDINATING CONJUNCTIONS when, as, since, where, after, as if, because, so that, although, etc. COORDINATING CONJUNCTIONS and, but, or The conjunctions that show more specifically the relationship between the two facts or ideas that they connect are the (subordinating, coordinating) conjunctions.

45. SUBORDINATING CONJUNCTIONS when, as, since, where, after, as if, because, so that, although, etc. COORDINATING CONJUNCTIONS and, but, or The conjunctions that show more specifically the relationship between the two facts or ideas that they connect are the (subordinating, coordinating) conjunctions.

46. We can give a sentence many difference merely by changing the subordinating conjunction. I shall not tell Ruth…I see her. Which subordinating conjunction does NOT fit into the above sentence? when until so that if unless although

47. We can give a sentence many difference merely by changing the subordinating conjunction. I shall not tell Ruth…I see her. Which subordinating conjunction does NOT fit into the above sentence? when until so thatif unless although

48. Think of the meaning of each sentence before you select the clause signal. The boys greeted each other…nothing had happened. Which clause signal would you use to explain how the boys greeted each other: unless as if although so that

49. Think of the meaning of each sentence before you select the clause signal. The boys greeted each other…nothing had happened. Which clause signal would you use to explain how the boys greeted each other: unless as ifalthough so that

50. Bob studies at night…he completes his work in the afternoon. Which clause signal would you use to explain on what condition Bob studies as night: until although because unless