Professional Documents
Culture Documents
SENTENCE PROCESSES
THREE QUESTIONS_________________________________________ 45
3.1. Direct / Indirect Questions _______________________________________47
3.2. Quirk’s Classification of Direct Questions __________________________51
3.2.1. Yes / No Questions ______________________________________________ 52
3.2.2 Wh – questions __________________________________________________ 55
3.2.3. Alternative questions_____________________________________________ 57
3.3. Minor Types of Questions _______________________________________61
3.3.1. Tag Questions __________________________________________________ 61
3.3.2. Echo Questions _________________________________________________ 65
3.4. Instead of Conclusions__________________________________________68
FOUR COORDINATION ______________________________________73
4.1 Syndetic vs. Asyndetic Coordination _______________________________ 75
4.2 Coordination & Subordination____________________________________ 76
4.3 Sentence vs. Phrase Coordination _________________________________ 80
4.4. Coordinating Conjunctions ______________________________________ 86
4.5 Verb Agreement with Compound Subjects __________________________ 92
4.6. Key Concepts ________________________________________________ 94
References __________________________________________________369
CUVÂNT ÎNAINTE:
5
de rezolvări, pe care studentul este invitat să le consulte după ce
a parcurs materia şi a rezolvat individual respectivele exerciţii.
6
ONE
INTRODUCTION
Aim of this unit: to introduce several key concepts that will facilitate a better
understanding of the next units
Objectives: to help students revise notions already discussed in previous
linguistics classes.
7
Contents:
8
Unit one Introduction
This unit is devoted to a brief revision of some concepts that will be crucial
for every section in this course. We will therefore have to remember the
meaning of such terms as:
we can identify the following constituents: Susan, loves, her mother, very
much.
Each of the above identified elements can be said to form a distinct syntactic
unit, since it has a certain semantic and structural autonomy inside (1).
Consequently, sequences of the kind her mother very, or Susan loves her
cannot be considered constituents, since they do not have a structural and
semantic unity. They are just strings, that is sequences fragmented at random.
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Nadina VIŞAN
(2) Give Susan the money and then send her away!
(Dă-i banii lui Susan şi apoi trimite-o de aici!)
Auxiliary verbs – one of a small set of lexical items having certain properties
in common with verbs but also exhibiting a number of other distinct
properties. The English auxiliaries are usually divided into the modal
auxiliaries (such as may, must, should, etc.) and the non-modal auxiliaries
(such as have, be).
1.4. Insertion
10
Unit one Introduction
This sentence has a ‘special’ subject, an ‘empty’ there subject, which does not
have a similar correspondent in Romanian. This element cannot appear in any
kind of context. It normally is allowed in combination with be or with other
similar verbs such as appear, live, etc. These are the contexts in which ‘there’
subjects are possible in English, and the set of these contexts can be referred
to as the distribution of ‘there’ subjects.
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demonstrative pronoun this/that. If the given context is the one under (6), let’s
check if these two elements are in complementary distribution or not:
As you can see, both (8) and (9) are correct structures, whereas (7) is not, as
the star indicates. Sentence (7) proves that the two elements cannot appear in
the same given context. This means that these elements are indeed in
complementary distribution.
Pratice
12
TWO
SENTENCE NEGATION
Aim of this unit: to offer a brief presentation of the main issues related to
‘sentence negation’.
Objectives: to help students understand the differences between English
and Romanian with respect to this process (negation). To
help students learn how to correctly formulate negative
sentences in English.
13
2.1. Key terms
2.2. Assertive – non-assertive
Contents:
14
Unit two Sentence negation
The difference between example (1) and the examples under (2) is that the
latter examples are non-assertive, in that they do not state anything.
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Nadina VIŞAN
Pratice
Which of the following sentences are assertive and which are
non-assertive?
They like her a lot. / Are you listening to me? / Aren’t you
Activity 1
listening to me? / He never listens./ We didn’t come here just to
talk. / Come with me./ Don’t do that./ If you like her, don’t
bother her./ She can’t wait to read that book. / She finally
admitted, didn’t she? / Hasn’t she arrived? / If you like jazz,
listen to this. / She is more interesting than anyone I have ever
seen. / It is odd that you should like Sartre so much.
16
Unit two Sentence negation
It is obvious that sentences under (3) are structurally different from those
under (4) in that they are marked by the presence of the negative word not. In
the case of the sentences under (4), we can speak more of a negative meaning
than of a negative structure, since the negative word not is not present there.
There is also a difference in meaning between the two examples, since it is
obvious that the meaning of (3) is not really equivalent to that of (4).
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In this case, just like in the case of word negation, we speak about local
negation in the sense that the negative word not does not influence more than
the first part of the sentence, more precisely the phrase it is part of. In other
words, the whole sentence under (5) has an affirmative dimension and it is
only the phrase not long ago that has a negative connotation. This is also
called an instance of phrasal negation, since the negative meaning is
restricted to one constituent only. Example (6) gives us however reason to
speak about full negation, namely the whole sentence is negative and the word
not influences the whole meaning of the sentence:
The meaning of all these examples is a positive one: (7a) implies that she was
an attractive woman, (7b) implies that the guy there was quite intelligent,
whereas (7c) states that I was very worried about something. In other words,
these sentences look negative, since the negative word not is present inside
them, but their meaning tells us a different story. We can say that we are
dealing with a combination of word and phrasal negation, where the word
18
Unit two Sentence negation
Another name for the distinction between full negation and local (that is
word and phrasal) negation is supplied by the opposition syntactic vs.
semantic negation. By syntactic negation we mean negation at the level of the
sentence (i.e. the whole meaning of the sentence is negative). Semantic
negation will consequently refer to sentence bits with a negative meaning.
Pratice
Which of the following sentences exhibit forms of semantic/
syntactic negation?
His observation is non-scientific and it is also irrelevant./ Bill
Activity 2
isn’t interested in syntax and his friends are not interested in
syntax./ He disapproves of mothers going out to work./ He
doesn’t approve of mothers going out to work./ Nikita’s
unpleasant face appeared on TV last Thursday night./ Nikita’s
unpleasant face did not appear on TV last Thursday night./
Nikita’s not very unpleasant face did not appear on TV last
Thursday night./ Nikita’s not very unpleasant face appeared on
TV last night./ Nikita’s not very unpleasant face didn’t appear on
TV last night.
Translate the following sentences into English, paying attention
to the distinction between full and local (that is word or
phrasal) negation:
Activity 3
Nu era lipsită de graţie şi de frumuseţe. / Când a aflat vestea, nu
s-a simţit deloc încântat. / Nu cu multă vreme în urmă, toată
lumea călătorea cu trăsura. / I-a trebuit nu puţină iscusinţă să
rezolve problema. / Nu îl preferă pe John în mod special. / Îl
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Let us start with the first question: the difference existing between
negative and positive sentences is not only a semantic one (that is the fact that
they express opposite truth values) but also a syntactic and pragmatic one:
20
Unit two Sentence negation
Let us now discuss the pragmatic differences between positive and negative
sentences: basically, whenever we utter a negative sentence in a discourse, we
imply the existence of its affirmative counterpart. For instance, in a
negative sentence such as:
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Nadina VIŞAN
Pratice
Which are the implied affirmative sentences with the following
negative sentences?
They did not tell Susan the truth about Jim. / Susan did not get
Activity 4
married to Jim. / I don’t like her very much. / We don’t come
here often. / Susan was not bitten by a dog. / She does not hate
animals./ They didn’t leave.
The second question that springs to one’s mind is: but how do we tell when a
sentence is negative, since sometimes examples can be so misleading?
An efficient way of doing that was offered by Klima (1964) who distinguishes
between four tests of negativity:
22
Unit two Sentence negation
(14) Susan does not like her friends, not even the smart ones.
(Lui Susan nu-i place de prietenii ei, nici măcar de cei deştepţi.)
(15) Susan dislikes / likes her friends, *not even the smart ones.
(16) Susan dislikes/ likes her friends, even the smart ones.
(17) Susan does not like her friends, and they don’t like her either.
(Lui Susan nu îi place de prietenii ei şi nici lor nu le place de ea.)
(18) Susan dislikes / likes her friends, * and they don’t like her either.
(19) Susan doesn’t like her friends, and neither do they like her.
(Lui Susan nu îi place de prietenii ei şi nici lor nu le place de ea.)
(20) Susan likes / dislikes her friends, *and neither do they like her.
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Pratice
Say whether the following are instances of local or sentence
negation by using the tests for negativity above:
I don’t know much about him. / I can hardly understand what
Activity 5
they are saying. / You have never met her. / I haven’t ever seen
such a thing. / Should they not have told her the truth? / Not
infrequently, they go skiing in the mountains. / In no time he was
able to solve the problem. / At no time was he able to solve the
problem. / Not always a witty interlocutor, Jim felt rather at a
loss for words. / They caused us no problems. / No problems
were caused after all. / This boy is no good. / Few of them
stayed behind. / A few of them stayed behind.
24
Unit two Sentence negation
The negative word not has been inserted inside the sentences under (21) and
(22). This kind of negation is the most frequent one in English. A variation to
this instance of negation is offered by those sentences in which the negative
word is attached to the auxiliary verb by means of contraction:
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In sentence (27) the negative word has been incorporated in the adverb of
place.
All the sentences discussed here are variants for :
It is obvious that in such examples the negative word not has been ‘attracted’
by the nominal phrase in sentence initial position. The sentences under (29)
may be paraphrased by means of negative insertion or incorporation:
26
Unit two Sentence negation
The fact that these sentences may be paraphrased by means of other negative
sentences makes us believe that the process of attraction is optional not
obligatory.
Pratice
Distinguish between the sentences which exhibit negative
insertion or contraction, negative attraction and negative
incorporation:
Activity 6
They didn’t send many students abroad. / I showed him nothing.
/ Not many women are famous opera composers. / Not a word
fell from her lips. / She said not a word when I spoke to her. / It
didn’t take him a minute to tell her the secret. / Not a minute did
it take him to tell her the secret. / No one ever listens to her. /
None of them liked house music. / Not one of them came to meet
her./ They didn’t come to meet her. / I saw nobody. / I didn’t see
anybody./ They never went there./ They didn’t ever tell her what
bothered them. / He should not be released.
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Nadina VIŞAN
Pratice
Paraphrase the following instances of incomplete negation by
means of negative insertion, negative attraction or negative
incorporation:
Activity 7
I can barely look him in the eye. / I could hardly wait to hear the
news. / This is hardly the time to buy yourself a new fur coat. / I
scarcely ever see her. / Hardly anybody liked him. / You’ve
eaten hardly anything. / I seldom look at her like that. / Few
people came to see her. / You can hardly blame me for your
mistakes. / I hardly ever look at those paintings.
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Unit two Sentence negation
Pratice
Rephrase the following sentences making them emphatic:
I shall never, never trust a man again. / One can have peace in
life only by avoiding them altogether. / A truer word has seldom
Activity 8
been spoken! / This nation scarcely ever in the past faced so
great a danger. / There is rarely an opportunity for us to serve the
community in this way. / Nothing like that ever happened in our
street before./ We seldom receive such generous praise. / Ann
gave him the use of her flat and lent him a car as well. / She had
no idea he was a man on the run from the police./ We never
thought he was that sort of fellow. / We little suspected when we
started our holiday that it would be like this. / You rarely see
such an outstanding bargain. / You shouldn’t wander away from
the path under any circumstances. / I didn’t leave the office at
any time. / You must on no account touch this machinery. / She
could rely on nobody but him. / We not only ran into the fog but
it began to rain. / The keys couldn’t be found anywhere.
- negative transportation (the negative word is transported to the main
clause from a subordinate that clause where it originates and belongs
semantically):
For instance, sentence (36) becomes (37):
(36) They think that he doesn’t like them.
(Ei cred că lui nu-i place de ei.)
(37) They don’t think that he likes them.
(Ei nu cred că lui îi place de ei.)
by undergoing a process of negative transportation. As you can see from the
translation of these examples, the phenomenon is the same in Romanian. The
difference between (36) and (37) is a pragmatic one, in the sense that the
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original sentence (36) is stronger from the point of view of its negative force.
In sentence (37), the negative meaning is less strong.
Pratice
Reformulate the sentences below in such a way that they become
instances of negative transportation:
John claims that Susan doesn’t trust him. / I suppose she doesn’t
Activity 9
care, does she? / It’s likely that he won’t help her. / I expect he
won’t come here again. / I thought I didn’t have to do it myself. /
They believe she does not like them. / They suggested that she
should not meet Jim. / He reckoned he would not win her over.
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Unit two Sentence negation
In the above examples, I underlined the phrases (not) to lift a finger and at all
that are specific for the negative context. They are not usable in an affirmative
environment, and sentences such as:
are clearly not grammatical. This means that the negative word not is so
powerful that it literally imposes the presence of certain elements (such as lift
a finger or at all) in its vicinity.
These elements that can appear only in non-assertive contexts (see section1.2.
for the definition of assertive/ non-assertive) are called negative polarity
items. They are lexical items (that is words and phrases) and are sensitive to
the polarity of the sentence (namely to the assertive or non-assertive nature of
the respective sentence).
The phenomenon is not restricted to English only as one can come up with
examples of such items from Romanian:
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Pratice
Give the negative / positive counterpart of the following
sentences; identify the polarity items:
We have already had some snow this winter. / They say he once
Activity 10
had someone very close. / Come on, you can still do something
about it. / We will see them again somewhere sometime. / We
were somehow surprised by that sudden appearance. / Well, I
hope he’s somewhat wiser now. / I somewhat like his proposal. /
I think I can help him (to) some (extent). / Don’t worry, it will
stop hurting before tomorrow. / Susan got a passing grade in
English and her friend did, too. / Alice doesn’t live here any
longer/ more. / I don’t feel any better for having had a holiday. /
Well, I’m afraid her husband was never any good. / You needn’t
send her anything. / She hardly ever comes here. /This
experiment has revealed something of importance already. / Bob
is still living at that address. / I can understand both of these
32
Unit two Sentence negation
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As you have noticed from the exercises above, there are cases when Polarity
Items work in pairs (such as still and any more) and cases when there are only
Negative Polarity Items (lift a finger, budge, etc) or Affirmative ones (would
34
Unit two Sentence negation
rather). Normally, Negative Polarity Items (NPI) are more numerous than
Affirmative ones (API), and this is helped by the fact that they can appear in
any context that is non-assertive: they can appear in negative sentences, but
also in interrogative ones (Have you seen anyone?) or in If-clauses (If you
have anything to say, say it.)
Pratice
Identify the contexts that allow for Negative Polarity Items:
a) He admitted saying something to some of the people present. /
He denied ever saying anything to anyone. b) I love asking some
Activity 13
funny remarks. / I hate making any commitments. c) He is
anxious to say something. / He is reluctant to ever say anything.
d) He is wrong / unwilling / unable to say anything about it. e)
She is the cutest girl anyone has ever seen.
In the case of the sentence under (44) there are two negative words in
concord, which is not the case of the sentence under (45). Romanian is
therefore a negative–concord language and we can safely say that
Substandard English – that uses double negation – exhibits negative concord,
as well:
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The example above is a sample of Standard English, in that it does not in fact
contain two negative words in the same sentence. The second negation is
somehow independent, it is just a copy of the first one for the sake of
emphasis. The sentence under (47) is a rephrased emphatic variant of:
One of the most important issues discussed in this chapter is that of the
negative status of a sentence. We have drawn a distinction between
affirmative and negative sentences, from a syntactic point of view.
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Unit two Sentence negation
Negative Polarity Items are those elements that can appear only in non-
assertive contexts.
Affirmative Polarity Items are those elements (fewer in number) that appear
only in assertive contexts.
The third issue tackled here refers to the difference between negative concord
and non-negative concord languages:
English – non-negative concord (does not allow for ‘double negation’)
Romanian – negative concord (negation is made up of two parts)
Substandard English – negative concord
Pratice
Translate the following into English and comment upon any
difficulties of translation you can think of in relation to
negativity:
Activity 14*
• Există un mare pericol: să nu degenerezi şi să ajungi să vezi
viaţa altfel de cum este. / Îi era teamă să nu plece el mai
devreme şi să uite valiza acasă. / Stau şi păzesc clădirea şi
am grijă să nu izbucnească vreun foc la parter. / Trebuie să te
fereşti să nu se întâmple ceva rău. / N-a venit acasă mai
37
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38
Unit two Sentence negation
39
Nadina VIŞAN
40
Unit two Sentence negation
41
Nadina VIŞAN
42
Unit two Sentence negation
h) C. told himself that what all this sex-talk revealed was the
weakness of their so-called ‘grand passion’ because there was
nothing else about it that was any good; there was simply no
other aspect of their togetherness to rhapsodize about. (ibid.)
i) What did C. care if the school were willing to treat him, on any
visits he cared to make, as a visiting Head of State? That sort of
thing appealed to C’s vanity, but his father would have none of it.
The point was, the school wasn’t budging; the gift was useless,
and probably an administrative headache as well. He wrote to his
father refusing the offer. It was the last time his father tried to
give him anything. Home receded from the prodigal son. (ibid.)
43
Nadina VIŞAN
44
THREE
QUESTIONS
Aim of this unit: to offer a brief presentation of the main issues related to
interrogation in English
Objectives: to help students understand and identify the differences
between English and Romanian with respect to an
important grammatical process (i.e. interrogation). To help
students learn how to correctly formulate interrogative
sentences in English.
45
3.1. Direct vs. Indirect Questions
3.2. Quirk’s Classification of Direct Questions
Contents:
46
Unit three Questions
If we try to analyze the examples above, it appears that direct questions are
characterized by:
a) the placing of an auxiliary in front of the subject (this phenomenon is also
called subject auxiliary inversion):
(1) Will Jane meet the president today?
(O să facă Jane cunoştinţă cu preşedintele azi?)
b) the initial positioning of an interrogative or wh – element
(2) Who will Jane meet?
(Cu cine o să se întâlnească Jane?)
(3) What is she talking about?
(Ce spune acolo?)
c) rising ‘question’ intonation
(4) Can you do it?
(Poţi face asta?)
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As is obvious from the translation of the examples under (1), (2), (3) and (4),
all the features that characterize interrogation in English are to be found in
Romanian as well. However Romanian learners have difficulty in formulating
Present and Past questions, due to the fact that:
a) Romanian does not have do-insertion
Compare the following examples:
(5) Do you know English?
(6) Ştii engleză?
b) unlike English, Romanian can drop the subject in a sentence since the
verbal ending is sufficient enough for a speaker to know what kind of person
it is that performs the action (e.g. the verbal form ştii has an inflection that
tells us that the subject is a second-person singular one)
Pratice
Translate the following questions in English, paying attention to
the characteristics of interrogative sentences mentioned above:
Unde eşti, Bill?/ Pe cine iubeşti mai mult şi mai mult, pe mama,
Activity 1
sau pe tata?/ Oare a plecat spre casă sau este încă acolo?/ Când v-
aţi căsătorit?/ Cum ai ajuns aşa de repede?/ Cât a costat fusta cea
nouă?/ Oare de ce nu se mulţumesc cu cât câştigă?
48
Unit three Questions
Unlike direct questions, indirect ones do not make use of Subject Auxiliary
Inversion, and their intonation is not rising (and this is obvious even
graphically, since we do not use a question mark with indirect questions). In
the case of indirect questions, the interrogative force we were speaking about
has been taken over by the main verb that introduces the indirect question.
Compare:
(7) Where are you going?
(Unde te duci?)
to
(8) He asked her where she was going.
(A întrebat-o unde se duce)
The fact that the meaning of indirect questions is tightly linked to the main
verb that introduces them is reinforced in English by the necessity that the
tense within the indirect question should correspond to the tense in the main
clause ( that is, the rules of the sequence of the tenses need to be observed: in
example (5), the Past Tense in the main clause matches the Past Continuous in
the subordinate). It would be therefore incorrect to say something like:
(9) He asked her *where she is going.
because, in this case, the sequence of the tenses is violated.
Likewise, it would be wrong to say (in standard English):
(10)He asked her *where was she going.
Since the question is not direct any more, Subject Auxiliary Inversion is not
required, and the sentence would be deemed grammatically wrong.
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Nadina VIŞAN
Pratice
Analyse the following sentences in terms of the opposition
direct/indirect questions; identify the incorrect sentences.
What is going on? / What have you two been up to? / What you
Activity 2
two have been up to? / I wonder what have you two been up to? /
I wonder what is going on. / I wonder: what is going on? / I
wonder: what have you two been up to? / I wonder what you two
have been up to. / I don’t know whom she fancies. / Who does
she fancy? / I don’t know who does she fancy. / Who is she? / I
don’t know who is she. / I don’t know who she is. / He asked me
who she is. / He asked me who she was. / He asked me: who is
she?
Translate the following texts in English, paying attention to
indirect questions:
a) Şi, ca să fie limpede despre ce-i vorba, îi povesteşte foarte
Activity 3
amănunţit ce fel de trup are, ce culoare are pielea, cum merge
ea de obicei şi cum merge dacă se ştie privită.
b) N-ar fi drept să spună ce părere are el despre dragoste şi
despre felul de a fi al femilor întrucât experienţa lui în
materie e modestă.
c) Ştii ce, spune la un moment dat femeia, am să-ţi dau numele
şi adresa mea. Am să ţin minte numele şi adresa ta. Nu ştiu
cât mai putem sta de vorbă.
d) Bărbatul spune un nume şi o adresă. Femeia spune cum o
cheamă şi unde locuieşte, sau mai bine zis, unde locuia
înainte să fie arestată.
(Tudor Octavian – Zid între un bărbat şi o femeie)
50
Unit three Questions
Pratice
Transform the following ‘long’ sentences into ‘short’ ones:
Is there any trouble? / Do you like my new T.V set? / Do you
want me to come along? / What is it that you want? / Why don’t
Activity 4
you join us? / Would you like to have dinner with me? / Have
you heard from her lately? / Are there any bad news? / Is there
any mail for me today? / What should I do that for?
Another criterion of classification is, as Quirk shows, the type of answer the
respective question requires. In this case, one can speak of three classes of
questions: those questions that need a yes/no answer, those that need an
elaborate answer and those that need an alternative answer. Let us provide
51
Nadina VIŞAN
As their name suggests, yes/ no questions are those particular questions that
receive a yes/ no answer.
Pratice
Form questions and say which of them are Yes/No questions:
1. (you / pick up the children from school) ?
2. ( you / lend me some money) ?
Activity 5
3. (which / you like best) ?
4. (who / talk to last night)?
5. (you / hear from her these days) ?
6. (what time / shops close today) ?
7. (you / keep a secret) ?
8. (when / the accident happen) ?
9. (how long / wait for me?)
10. (what / you do lately) ?
52
Unit three Questions
Those yes / no questions that prefer to use Affirmative Polarity Items, instead
of Negative Polarity ones, are said to be positively – oriented, that is the
answers to these questions are supposed to be positive:
(19) Did someone call last night?
(M-a căutat cineva aseară?)
Yes, they did.
(Da).
(20) Has the boat left already?
(A plecat deja vasul?)
Yes, it has.
(Da).
53
Nadina VIŞAN
Pratice
In the following dialogues, make negative questions using the
words given and decide if the expected response would be Yes or
No, as in the example:
Activity 6
1. A: You’re still in your pyjamas. Aren’t you supposed to be
getting ready? (supposed to / get ready)
B: No. I’ve still got plenty of time.
2. A: Your mother is shouting for you. ……………? (hear her)
B: …. , but I want to play basketball a little longer.
3. A: You’ve been learning German for years. ……..
…………………. (speak yet)
B: ……., but I’m too shy to try in front of strangers.
4. A: What a lovely hairdo! …………………. (tell me who
does it for you)
B: ….., because you always copy everything I do!
5. A: Why aren’t you coming to the party? …………… (feel
like getting out)
B: ………, but I’ve got to babysit tonight.
6. A: You look down. …………………………………? (enjoy
the film)
B: ………………. It was the kind of film that really
depresses me.
7. A: She had her tenants evicted. ……………………………..?
(a mean thing to do)
54
Unit three Questions
3.2.2 Wh – questions
Wh- questions are formed with the aid of one of the following simple
interrogative words:
Who/ whom/ whose, what , which
When, where, how, why
55
Nadina VIŞAN
Pratice
Ask questions where the word/phrase in bold is the answer:
Pete works for British Telecom./ Sara owns two cars. / She’s tall
and fair. / It’s nearly seven o’clock./ I have French lessons twice
Activity 7
a week. / I went to Hawaii on holiday. / There are six students in
my class. / I wasn’t at work today because I was ill. / David’s car
was stolen. / Shakespeare wrote “King Lear”./ We’ve lived here
for ten years. / My new car cost 10,000dollars. / Kay’s gone out
shopping. / Shirley got married to Ben. / That’s my pen. / She
lives in the suburbs./ She dropped her glasses.
Write questions in which the bold type words are the answers:
So I was glad for the company of Rosalie. As more old buildings
are demolished I must constantly shift about the city, trying to
Activity 8
find places where I resided in life, places where a shred of my
soul remains to anchor me. There are still overgrown bayou
islands and remote Mississippi coves I visit often, but to give up
the drunken carnival of New Orleans, to forsake human
companionship (witting or otherwise) would be to fully accept
my death. Nearly two hundred years, I cannot do that. (Poppy Z.
Brite – Short Stories)
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Unit three Questions
Pratice
What is the syntactic function of the wh – phrase in the following
examples?
Whoever opened my letter? / Which toys did they buy? / Whose
Activity 9
card is this? / How large did he build his boat? / When do you
meet Susan? / How long did that last? / Where shall I put these? /
Why are you doing this?/ How did you solve the problem? /
What job does he have?/ Who did he turn to be?
There are certain cases where there are two wh – phrases present in the
question:
(32) Susan has hidden something somewhere.
• What has she hidden where?
(Ce a ascuns şi unde l-a pus?)
• Where has she hidden what?
(Unde şi ce a ascuns?)
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Nadina VIŞAN
Pratice
Find the word which should not be in the sentence:
1. Could you mind come a bit earlier tomorrow?
2. How far is it the cinema?
Activity 10
3. He used to work in a bank, didn’t use he?
4. Didn’t they not go to the concert last night?
5. Would you like have a piece of cake?
6. Let’s stay for another few days, shall we stay?
7. How long is she be spending in America?
8. Could you mind come a bit earlier tomorrow?
9. How far is it the cinema?
10. He used to work in a bank, didn’t use he?
11. Didn’t they not go to the concert last night?
12. Would you like have a piece of cake?
13. Let’s stay for another few days, shall we stay?
14. How long is she be spending in America?
15. What Anne does she plan to do in the summer?
16. There was a fax for you this morning, wasn’t it there?
17. Who did left the gate open?
18. You can’t be serious, can you be?
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Unit three Questions
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60
Unit three Questions
There are two minor types of questions we would like to mention in the
following subsections: tag questions and echo questions.
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We shall deal with the latter type in more detail. Depending on whether they
match the polarity of the main sentence or not, tag questions can be:
• constant polarity tags
Constant polarity tags have the same polarity as the host sentence (i.e. if
the host – or main – sentence is affirmative, the tag is affirmative too; if
the host sentence is negative, the tag is negative too). The suggestion is
that in this case, the speaker using the tag disagrees with what the main
sentence states. In this way, constant polarity tags can be a means of
expressing irony, sarcasm; this is why constant polarity tags have also
been called “reactive tags”, or “comment tags”, since they reveal the
speaker’s reaction to the situation he comments upon:
(39) John: And Sue hasn’t graduated yet.
(Şi Sue nu şi-a dat încă licenţa)
Harry: She hasn’t graduated yet, hasn’t she?
(Aha, deci nu şi-a dat licenţa, hm?)
(40) A: Where’s the rest of the money?
(Unde e restul de bani?)
B: I’m afraid it’s all spent.
(Din păcate, au fost cheltuiţi.)
A: Oh, it’s all spent, is it?
(Deci, au fost cheltuiţi, hm?)
• reversed polarity tags
Reversed polarity tags are those tags that are negative when the host
sentence is affirmative and vice versa.
Depending on whether the intonation of the respective tag is rising, or
falling, reversed polarity tags can be split in their turn into two categories:
• with a rising intonation, the speaker is not sure about what he
says and he expects an answer:
(41) They’re moving, aren’t they?
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Unit three Questions
Pratice
Fill in the appropriate question tag:
You have got enough money. / Surely you have enough money. /
He will be on time. / There is enough food for everyone. / She
Activity 12
used to talk a lot. / Everyone felt happy about it. / I am dressed
smartly enough. / That’s your car over there. / You will pick me
up, after all. / You will pick me up at 7. / Let’s eat dinner now. /
Don’t leave without me. / Be a nice girl and bring me that stick. /
You have been invited. / There are a lot of cars on that street. /
She left an hour ago. / He hates his wife. / He simply hates empty
words. / That was your father. / Tell me,…/ Let me know, …/
Ann can’t speak French. / She has a brother. / I am older than
you. / I must go now. / I may not see you tomorrow. / I may see
you tomorrow. / You ought not to smoke. / The boy never
watched his sister. / The boy often watched his sister. / He hasn’t
any money in his pockets. / He had his tooth filled two weeks
ago. / He has to marry Susan. / There are sure to be two books in
that drawer. / There happened to be a spare seat in the back of the
room. / Few people like her. / A few people like her. / Each of us
is staying. / I don’t think you like my music. / I think you don’t
like my music. / I think you like my music. / They said he liked
music.
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64
Unit three Questions
Experts are finding new ways of using the computers all the
time. / New uses …
One day robots and computers will do all our work for us. / All
our work…
I don’t think that computers could be installed in every
classroom. / Computers…
No one has yet invented a robot teacher. / No robot teacher…
The government should pay teachers on results. / Teachers…
Students’ parents often support them. / Students…
Student loans might replace grants. / Grants…
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(Chineză?)
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Unit three Questions
and explicatory echo questions lies in the type of intonation they possess: as
we have seen, with recapitulatory echo questions, intonation is rising, whereas
with explicatory echo questions, intonation is falling:
(50) A: Take a look at this.
(Uită-te la asta.)
B: Take a look at WHAT?
(La ce să mă uit?)
(51) A: Oh, dear, I’ve lost the letter.
(Vai, am pierdut scrisoarea.)
B: WHICH letter have you lost? (i.e. which letter do you
mean, rather than did you say, you have lost?)
(Ce scrisoare ai pierdut?)
Pratice
Formulate echo questions in relation to the underlined word and
comment on their meaning:
My sister dyed herself green. / I think I’ve found a solution. / I
Activity 16
think I’ve found a hair in my soup./ We are looking for a purse. /
We are looking for a pixie. / He is interested in music./ He is
interested in blue movies.
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minor
constant polarity tags (So, she knows about it, does she?)
tag
reversed polaritz tags J with rising intonation
(They are moving, aren’t they? N) Speaker = certain
J with falling intonation
(Th i ’t th ? P) S k t i
general
(I actually enjoyed the concert.
recapitulatory Y did?)
special (surprise)
echo
(I enjoyed the concert.
Y j d WHAT? N)
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Unit three Questions
Pratice
Translate the following:
1.Nu ştiam unde mă duce, dar îmi dădeam seama că avea o ţintă:
după ce tăcuse atâta timp asupra a ceea ce aş fi vrut să aflu,
Activity 17*
acuma sporovăiala. Între ce ani fusese studentă?… Terminase
oare facultatea? Cum ajunsese caseriţă, aşa, în general, şi la
Oraca îndeosebi? Cine erau părinţii ei? Fusese măritată? (nu, nu
purta verighetă, dar…) Care fusese anturajul ei în acei ani când
eu şi Ion Micu frecventasem braseria? Venise şi ea acolo des? Cu
cine? şi în ce sens era geloasă pe noi doi? Îmi reteza, ca să zic
aşa, din faşă dorinţa de a-i pune aceste întrebări şi o făcea cu o
capacitate de a vorbi şi a nu spune nimic enormă prin cumul de
cuvinte, care ascundeau un humor secret… Ce? parcă spunea, nu
e amuzant că nu e amuzant ceea ce povestesc? Ei, da, era!
(Marin Preda – Cel mai iubit dintre pământeni)
2.– Crezi tu, cumnată Fenia, că iepuşoara asta de Vica, care e
fata lui Andrei Mortu, şi care s-a aciuat, stricata, în satul nostru,
crezi tu că nu e ea în legătură cu hoţul de Andrei, cu ta-su?
Fereşte-l, Fenio, pe Condrat de Vica, numai la oameni buni le-a
sucit capul cu dragostea ei păcătoasă: lui Petre Litră, lui Stavre
Păici, lui Chizlinski, lui Luca Horobeţ, oameni aşezaţi, cu o casă
de copii. Are gust de oameni blânzi, şerpoaica, să se
încolăcească mai bine, după pofte. Degeaba crezi că a luat-o
Condrat în ceata lui la pescuit, astă-toamnă? Fereşte-l Fenio,
aveţi şi aşa numai necazuri, şi apoi Vica ce zice, acum pun mai
bine mâna pe Condrat, că tot trebuie să plece pe front. (…)
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70
Unit three Questions
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72
FOUR
COORDINATION
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Contents:
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Unit four Coordination
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Consider the following examples where one can look at the same situation
expressed differently from a syntactic point of view:
Such examples, that have a lot in common from a semantic point of view, led
grammarians to believe that coordination is the basic structure wherefrom
subordination originated. Example (3) is an instance of coordination where
constituents of the same rank are linked by means of the coordinating
conjunction and. In example (4) one can notice a more complex structure,
where the subordinating conjunction if plays a major part. We will come back
to example (3) in a subsequent subsection.
From the previously mentioned examples, we can already make at least two
important remarks:
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Unit four Coordination
However, we need to specify that, from a logical & semantic point of view, a
major difference between coordination and subordination is that the
information in subordinate clauses is not asserted, but presupposed.
Compare:
(5) John came back and gave her a piece of his mind.
(John s-a intors si i-a spus vreo doua.)
(6) John gave her a piece of his mind after he came back.
(John i-a zis vreo doua dupa ce s-a intors.)
Unlike in the case of (5) where we are dealing with assertion, the subordinate
adverbial clause of time contains a presupposition: We presuppose that the
event of John’s coming back happened.
Pratice
Coordination and style
The following two passages are straightforward descriptive
paragraphs taken from narrative works. The first is a vivid
Activity 1
description of a sequence of actions; the second, a static
description of a small town in nineteenth-century Ireland. The
student will notice the almost complete absence of subordinate
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clauses from both passages. In the first, this adds to the graphic
effect of the movement in the passage. In the second, the
comparative looseness of the sentence construction is admirably
suited to the evocative informality of description.
Passage 1: The black cloud had crossed the sky, a blob of dark
against the stars: The night was quiet again, Tom stopped into
the water and felt the bottom drop from under his feet. He
threshed the two strokes across the ditch and pulled himself
heavily up the other bank. His clothes hung to him. He moved
and made a slopping noise; his shoes squished. Then he sat
down, took off his shoes and emptied them. He wrung the bottom
of his trousers, took off his coat and emptied them. He wrung the
bottoms of his trousers, took off his coat and squeezed the water
from it.
John Steinbeck, The Grapes of Wrath
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Unit four Coordination
streets tailed off abruptly into mud cabins, curlews wheeled and
cried in the centre of the town, and the walkers in the Mall had
bare feet.
Cecil Woocham – Smith, The Reason Why
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Nadina VIŞAN
prickly ground.
Honor Tracy – The Straight and Narrow Path
(7) I saw him yesterday and I had seen him the day before yesterday.
(L-am vazut ieri si l-am vazut si alaltaieri.)
(8) I saw him yesterday and the day before yesterday.
(L-am vazut ieri si alaltaieri.)
(9) If the authors and publishers of ‘Dick Deadshot’ and such remarkable
works were suddenly to make a raid on the educated class, were to take
down the name of every man, however distinguished, who was caught at a
University Extension lecture, were to confiscate all our novels and warn
us to correct all our lives, we should be seriously annoyed.
(G.K. Chesterton – A Defence of Penny Dreadfuls )
As one can easily notice, this constituent can be considered to be the result of
compressing the longer and much less economical compound sentence from
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Unit four Coordination
Pratice
Distinguish between sentence coordination and phrasal
coordination; argue that both are basic, but phrasal
coordination may also result from reduction of coordinated
Activity 2
sentences:
1.Bob entered the room and immediately the telephone rang. 2.
They are living in Italy or they are spending a vacation there. 3.
Jane might sing but I don’t think she will. 4. John is ready and
Mary is ready. 5. John and Mary are ready. 6 John sang and
Mary danced. 7. John and Mary are the newly married couple. 8.
Her pet kitten is black and white. 9. Our flag is red, yellow and
blue. 10. His speech was coherent and understood by almost
everybody.
Read the following examples and state whether they have
undergone ellipsis or not:
My colleague failed, and I passed, our respective examinations. /
Activity 3
Peter and John played football. / Bob and George are admired by
their students. / Peter, but not John, plays football. / Joan plays
many games, and even tennis. / John both composed the music
and wrote the words.
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A deletion of the first conjunct would have been impossible in this case:
Example (11b) predicts the correct deletion of the first conjunct, whereas
(11c) shows the ungrammaticality of a deletion of the first conjunct in this
case.
Pratice
Rewrite the following sentences by using ellipsis:
1. The message was ambiguous and was difficult to comprehend.
2. A burglar must have broken in and he must have stolen the
Activity 4
jewels. 3. Why did you give a gold watch to your secretary and
why did you give a pair of gloves to your wife? 4. Bob may have
been listening to music and he may have been humming the tune.
5. Bob seems to be trying hard to get along with Jane and John
seems to be trying to get hard to get along with Susan. 6. Jane
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Unit four Coordination
The common element, i.e. the predication buy a pair of shoes, can be reduced
by substitution, as can be seen in
(13) I was advised to buy a pair of shoes and I did so/it.
(Am fost sfatuit sa imi cumpar o pereche de pantofi si asta am si facut.)
These two reduction methods can operate within compound sentences due to
the fact that sometimes it is more economical to use a reduced structure, than
a longer repetitive one. So, these syntactical processes, having to do with a
change performed in the structure of a sentence, are in fact motivated by a
pragmatic principle, the so-called Principle of Economy, that favours
concision and efficiency in the use of language.
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Pratice
Match the following two columns so as to obtain correct
elliptical phrases:
Activity 5
this book and John’s
her son and his
your work and the other
her idea and those
that method and others
your proposal or little
many guests or few
much satisfaction and mine
Note that the following idioms are built on the same principle as
the phrases above: one way or another, some reason or
another, one or (the) other method.
In certain cases, ellipsis may be a fruitful source of ambiguity,
since one may interpret the compound noun phrase or sentence in
question as having undergone ellipsis or not. Consider the
Activity 6
following phrases and find as many possible interpretations for
them as you can:
1. the old men and women
2. simple books and magazines for children
3. George and Jane are separated.
4. George and Jane went back to their parents.
Translate the following sentences, using reduced structures:
1. S-a rastit la el si l-a palmuit. 2. Prefer propozitiile de mai jos
ori de pe pagina urmatoare. 3. A citit, interpretat si tradus opera
Activity 7
contemporanului sau. 4. Ii plac si are grija de toate pisicile
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Unit four Coordination
bread and butter / facts and figures / few and far between / high
and low / law and order / life and soul / over and above / pros
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and cons / safe and sound / spick and span/ swings and
roundabouts / thick and thin / to and fro / touch and go / ups and
downs / wear and tear.
a) Copulative: and / both … and /at once … and / neither … nor / as well as
/ no less than / not only … but also, etc. We should also mention here
rarer copulative coordinators, such as: alike … and / nor … nor / nor …
or :
(14) His job is at once judicial and political
(Slujba lui este si juridica si politica.)
(15) She went to sleep alike thankless and remorseless.
(A plecat la culcare si nerecunoscatoare si lipsita de remuscari.)
(16) Nor sun, nor wind will strike to kiss thee.
(Nici soare si nici vint nu te-or atinge cu vreun sarut.)
There are, of course, semantic restrictions on the types of clauses that can be
coordinated. For instance, one cannot couple two sentences with completely
different semantic content, as in:
(17) a. *Lions are mammals and Tom bought a car.
b. *I hate plumbers and you learn syntax.
In fact, the expressive function of coordination is, more often than not, to
emphasize (semantic) parallelism or contrast, which is the case with
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Unit four Coordination
(18) I gave her the money but I didn’t feel happy about it.
(I-am dat banii, dar nu am fost multumit de asta.)
In certain cases, the ellipsis of the subject is even required (see e.g. 20 (b)). If
the coordinating conjunction links two subordinate clauses, where the
subordinator is repeated, ellipsis of the subject is no longer accepted:
(21)* I didn’t object to his proposal since it was very apropiate and since
apealed to me.
Another property some of the coordinators above share is the fact that they
can link more than two clauses:
(22) They both liked Susan and respected her, and cherished her.
(Ei o placeau pe Susan, o respectau si o indrageau.)
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In example three one can read a conditional meaning behind the lines. In
this case, if we were to rewrite the example , we could not say something like:
(23) *You’ll die, and hit my wife.
Let’s cast a swift glance at the asymmetric uses some conjunctions may have:
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Unit four Coordination
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This use is to be contrasted with the symmetric use of OR, which is in its
turn of two types
• exclusive OR
(35) You can eat lobster, or you can eat caviar.
(Poti sa mananci homar sau poti sa mananci caviar.)
• inclusive OR
(36) If you have enough money you can eat lobster, or you can have caviar
… or both.
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Unit four Coordination
(Daca ai destui bani poti sa mananci homar sau poti sa comanzi caviar…
sau din amindoua.)
Pratice
Distinguish between symmetric and asymmetric uses of
conjunctions:
1. John smoked cigarettes and Bill smoked a pipe. 2. John lit a
Activity 9
cigar and Mary left the room. 3. John went to the cinema and saw
a movie. 4. John cooked the steak and he ate it. / John ate the
steak and he cooked it, too. 5. I am a professional man of letters
and a typewriter is essential to my work. 6. That dog is very
aggressive and he has never bitten me so far. 7. Lay a hand on
me and you’ll scream. 8. Love me and I’ll marry you. 9. John
likes opera but Jim hates it. 10. John is good-looking but Kim is
unattractive. 11. We slept late but we caught the train. 12. We
want to buy a car but we have not enough money. 13. They killed
him but he came back as a ghost. 14 (Either) we are visiting Aunt
Susan or we’re staying home. 15. John might take them by car,
(or) Mary might go with them by bus, or I might order a taxi for
them. 16. People envy me for having a cellular phone, or they
regard me as eccentric. 17. You must be kidding or else you’re
out of your mind. 18. Mary was sound asleep or (at least) she
pretended to be. 19. Let go off me or I’ll scream. 20. This is an
early Rembrandt or it is an excellent Rubens. 21. It must be a
Rubens or it would be in a museum. 22. I overslept and I arrived
late at my office, and John was no longer there and (so) I had to
deal with Mr. Brown alone.
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AND – the compound subjects correlated by and are generally used with
plural verbs:
(37) a. Semantics and syntax are interrelated.
(Semantica este strins legata de sintaxa.)
b. Both your fairness and your kind nature have been appreciated.
(Au fost apreciate atit corectitudinea ta cit si bunatatea ta.)
When the verb appears before the subject, both plural and singular forms are
generally accepted. The singular form is however restricted to informal
speech:
(38) There was/were a man and a woman in the room.
(In camera erau un barbat si o femeie.)
There are cases when the compound subject is not made up of the two
semantically distinct conjunctions any more:
(39) a. The hammer and the sickle was flying from the flagpole.
(Secera si ciocanul fluturau sus pe steag.)
b. Fish and chips is my favorite food.
(Pestele cu cartofi prajiti este felul meu de mincare preferat.)
In (39) the subject contains two conjuncts that are perceived as one semantic
unit, hence the singular form of the verb.
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Unit four Coordination
OR, EITHER … OR, NOT (ONLY) … BUT ALSO compound subjects are
subject to the rule of agreement by proximity: the verb agrees with the
nearmost conjunct:
(40) a. Not John, but his two brothers are to blame.
(Nu John este de vina, ci cei doi frati ai lui.)
b. Not John’s brother but he is to blame.
(Nu fratele lui John, ci el este de vina.)
NEITHER … NOR compound subjects accept both the singular and the plural
form of the verb since from a syntactical point of view Neither … nor
resembles either …or, but semantically it is the negative counterpart of both
… and:
(41) Neither he nor his wife have/has arrived.
(N-au ajuns nici el si nici sotia lui.)
Pratice
Insert the appropriate verb form:
a.1. Cathy and David (have arrived. 2. The bread and the butter
(be) both more expensive this year. 3. The bread and butter (be)
Activity 10
scattered on the floor. 4. The green and blue blanket (be) also to
be washed. 5. The red and the blue shirts (be) washed yesterday.
6. My aim and object (be) to make the theory clear for all. 7. A
carriage and a pair (be) standing at the door. 8. His friend and
legal adviser (be) present at the funeral. 9. My son and heir (be)
safe. 10. My son and daughter (be) twins.
b. 1.There (be) a table and some chairs in the room. 2. There (be)
some chairs and a table in the room. 3. Both the houses and the
garden (be) damaged by the fire. 4. Not only the houses but also
the garden (be) damaged by the fire. 5. Not John but his two sons
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Pratice
Translate the following, making use of the theoretical framework
offered above:
(1) 1. Sunt doctori şi doctori pe lumea asta. 2. Frate nefrate, tot
Activity 11*
am să-i cer bani pentru medicamente. 3. O să stăm împreună, la
bine şi la rău. 4. Nu-i nici cal, nici măgar. 5. Sper că scrisoarea
mea te gaseşte bine, sănătos. 6. “Cum o mai duci?” “ N-am murit
încă, mulţumesc de întrebare.” 7. Soţul ei e de mult mort şi-
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materiale.
(G. Călinescu – Cartea Nunţii )
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98
FIVE
THE COMPLEX SENTENCE – A
CLASSIFICATION OF DEPENDENT
CLAUSES
Aim of this unit: to introduce the two main criteria of classification employed
in classifying dependent clauses
Objectives: to help students get an overall picture related to
correspondences between various categories of dependent
clauses
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Contents:
100
Unit five The complex sentence – a classification of dependent clauses
Nota bene!
The complex sentence is made up of main clauses and other subordinate
clauses.
e.g. If you want to listen to Bohemian Rhapsody, turn on the stereo
and you will hear the most amazing combination of sounds which
will certainly delight you.
- the FUNCTIONAL one – which, as the name suggests it, takes into
consideration the syntactic function of the respective clause.
From the functional point of view, subordinates can be classified into:
a) subject clauses
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b) object clauses – this class includes direct objects, indirect objects and
prepositional objects:
(3) I believe that he is not here. (Direct Object)
(Cred că nu este acolo.)
(4) I am afraid that he won’t come (Prepositional Object)
(Mi-e teamă că nu o să vină.)
(5) I gave this to whomever wanted it. (Indirect Object)
(Am dat asta cui a vrut-o.)
For instance, the verb give is always accompanied in our mind by its
obligatory complements (direct and indirect objects):
(6) He gave the book (DO) to her (IO).
(I-a dat cartea.)
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Unit five The complex sentence – a classification of dependent clauses
In (7) we can identify the verb’s obligatory objects (the book, to her) and one
extra-item, an additional one, which is the adverbial willingly. These non-
obligatory items are called adjuncts. The term comes from the verb to adjoin,
i.e. to add something. Thus, a phrase such as willingly is adjoined to the verb
and its obligatory objects. In other words, it is added to the verbal phrase in
order to provide extra information.
The example under (8a) is the basic structure: an adjective and the
prepositional object it selects. The second example, under (8b) represents the
derived structure: the prepositional object is replaced by a ‘that clause’. The
subordinating conjunction THAT has completely replaced the preposition,
since English no longer allows for a conjunction and a preposition to be put
together:
(9) *I am afraid of that he won’t come.
We presuppose that the preposition of has been deleted, but its effect remains
even after its wipeout. That is why we choose to call ‘prepositional object’
the ‘that-clause’ following the adjective afraid.
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Last but not least, we need to draw attention to the important fact that direct
objects are normally required by transitive verbs, such as want, like, make,
etc. So, before you decide on what label to stick on an object, please check
what particular item requires its presence in the sentence. If it so happens that
the object appears after a transitive verb, then you have your typical case of
‘direct object’.
So far we have discussed subject clauses and object clauses. The third class is
made up of
(c) adjuncts – those clauses (or phrases) whose presence is not obligatorily
required by a verb or an adjective. They normally have an adverbial
(circumstantial) interpretation:
(10) Before she left the room she closed all the windows.
(Înainte să plece din cameră, a închis toate ferestrele.)
(11) If you don’t marry me, I’ll die.
(Dacă nu te însori cu mine, am să mor.)
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Unit five The complex sentence – a classification of dependent clauses
Pratice
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Unit five The complex sentence – a classification of dependent clauses
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In (17) the meaning of the subordinate clause is imposed by the verb in the
main clause. The subordinating conjunction that is abstract in meaning, and
this is why it is the verb that has to dictate the sense of its object. In (18),
however, the meaning of the subordinate (that of a time adverbial clause) is
offered and imposed by the subordinating conjunction not by the main clause
verb.
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Unit five The complex sentence – a classification of dependent clauses
SUBORDINATE CLAUSES
COMPLEMENT WH- ADVERBIAL
CLAUSES COMPLEMENTS CLAUSES
Introduced by that, for, Introduced by wh Introduced by adverbial
whether: words: conjunctions/adverbs
e.g. I don’t know e.g. I will come back such as because, as,
whether he will come when I feel like it. before, after, etc.:
back. e.g. I will go there
because I feel like it.
Pratice
Read the texts below and try to identify subordinate clauses from
a structural point of view:
Activity 3
a) My dearest son,
Your father has suggested that I should write to you so that you
can be sure that he and I are of one mind in this matter. I am not
very good at this sort of letter and I did not earlier write because
the discussion was between yourself and your father, you
understand. Dear Ludwig, I cannot express to you how much we
miss you. To say that I think of my dear son every day says little.
I think of him every minute and remember what times in our day
and night are his bed-time and his getting-up-times, and every
night and indeed always in my thoughts I pray for him that he
may be protected and guided to do the right. (…) Even leaving
aside the concern which I know you have for our feelings, surely
you cannot sincerely believe, at your young age, that you will
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Unit five The complex sentence – a classification of dependent clauses
Now that we have seen two possible ways of classifying subordinate clauses,
let us try and look at how these two types of classification can be fit in the
same picture. As you have probably noticed already, the four classes
discussed under the first classification do not completely correspond to the
three classes discussed under 4.2. However, a correspondence can be traced.
Consider the following table:
SUBORDINATE CLAUSES
[+ obligatory] [- obligatory]
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Nadina VIŞAN
you know
(Prepositional)/ I
gave this to
whomever wanted
it (Indirect).
This table makes a few things obvious: firstly, none of the three classes we
have mentioned under 5.2., i.e. complements, wh complements and adverbials
can fulfill all the functions we introduced in the table under 5.1.
Secondly, the only category that can fulfill any syntactical function is the one
containing wh complements. So, whenever you identify a wh- complement,
you will have to choose from the four possible functions mentioned here. We
will come back to that in the next chapter.
Thirdly, that complements are not the same as relative that complements:
there is a clear-cut distinction between a sentence like
In the fourth place, adverbial clauses can only be adjuncts. This means that
adverbial clauses are the easiest to identify, whereas wh complements are the
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Unit five The complex sentence – a classification of dependent clauses
hardest to figure out. A very good reason for that is the fact that in the case of
adverbials, their introductory elements (e.g. after, because, before, etc) give
very clear information about the function and meaning of the subordinate they
introduce.
Nota bene!
Wh Complements can have any syntactical function.
Adverbials can only be adjuncts.
Pratice
Consider the following text. Identify subordinate clauses and
state their type (the structural classification) and function (the
functional classification):
Activity 4
a) Those were the abilities that she marked down in her favour.
None of them seemed exactly to the point when faced with
the hard fact that she now found herself in possession of
close to three hundred acres, a house, a barn, outbuildings,
but no idea what to do with them. It gave her pleasure to play
on the piano, but she did realize that she could not weed a
row of young bean plant without pulling half of them out
along with the ragweed.
b) She blew the paper to dry it and then scanned over what she
had written with a critical eye. She mistrusted her
handwriting, for no matter how she tried, she had never
mastered the flowing whorls and arcs of fine penmanship.
The characters her hand insisted on forming were instead
blocky and as dense as runes.
c) I am coming home one way or another, and I do not know
how things might stand between us. I first thought to tell in
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Nadina VIŞAN
this letter what I have done and seen so that you might judge
me before I return. But I decided it would need a page as
broad as the blue sky to write that tale, and I have not the will
or the energy. Do you recall that night before Christmas four
years ago when I took you in my lap in the kitchen by the
stove and you told me you would forever like to sit there and
rest your head on my shoulder? Now it is a bitter surety in
my heart that if you knew what I have seen and done, it
would make you fear to do such again.
(Charles Frazier – Cold Mountain)
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Unit five The complex sentence – a classification of dependent clauses
preposition (e.g. think of, look at, interested in, etc.) We use the term
prepositional object even for those cases when the preposition imprinted
in the lexical entry of the verb is not visible: I thought that he was smart.
• The Romanian term complement indirect (i.e. indirect object) is only
available in English for Dative objects, answering the question to whom?
So, be very careful to use this term correctly, since it is not as frequent in
English as it is in Romanian.
Pratice
Translate the following, making use of the information on
subordinate clauses supplied by this chapter:
1. Cu câteva luni înaintea războiului Anton Modan nu ştia că de
Activity 5*
mult nu mai era om îndrăzneţ, atât de demult încât în ziua când
află nici măcar nu se mai trudi cu gândul să se întoarcă înapoi şi
să-şi dea seama de când.
Nevasta secera în tăcere, fără să-şi ridice spinarea, şi din
mişcările ei se putea înţelege că e stăpână pe un gând care o ţinea
mereu încordată şi îndârjită. Anton se uita la ea şi se întreba, ce o
fi având. Tot timpul dimineţii o văzuse că tace.
Când Anton lăsă secerea unii se uitară la soare să-şi dea seama
dacă mai e mult până la prânz. (…) “Mă, dar devreme mai
mănâncă Anton ăsta!” gândiră ei. Alţii, însă, care îi văzuseră pe
Anton şi nevastă-sa cum stăteau cu secerile în mână şi se uitau
unul la altul, îşi spuseseră că Anton, după ce că are grâu puţin,
nici pe ăla nu-l seceră ca lumea.
O zbughi înapoi, dar după ce alergă vreo douăzeci de paşi,
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118
SIX
RELATIVE CLAUSES
119
6.1. Relative Clauses and Other Kinds of Relatives
Contents:
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Unit six Relative clauses
As we shall see, relative clauses can have more than one syntactical function.
The best-known function normally associated with relative clauses is that of
modifier (or attribute). This section deals with relative clauses functioning as
attributes. We have chosen to start this chapter with this particular topic
because attributive relative clauses are considered the most basic kind of
relative clause. It is therefore by explaining the mechanism that lies at their
foundation that we will be able to extend our discussion towards other type of
relative clauses.
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What has happened? The common element woman appears in the main clause
only and is resumed, reinforced by the relative pronoun introducing the
second clause. We presuppose that the phrase the woman in the second clause
under (4) has been transformed into a relative constituent (it has been
relativized) and moved at the beginning of the clause to link it to the previous
one. The place where the phrase the woman used to stand has remained
empty, like a gap:
Since the phrase a woman and the relative pronoun whom under (6) refer to
the same object, we can co-index them (that is we place the same index under
each of them):
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Unit six Relative clauses
But how do we mark the fact that the verb loves used to have a direct object
right after it that has been moved up front?
We place the same index under the letter t (that stands for trace):
This way, we can clearly indicate that the co-reference condition that
stipulated the necessity of a shared nominal for the main clause and the
relative attributive clause has been observed.
The relative pronoun preserves its function of a direct object within the
relative subordinate. But there are other functions that the relative pronoun
may fulfill. Let us supply an example where the relative pronoun functions as
a prepositional object:
In point of terminology, we call the nominal that the relative clause refers to
the antecedent of the relative clause. The element that has been moved in
front position and transformed into a relative pronoun is called the relativized
constituent.
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The mechanism that allows for the appearance of relative attributive clauses is
movement: the movement of the relativized constituent in initial position, by
leaving behind a trace.
Is there a difference between (10a) and (10b)? Grammar books of usage show
that the example under (10b) is the more formal one, frequently used in
written language, whereas the first sentence is mainly used in dialogue,
therefore in spoken English.
Pratice
Combine the following sentences so as to get relative attributive
clauses (some of the sentences can be combined in two ways):
1. She came to London. I went to London, too. 2. John told his
Activity 1
friend a story about the king. The king was just passing by. 3.
They met those students. None of the students agreed with them.
4. I bought Jim a book. He liked that book. 5. I introduced him to
Jim. He told Jim everything about his plans. 6. Susan wants to
meet Jane. She doesn’t know anything about Jane. 7. I had a
book. I lost the book’s cover. 8. This is my husband. I love my
husband very much. 9. The students like their teacher. Any of the
students would answer to questions. 10. The students like their
teacher. All of them would answer their teacher’s questions.
Write a sentence as similar as possible to the given one. Use the
word in capitals without changing it:
1. Whose is the car which is blocking the street? WHOM
Activity 2
2. This is the town in which Charles Dickens was buried.
WHERE
3. It was silly of him to tell her the secret. WHICH
4. He’s the author who received the prize. WHO
5. These are people about whom we cannot tell much. WHO
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Unit six Relative clauses
Under (11) the relative subordinate finds its antecedent in the main clause: the
phrase the man.
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Unit six Relative clauses
• Adjunct
(20) Go wherever you want.
(Du-te unde pofteşti.)
The second criterion that further classifies relative clauses has to do with
meaning and is restricted to dependent relatives only. They can be thus
divided into:
1. defining or restrictive relative clauses (those dependent relative clauses
that identify an antecedent; they offer crucial information about this
antecedent, they define it).
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Nota bene!
Pratice
Identify the relative clauses stating their type in the sentences
below:
1.This is the village where I spent my youth. 2. Did he mention
Activity 3
the time when the plane will take off? 3. Did they tell you the
reason why they all left? 4. Shakespeare, who is a genius, is a
great playwright. 5. The advantage of the supermarket is that you
can buy what you want at a place where you can park your car. 6.
On the day on which this occurred I was away. 7. He cannot have
been more than twenty when we first met. 8. I have met him
where I least expected. 9. She, on whom nobody could depend,
was the one we all welcomed and admired. 10. They are what
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Unit six Relative clauses
This section is dedicated to those relative clauses with a more special kind of
antecedent. We shall look at what happens for instance to the relative clause
when its antecedent is a proper noun, etc. Consider the following points of
discussion:
(23) ∅ Freddie Mercury, who died a few years ago, composed The
Bohemian Rhapsody.
(Freddie Mercury, care a murit acum câţiva ani, a compus The
Bohemian Rhapsody.)
When combined with a restrictive relative clause, the proper name is re-
categorized into a common name and receives its own determiner (the, a,
etc.):
2. First and second person pronouns do not normally take restrictive relative
clauses. They can be followed only by non-restrictive ones (appositions):
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(26) I, who am your son, can see your shortcomings only too well.
(Eu, care-ţi sunt fiu, îţi văd prea bine defectele.)
(27) Anybody else would have done something except myself, who am not
a woman, but a peevish, ill-tempered, dried-up old maid.
(Oricine ar fi făcut ceva, numai eu nu, care nu sunt o femeie, ci o fată
bătrînă morocănoasă, iritabilă şi uscată.)
(28) They come to me, who neither work nor am anxious.
(Ei apeleaza la mine, care nici nu muncesc şi nici nu sunt îngrijorat.)
Pratice
Translate the following, paying attention to the restriction
imposed by antecedent determiners on relative clauses:
1. Acesta nu este Bucureştiul pe care-l ştiu eu. 2. Dintre toate
Activity 1
personajele prezente, prinţul a ales-o pe Cenuşăreasa, care era
cea mai frumoasă fată din sală. 3. Dintre toate persoanele de faţă
a trebuit să mă alegi pe mine să vorbesc, care nu ştiu să leg nici
două cuvinte. 4. Cine nu munceşte nu izbândeşte. 5. Voi care vă
credeţi mari şi tari, poftiţi în faţă. 6. Cu toţii doreau să-l audă pe
acel Luciano Pavarotti care încântase mii de iubitori de operă. 7.
Mie, căreia nu-mi plăcea să las lucrurile neterminate, nu-mi
convenea o astfel de situaţie.
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Unit six Relative clauses
Relative clause introducers are usually placed at the beginning of the relative
clause. In literary English they may sometimes be found later in the sentence:
• after a present participle
(30) … saying which he left the room
(… care lucruri fiind spuse, părăsi camera.)
• after an infinitive
(31) The African queen issued forth upon the Lake to gain which they had
run such dangers and undergone such toils.
(Regina africană se năpusti spre lac sa redobândească cele pentru care
trecuseră prin atâtea pericole şi avuseseră parte de atâta trudă.)
• As the object of a preposition and after than:
(32) He consulted his watch at 10-minute intervals, in spite of which the
service finished late.
(Se uita la ceas din zece în zece minute, şi cu toate acestea slujba s-a
terminat târziu.)
(33) He was a railway fanatic, than whom few more can be more crashing.
(Era un fanatic al mersului cu trenul, şi puţini oameni îl întreceau la
asta.)
Sometimes the preposition can have partitive value:
(34) He was prone to an inevitable series of moods, each of which has
evolved its own system of harmony.
(Era înclinat spre stări schimbătoare, şi fiecare din aceste stări îşi
dobândise propriul sistem de armonie.)
(35) The compositions of Cardan, some of the last notes of whose harp he
heard, were now in his possession.
(Compoziţiile lui Cardan, ale căror ultime note de harpă le auzise, erau
acum în posesia lui.)
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Aside from these marginal examples, relative clause introducers retain their
clause initial position. We shall briefly have a look at the most important
ones.
Whose appears as the appropriate genitive form for both [+human] and [-
human] objects, as can be seen in (36d). The genitive form with which is still
in use, too, but it is typical of the formal, literary style:
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Unit six Relative clauses
form of which. There are situations when inversion is not obligatory, but these
ones are even more infrequent than those illustrated under (37b):
• Which [-human]
(39) The story which he claimed to have told was too fantastic for my taste.
(Povestea pe care pretindea că a spus-o era prea fantastică pentru gustul
meu.)
There are a few exceptions when which can acquire the feature [+human]:
• When which has a partitive value:
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When its genitive form is used to give a very formal tone to the passage
(but this is very infrequent):
(44) Livia had just been delivered of twin boys, of which, by the way,
Sejanus seems to have been the father.
(Livia tocmai născuse doi baieţi gemeni, al căror tată se pare că era
Sejanus.)
• collective nouns
(45) a. This was a tribe who moved from the Baltic Sea.
(Acesta era un trib care venise de la Marea Baltică.)
b. … Asiatic tribes and American tribes which resemble each other.
(… triburile asiatice şi amer-indiene care seamănă între ele.)
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Unit six Relative clauses
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There are cases when these adverbs can appear in their older forms (in archaic
passages):
(53) a. The place whither he goes is unknown.
(Locul catre care merge este necunoscut.)
b. They returned to the land whence they had come.
(S-au intors in tara din care venisera.)
c. A system where by a new discovery will arise.
(Un sistem prin care va aparea o noua descoperire)
d. A dark forrest wherein dangers lurk.
(O padure intunecata in care ne pandesc primejdiile.)
e. This is the place wherefrom they came.
(Acesta este locul din care au venit.)
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Unit six Relative clauses
Moreover, the relative introducer THAT – unlike its pair that introduces
complement that-clauses – can have almost any syntactic function within the
relative clause:
Subject
(55) Did you see the letter [that came today?]
(Ai văzut scrisoarea care a sosit azi?)
Direct Object
(56) Did you get the books [that I sent you?]
(Ai primit cărţile pe care ţi le-am trimis?)
Prepositional Object
(57) That is the man [that I was talking about.]
(Acesta este cel despre care vorbeam.)
Predicative
(58) He is not the man [that he was.]
(Nu este omul care era odinioară.)
Adverbial
(59) Tuesday was the day [that he left.]
(Ziua în care a plecat a fost o marţi.)
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(60) The children were the parcels that filled the car.
(Copiii erau pachetele ce umpleau maşina.)
• With an antecedent preceded by determiners such as: all, every, any, not
any, much, little:
(62) That ugly little house was all the home that I have ever had.
(Căsuţa aceea urâtă era singurul cămin pe care l-am avut vreodată.)
There are of course other relative clauses introducers, but they are used very
infrequently: as, but
• in standard language
(64) a. Honest man as he was, it went against the grain with him to step into
his shoes.
(Cinstit cum era, era contrar naturii sale să îl urmeze.)
b. I’ll get you such things as you may want.
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Unit six Relative clauses
• in dialect
(65) a. Uncle George, him as was in China …
(Uncle George, who had been in China …)
(Unchiul George, ăl de fusese in China…)
b. There’s not many as’ll say that.
(There aren’t many who will say that)
(Nu-s mulţi să spuie asta…)
• archaic use
(66) a. There is no man but feels pity for starving children. (There isn’t a
man who doesn’t feel pity …)
(Nu e om care să nu simtă milă faţă de copiii care mor de foame)
b. There is no one of us but wishes to help you.
(Nu este nimeni dintre noi care să nu vrea sa te ajute.)
c. I never had a slice of bread
Particularly long and wide
But feel upon the sandy floor,
And always on the buttered side.
(Niciodată nu s-a întâmplat, când am avut o bucată de pâine măricică,
să nu îmi cadă pe podeaua murdară, şi întotdeauna pe partea unsă cu
unt.)
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This phenomenon is usually met with cleft relative clauses such as those
under (67).
This means that both whom and that can be deleted without the sentence
losing its grammaticality:
(70) The man John met lives in Boston.
(Omul pe care l-a întâlnit John locuieşte în Boston)
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Unit six Relative clauses
When the preposition appears at the end of the clause, the replacement is
allowed and deletion is indeed an option:
(73) a. The man who John spoke to is a genius.
(Cel cu care vorbeşte John este un geniu.)
b. The man that John spoke to is a genius.
(Cel cu care vorbeşte John este un geniu.)
c. The man John spoke to is a genius.
(Cel cu care vorbeşte John este un geniu.)
Pratice
Analyse the function of the relative clause and of the relative
pronoun that introduces it:
1. What I’m saying is, we all have to come to some terms. 2. This
Activity 5
is where we talk money. 3. What Inman remembered was this
passage, which Monroe had repeated four times at dramatic
intervals throughout the sermon: “ That which shows God in me,
fortifies me. That which shows God out of me, makes me a wart
and a wen.” 4. The words of the hymn seemed to look with
passionate yearning to a time when they would be immersed in
an ocean of love. 5. It was one job of his to think about why man
was born to die. 6. Where he was from, the word river meant
rocks and moss and the sound of white water moving fast under
the spell of a great deal of collected gravity. 7. It seemed a thing
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Unit six Relative clauses
Read the following and notice the literary effect caused by the
phenomenon of recursiveness (repeated embeddings of sentences
that become relative clauses) in the passage; try to translate the
Activity 7
Romanian text using the same technique.
This is the horse that kicked the policeman, that I saw trying to
clear away the crowd that had collected to watch the fight that
the short man had started.
(Iris Murdoch, The Accidental Man)
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fiul unui laptar, la randul lui fiul natural al unui alt medic de tara,
insurat de trei ori la rand, a carui a treia sotie …
(Eugen Ionescu, Teatru)
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Unit six Relative clauses
In this case the wh-word drags the constituent cover in clause initial position,
acting again as a genuine pied piper.
The difference between (76) and (77), apart from the distinct syntactical
functions the prepositional and the genitival phrase have, lies in the fact that
in the case of (77) pied piping is obligatory. We couldn’t say something like:
(78)* This is the book whose I lost cover.
Pratice
Which of the following relative sentences can be reformulated by
means of preposition stranding?
1. The first question with which Ambrose had to deal was that of
Activity 8
the statue of victory in Rome. 2. The time at which he ate
breakfast was inconvenient. 3. Thus they remained utterly
obsessed with themselves and each other, and some natural
healing process of which Dorina felt she ought to know. 4. In the
interest of public decency, the safeguarding of which was
actually not his task, he requested that the public be excluded. 5.
The problem of safe transportation, no easy answers to which
could be offered, has been troubling them forever. 6. She was the
very woman about whom I knew absolutely nothing. 7. This was
the icepick with which one had seen her stab her husband to
death. 8. She had fully realized how much her love for Austin cut
her off from other people, as if she were being gradually
cornered by a relentlessness of which he was the almost
unconscious agent. 9. For the intense anxious sense of herself
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Nadina VIŞAN
with which she was suddenly invested she was quite untrained.
10. Irene, for whom he had sacrificed his nights and days, he
rarely saw now.
Identify the cases of Pied Piping in the following sentences:
1.His father’s friends, whose interest he most sincerely shared,
were now all gone. 2. This story, the unravelling of which had
Activity 9
cost her many minutes of her life, was now complete. 3. She had
lying in front of her a number of books and dictionaries most of
which had been shipped from remote countries. 4. The only
relatives she would have liked to put up with were her mother’s
sisters. 5. His friends, no matter which, knew nothing of what he
had been subjected to.
Relative Clauses can be dependent and in that case they need an antecedent in
the main clause, that is nominal phrase to which the relative clause introducer
could send back. The relative clause introducer is also called the relativized
constituent and it co-refers with the antecedent in the main clause.
Dependent relative clauses (so called because they are dependent on their
antecedent) can be further split into restrictive ones (that define and identify
the antecedent) and non-restrictive ones (that offer additional information
about the antecedent and have an appositive value). Both these types of
relative clauses function as Attributes (appositive or not, as the case is).
Independent relative clauses are also called Free Relative Clauses because
their antecedent is missing, has been deleted. They do not function as
attributes, but as subjects or objects (in fact fulfilling almost all syntactical
functions, including that of Indirect Object which only they can have).
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Unit six Relative clauses
The mechanism that lies at the basis of dependent (and independent) relative
clauses is movement, as can be seen in those particular sentences exhibiting
preposition stranding or pied piping.
Pratice
Translate the following making use of the knowledge acquired
about relative clauses:
Activity 10*
1. De douazeci de ani, din săraca urbe provincială unde vegetau
fără speranţă, capitala le păruse un pisc inaccesibil, spre care
aveau drept sa năzuiască numai cutezătorii cu glezna tare şi
plămânii largi.
2. Toate sfârşeau. Rămânea un vis urât şi lung de care şi
amintirea va fugi mâine cutremurată.
3. Căci pentru toţi patru copiii, cu toată deosebirea de vârstă şi
fire, capitala era necunoscutul miraculos (…) unde fiecare va
afla tot ce-i pofteşte inima şi tot ce i-a urzit, himeric,
închipuirea.
4. Nelu, al treilea frate în ordinea cronologică, închipuia
capitala ca un fabulos garaj de unde nu lipseşte nici o marcă
de automobil din cele mai rarisime şi ca o vastă arenă
sportivă, unde în fiecare zi se dezlanţuie competiţia între
două echipe (…).
5. Pentru alţii, pentru dumneata bunăoară, precât am înţeles din
cele ce-mi vorbeai adineauri, sunt vrednic de invidiat.
6. A venit la mine să-mi ceară să-i numesc un ginere director. I-
am numit ginerele cum a vrut şi unde a vrut, de altfel un băiat
bun! – şi nu ştia cum să-mi mulţumească.
7. Nu-i greu să-şi dea seama ct m-am scandalizat şi ce tămbălău
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Nadina VIŞAN
am făcut când văzui cum te-au lăsat toţi saă mucezeşti într-o
asemenea puturoşenie de târg.
8. Vag îşi amintea că într-adevăr (…) fusese chemat să dezlege
o întâmplare tulbure şi că în spiritul său drept şi-a sacrificat
prietenul pentru adevăr. Dar ce anume a fost şi cum s-a
terminat povestea nu mai ştia şi nici n-ar fi crezut vreodată că
există cineva care să mai păstreze o atât de fidelă amintire.
Fostul camarad îi apăru cu totul altfel de cum îl socotise până
acum.
9. Eşti proaspăt sosit aici, nu-ţi dai poate încă deplin seama de
câte intrigi şi de câte presiuni uzează politicianismul chiar în
justiţie.
10. Dacă le convingea vreo însuşire cât de mică, speram că aveai
să faci dumneata ceea ce face un frate mai mare pentru unul
mai mic. Îmi spuneam că nu se poate să nu banuieşti în ce
singurătate şi deznădejde se află un om tânăr într-un oraş
unde totul îi e duşmănos!
11. Tot ce-ai citit dumneata inca nu înseamnă nimic! Să-ţi mai
adaog şi concluzia ultimă, care nu figurează nici în
dezbaterile procesului, nici în searbăda mea versiune, la care
văd că tot tragi mereu cu ochii. (…) Cât golim ceştile astea de
cafea, ţi-o rezum la câteva cuvinte.
12. Ceea ce n-a facut preşedintele de tribunal din Franţa, când îl
invitase pe Henri Rochefort să ia în primire un sector
electoral şi să se aleagă deputat, cu surle şi cu tobe, a făcut el.
(Cezar Petrescu – Calea Victoriei – slightly adapted)
13. – De altfel chiar şi idealuri de felul acesta mă străduiesc să
nu-mi mai fac pentru că am observat că mi se îndeplinesc şi
nu pot alege acum care dintre ele merge în sensul vieţii mele
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Unit six Relative clauses
149
Nadina VIŞAN
150
SEVEN
THAT COMPLEMENTS
151
7.1. Syntactic Properties That Characterize That
Complements
7.1.1.Extraposition
7.1.2.Topicalization
7.1.3.Clause Shift
7.2. The Distribution of That Complements
7.2.1. That Complements as Direct Objects
Contents:
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Unit seven That complements
7.1.1 Extraposition
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Nadina VIŞAN
This phenomenon is true of more than one syntactic function, but the subject
position is the most frequently met in English:
• Subject Clause
unextraposed:
(5) That Dorothy flew from Kansas was a surprise to everybody.
(A fost o surpriză pentru toată lumea faptul că Dorothy a plecat din
Kansas.)
extraposed
(6) It was a surprise to everybody that Dorothy flew from Kansas.
(A fost o surpriză pentru toată lumea faptul că Dorothy a plecat din
Kansas.)
• Prepositional Object
unextraposed:
(9) Can you swear that the accused spent the evening with you?
(Puteţi jura că acuzatul a petrecut noaptea cu dumneavoastră?)
extraposed:
(10) Can you swear to it that the accused spent the evening with you?
(Puteti jura că acuzatul a petrecut noaptea cu dumneavoastră?)
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Unit seven That complements
Pratice
Which of the following that clauses are extraposed ones? What is
their syntactical function?
1.It occurred to him that people were laughing behind his back.
Activity 1
2. Nobody knew that they were sorry for what they had done. 3.
It was known to no one that Peter had tried to take his own life.
4.The crowd resented it that the police had been sent for. 5.
Magellan regrets it that the world is round. 6. It appears that no
one voted for him. 7. It was suggested that they should meet the
President. 8. It is too bad that they always make fun of Gilian. 9.
I don’t like it that he should be left alone in my flat. 10. He will
answer for it that his son is innocent. 11. You may depend on it
that I will pick you up.
Try to undo the effect of It Extraposition in the following
sentences:
1. It worried me a bit that she didn’t visit her aunt. 2. It is not
Activity 2
quite clear whether the trains would be running tomorrow. 3. It
will be soon announced when you can leave. 4. Is it true that the
children are sick? 5. It so happens that I know the secret cipher.
6. It seems such a shame that he never takes her out. 7. It is
incredible how many good students drop out of school for lack of
money. 8. It will suit me best for you to arrive before dinner. 9. It
is no use trying to convince her. 10. It will be a pity if we have to
tell her the truth before he gives us permission to. 11. You know
it only too well that he will not marry you. 12 You may take it
from me that he is a stinking liar. 13. Rumour has it that U2 will
visit us this year. 14. The pebble in my shoe made it painful to
walk. 15. It is nice to meet you. 16 I found it disgraceful that she
hid the truth from me 17. They considered it very silly of her to
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Nadina VIŞAN
Activity 5
1. Nu era nici o mirare că înăuntrul şcolii stăpînea un pronunţat
spirit schillerian.
2. Cînd se întâmpla să-l văd la capăt de uliţă, mă ascundeam în
grabă, unde se nimerea, după porţi, în gropi, în canal, sub
poduri, de-ar fi fost cu putinţă aş fi dispărut şi în gaură de
şarpe.
3. “ Fără îndoială că autorităţile vor lua măsuri ca să fim
evacuaţi şi transportaţi cine ştie unde”, zice Lionel. “Eu voi
căuta să rămân aici la adăpostul uniformei mele de ofiţer, atât
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Unit seven That complements
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Nadina VIŞAN
7.1.2. Topicalization
While in the case of extraposition, subject clauses are the frequent situation,
in the case of topicalization, this asymmetry is undone. Consequently, direct
object clauses can equally appear topicalized and are by no means less
frequent in this situation than subject clauses:
(13) That Freddie likes to appear in kids’ nightmares I cannot deny.
(Că lui Freddie îi place să apară în coşmarurile copiilor nu pot nega.)
Pratice
Read the following, noticing the effect of topicalization within the
literary passages below. Is the phenomenon of topicalization
restricted to that complements only? Does it apply to Subject
Activity 6
Clauses exclusively? Find counter-arguments in the texts.
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Unit seven That complements
159
Nadina VIŞAN
The rule of Heavy NP Shift stipulates that the heavy NP should be moved to
the right and of the sentence foe semantic reasons. Compare:
(14) He threw the letter which he had just decoded into the basket.
(A aruncat scrisoarea pe care abia o descifrase la coş.)
to
(15) He threw into the basket the letter which he had just decoded.
(A aruncat la coş scrisoarea pe care abia o descifrase.)
The sentence under (15) had undergone heavy NP shift by placing the long
NP at the end of the whole structure so that the sentence could be more clearly
understood. This rule is in fact an exceptional one in that it challenges the
fixed word order rules in English, according to which a verb should not be
normally separated from its obligatory complement.
Clause Shift is a similar rule to Heavy NP Shift as it allows for the clausal
structure to be moved to the right end of the sentence. This syntactic operation
differs from extraposition in that there is no pronoun left behind and that
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Unit seven That complements
clause shift operates only on object clauses. The clausal constituent is moved
over an adverb phrase or a prepositional phrase as follows:
Since the sentence under (16) is not semantically acceptable, because the
adverb phrase quietly may erroneously refer to the last verb phrase in the
sentence (i.e. the verb to drive), clause shift operates and the resulting
grammatical structure is the one under (17):
(16) *Mary said [that she wanted to drive] quietly.
(17) Mary said quietly that she wanted to drive.
(Mary spuse liniştit că vrea să conducă maşina.)
Let us also supply an example where the clausal structure jumps over
prepositional phrase. From the ungrammatical structure under
(19) *They wrote that the firm was going bankrupt to the lawyers.
I have used the notation ti (trace co-indexed with the ‘that’ clause) to
underline the fact that the clausal structure has been moved in a more
semantically advantageous position.
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Nadina VIŞAN
Pratice
Comment on the following sentences from the point of view of the
rule of Heavy NP/Clause Shift discussed above:
1.? Susan burnt the letter (which) she had just written to the last
Activity 7
page. / Susan burnt to the last page the letter she had just written.
2.Susan told her mother that she had just been fired. / ?Susan told
that she had just been fired to her mother.
3.He was informed on Saturday at noon that he was going to be
fired. / He was informed that he was going to be fired Saturday at
noon.
4.He appointed prime-minister Mr Hugh, who had just returned
from Africa. /? He appointed Mr Hugh, who had just returned
from Africa, prime-minister. / He appointed Mr Hugh prime-
minister, who had just returned from Africa.
5.They dismissed s unrealistic Mr Hugh’s proposal to build a
new hospital. / They dismissed Mr Hugh’s proposal to build a
new hospital as unrealistic.
6.? I considered to be outrageous what he had done to his wife in
front of so many people. / I considered outrageous what he had
done to his wife in front of so many people. / I considered what
he had done to his wife in front of so many people outrageous.
7.*I found for Susan to behave like that in public disgraceful. /*I
found disgraceful for Susan to behave like that in public./ I found
it disgraceful for Susan to behave like that in public./I found
disgraceful Susan’s behaving like that in public. /I found Susan’s
behaving like that in public disgrace.
8.He sprinkled with water the pavement he had been cleaning. /
He sprinkled the pavement he had been cleaning with water.
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Unit seven That complements
Let us supply a detailed list of verbs or adjectives that require the presence of
these complements. We will begin by discussing the context where that
complements appear as direct objects, since this is the most frequent function
they fulfill.
163
Nadina VIŞAN
164
Unit seven That complements
Since the direct object that clause is heavy, it tends to appear in peripheral
position by means of several syntactic processes:
(32) I explained to Susan that I would be back very late. (Clause Shift)
(I-am explicat lui Susan că mă voi întoarce foarte târziu.)
(33) a. I explained it to Susan that I would be back very late.
(I-am explicat lui Susan că mă voi întoarce foarte târziu.)
b. He owes it to his father that he became lawyer. (Extraposition)
(Faptul că a devenit avocat i-l datorează tatălui său.)
The most important thing to notice with this class of intransitive verbs is that
only extraposed structures are grammatical:
(42) a. It appears to me that this is a new beginning.
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Nadina VIŞAN
(36) a. It was in any case obvious that Marriage was Dorina’s lot.
(Era în orice caz clar că era în firea lucrurilor ca Dorina să fie
căsătorita.)
b. It was not just that Austin was an object of interest because of the
Matthew legend. (Iris Murdoch, ibid.)
(Nu conta numai faptul că Austin constituie un obiect de interes din
cauza legendarului Matthew.)
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Unit seven That complements
(Era clar pentru toţi prietenii lui că nu ştia nimic despre Polonia.)
b) Nouns – that come from the same semantic area as adjectives: problem,
idea, impediment, surprize, miracle, pity, wonder, etc.
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Nadina VIŞAN
It is known that the presence of THAT normally excludes the possibility that a
preposition could appear in front of the that complement. We assume that
prepositions are dropped in front of that-clauses. We retain however the name
prepositional object clause for these particular that-complements because the
basic structure it is derived from is a predicate + a preposition:
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Unit seven That complements
169
Nadina VIŞAN
One has to bear in mind that the examples above contain that complements,
not wh-ones. We included that-relative clauses in the larger class of wh-
complements (although relative that, just like how, are not wh-words
graphically). The examples here contain only that complements and this is
explained by the fact that they are required only by nouns that are either
abstract, or derived from verbs. Compare the example under (50), where that
is replaceable by which (i.e. the book which I gave him), to the one under
(51):
(50) the book that I gave him
(cartea pe care i-am dat-o)
(51) the wish that he should return the money.
(dorinţa ca el să înapoieze banii)
In (51), the that-clause can be seen as the former complement of the verb
wish:
(52) She wished that he should return the money.
(Dorea ca el să înapoieze banii.)
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Unit seven That complements
Pratice
Which of the following are that-relative clauses and which are
complement-clauses?
1.His idea that men are smarter than women led him to total ruin.
Activity 8
2. The idea that he had had earned him good money. 3. His order
that all the men in the village should be killed was instantly
disobeyed. 4. The order that he had given was instantly
disobeyed. 5. Their proposal that he should run for Congress was
the best ever. 5. The proposal that they came up with was no
better than hers.
Adverbial that clauses can be divided into two classes according to what
pattern of subordination they observe:
a) the prepositionl phrase model – where prepositional phrases are used to
introduce that-adverbial clauses: for fear that, on the ground that, in order
that, to the end that, in the hope that, in/with the intent that, on purpose that, in
event that, on condition that, with a view that, etc.:
(54) a. They dislike her on the ground that she is too proud.
(O antipatizează pe motiv că e prea mândră.)
b. They paid her a large salary in the hope that she would stay with
them.
(I-au dat un salariu mare în speranţa că va ramâne la ei.)
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Nadina VIŞAN
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Unit seven That complements
When the structure contains the word such, the noun following it is deletable:
(64) a. His answer was such an answer that we couldn’t doubt its wisdom.
(Astfel suna răspunsul lui încât nu ne puteam îndoi de înţelepciunea
sa.)
b. His answer was such that we couldn’t doubt its wisdom.
(Astfel suna răspunsul lui încât nu ne puteam îndoi de înţelepciunea
sa.)
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Nadina VIŞAN
Pratice
Comment on the distribution and syntactic function of the that
complements in the following sentences:
1.We discovered that our map has disappeared. 2) Was it true
Activity 9
that she was ill? 3) They are not aware that they are in a
dangerous position. 4) The idea that men from Mars were
landing was absurd. 6) John made it clear that he disagreed. 7)
The truth is that we haven’t met them. 8) I am afraid that I have
to go now. 9) It struck me that the bus was behaving pretty
strangely. 10) She was so careless that she left the door unlocked.
11) The suggestion was that they should leave at once. 12) He
loved her to such an extent that he could give his life for her. 13)
The shock of having been found by Dorina in Mitzi’s arms first
prostrated him with such a sense of uncleanness and shame that
he could not face his wife. (Iris Murdoch, ibid.) 14) It had also
produced the certainty that they belonged together and that, for
better or worse, they were chained to each other forever. (Iris
Murdoch, ibid.)
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Unit seven That complements
The omission of that is an indication that the speaker does not want to be
formal, that he uses a relaxed tone.
If the verb in question is not a very frequently used one (like, for instance,
say, tell), omission of that is impossible:
(70) *He objected it was already too late to leave.
175
Nadina VIŞAN
(71) It had also produced the certainty that they belonged together and that,
for better or worse, they were chained to each other forever. (Iris
Murdoch, ibid.)
(De asemenea, condusese la certitudinea că trebuiau să fie
împreună şi că, bune, rele, erau legaţi pe veci unul de celălalt.)
(72) *It had also produced the certainty that they belonged together and, for
better or worse, they were chained to each other forever.
In example (71) we interpret the last clause as being coordinated with the
main clause not with the first that clause, because that has been deleted.
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Unit seven That complements
This is explainable by the fact that who is the subject of the that clause. The
presence of that can lead to a double subject construction, which is
ungrammatical in English.
Pratice
Delete ‘that’ where possible:
1)I didn’t get the message that they were coming. 2) They
chortled that it was only a joke. 3) That such things still happen
Activity 10
is no wonder. 4) I hate it that you won’t be with me. 5) Where
would you guess that he went? (Compare to: *Who did they
imagine that wanted to go?) 6) The fact that they were
unprepared leaked out. 7) They maintain, you want me to
believe, that they were not too late to leave. 8) I reminded them
that they had to leave.
The tenses in complement clauses are oriented towards the tenses of the main
clause, thus showing the temporal relation (anteriority, simultaneity,
posteriority) holding between the actions of the main and the subordinate
clause. The changes in the embedded clause are as follows:
Present -----Æ Past
(75) a) “She is there”, he said.
(“Este acolo”, spuse el.)
b)He told me that she was there.
(Mi-a spus că ea este acolo.)
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Nadina VIŞAN
Past
Present Perfect Past Perfect
Past Perfect
Let us discuss those particular cases when these rules are optional:
1. The Present -----Æ Past rule can be optional with the so-called
FACTIVE verbs (namely verbs that presuppose the truth of their
complement).
In the example below, the verb realize is said to be a factive verb, exactly
because the complement clause required by this verb is interpreted as true.
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Unit seven That complements
And this important thing is demonstrated by the fact that even if we negate the
main clause, the truth value of the complement clause remains the same.
Consider the following:
(79) I realize that he is a genius.
(Îmi dau seama că este un geniu.)
(80) I don’t realize that he is a genius (that means still that he is a genius,
only I don’t realize it).
The implication one can derive from both examples is that ‘he is a genius’ and
this fact holds true irrespective of the polarity of the main clause. This is what
verifies the factivity of the main verb.
With such factive verbs as realize, forget, mention, regret, discover, show,
notice, be amazed/concerned, say, report, etc. the rule of the sequence of
tenses Present ---Æ Past is optional:
(81) a. Bill reported that coconuts grew high upon trees.
(Bill a anunţat că nucile de cocos sunt situate foarte sus în copac.)
b. Bill reported that coconuts grow high upon trees.
(Bill a anunţat că nucile de cocos sunt situate foarte sus în copac.)
On the other hand, there is a whole range on verbs that require that the rule
should be observed: know, be aware, think, believe, dream, wish, hope, insist,
whisper,etc.
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Nadina VIŞAN
(83) It was and was not like the first day of the honeymoon when the newly
married pair, in tender deference to each other, feign habits which are not
their own. (Iris Murdoch, The Black Prince)
(Era şi nu era ca în prima zi a lunii de miere când perechea proaspăt
căsătorită, cu un respect tandru reciproc, simulează obiceiuri care nu le
aparţin.)
The Past Tense imposes itself when the action it expresses is relevant to some
point in the past, with which the speaker does not wish to identify himself:
(84) a. She still believed that the earth was flat.
(Ea tot mai credea că pământul este plat.)
b. She believed that the earth is round.
(Ea tot mai credea că pământul este rotund.)
In (84a) The Past is used to show that the speaker does not agree with what
the character ‘she’ considers to be a general truth.
Consider also:
(85) a. She realized that all men are fools.
(Şi-a dat seama că toti bărbaţii sunt niste proşti.)
b. He knew that she thought all men were fools.
(Ştia că ea crede că toţi bărbaţii sunt nişte proşti.)
In (85b) ‘he’ disagrees with her opinion and that is why Past Tense is used.
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Unit seven That complements
2.) The rule Past -----Æ Past Perfect is sometimes disregarded in certain
complements which contain a non-durative, simple Past Tense (that) cannot
be seen as simultaneous with the verb in the main clause:
(86) a. She suspected that Bill had left before the police arrived.
(Ea bănuia că Bill plecase înainte să sosească poliţia.)
b. She suspected that Bill left before the police arrived.
(Ea bănuia că Bill a plecat înainte să sosească poliţia.)
Both sentences are grammatical and the presence of the adverbial clause
before the police arrived contributes to the optional character of the rule, since
it indicates that the event of Bill’s leaving is anterior to the arrival of the
police. Compare the example under (87) to the next one:
(87) She suspected that Bill had been there.
(Bănuia că Bill fusese pe acolo.)
In (88), the durative character of the verb be makes it impossible for the rule
to be broken:
(88) She suspected the Bill was here.
(Bănuia că Bill este acolo.)
In this case the meaning of the sentence is changed. (87) shows the anteriority
of Bill’s being there whereas (88) shows that the two events suspect and be
there are simultaneous.
3. Future -----Æ Future in the Past – this rule is rarely optional. There are
however cases, such as
(89) a. Peter said that John would leave at 5.
(Peter a spus că John o să plece la 5.)
b. Peter said that John will leave at 5.
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Nadina VIŞAN
In (89b) the sequence of tenses is not observed because for us it isn’t yet 5
o’clock. Imagine, for instance, that you are uttering this sentence in front of
your friend. The time is 3 o’clock. Of course in this case you will use the
Simple Future instead of the Future in the Past.
Pratice
Comment on the auxiliary in the complement clause:
a) John heard that Mary is pregnant. b) John heard that Mary
was pregnant. c) John said that Harry is leaving. d) John said
Activity 11
that Harry was leaving. John said that Harry will leave. f)
John said that Harry would leave. g) John thought that Harry
ran. h) John thought that Harry had run.
b) a) John said that Harry was leaving tomorrow. b) John
thought that Montreal played Boston tomorrow. c) *Harry
was leaving tomorrow. d) *Montreal played Boston
tomorrow. e) Harry is leaving tomorrow. f) Montreal plays
Boston tomorrow.
c) a) It was obvious that everyone would leave if coffee was not
provided at the meeting next day. b) It was objected that
people had left the meeting the day before because coffee had
not been provided.
d) a) She thought that Maggie arrived the day before b) She
thought that Maggie had arrived the day before.
e) I knew that poor Chris believed he was of royal blood.
f) a) John said that his car *has run out of gas. / b) John said
that his car is out of gas.
g) Look the dipstick shows oil right up to the full mark. But
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Unit seven That complements
183
Nadina VIŞAN
C) Their talk turned to the war and its effects, and Mrs
McKennet held opinions exactly in accord with every newspaper
editorial Ada had read for four years, which is to say Mrs
McKennet found the fighting glorious and tragic and heroic.
Noble beyond all her powers of expression. She told a long and
maudlin story she had read about a recent battle, its obvious
fictitiousness apparently lost on her. It was fought – as they all
were lately – against dreadful odds. As the battle neared its
inevitable conclusion, a dashing young officer was grievously
wounded to the chest. He fell back bleeding great gouts of
heartblood. A companion stooped and cradled his head to soothe
his dying. But as the battle raged around them, the young officer,
in the very act of expiring, rose and drew his pistol and added his
contribution to the general gunfire. He died erect, with the
hammer snapping on empty loads. […] During the latter stages
of the tale, Ada developed an itch just to either side of the nose.
She touched the places discreetly with her fingertips, but then she
found that the corners of her mouth would stay down only with
great trembling effort.
D) He talked in the urgent meters of a street preacher, and he had
drawn a crowd with the rage in his voice. He had fought hard
through the war, he claimed. Had killed many a Federal and had
taken a ball to the shoulder at Williamsburg. But he had recently
lost faith in the war and he missed his wife. He had not been
drafted but had volunteered for the fighting, and all he did by
way of crime was unvolunteer and walk home. Now here he
stood jailed. And they might just hang him, war hero though he
was. (Charles Frazier – Cold Mountain)
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Unit seven That complements
That complements differ from that relatives in that they appear as required by
a verb, adjective or by a de-verbal noun.
That-complements can hold any sort of syntactical function, from the very
frequent subject, object ones up to the attributive function, which they share
with wh-complements.
That object clauses normally observe the rules of the sequence of tenses with
a few (significant) exceptions.
185
Nadina VIŞAN
Pratice
Translate the following by making use of the information on that-
complements supplied in this section:
Activity 13*
1. Când m-a văzut a închis albumul, a sărit de pe bancă şi a
alergat spre mine. Dar când a ajuns în faţa mea mi-am dat
seama că nu-i pot spune vestea cea mare. Cum îţi explici
aceasta? M-am sfiit. Ştiam că orice cuvinte aş alege acelea n-
ar fi putut cuprinde tot ce voiam să-i spun şi nici fericirea că
venise clipa să-i anunt ce-aveam de anunţat.
2. Mama, peste puţin, s-a dus acasă şi eu am rămas singur să
termin desenul. Regretam că m-a lăsat singur. Căci
presimţeam că mi se va întâmpla ceva neplăcut. Când au
văzut că mama a plecat, băieţii s-au adunat în jurul băncii
mele. Îşi ţineau mâinile în buzunare. Unul din ei, cel mai
mare, cred că avea vreo şaptesprezece-otsprezece ani, avea
albeaţă la un ochi şi purta un tricou albastru de marinar. Părul
rar îi era plin de mătreaţă.
3. Îl privi uimită şi cu toate că din cauza întunericului nu-i
vedea chipul distingea totuşi că tremură şi nu ştiu dacă să
râdă că pentru a-i face o asemenea declaraţie o deşteptase în
puterea nopţii, ori sa se teamă de turbarea lui, care îl
împinsese la un asemenea gest bizar, neconvenabil şi
primejdios. Totuşi sfârli prin a se simţi bine la ideea că dă
atât preţ părerilor sale şi încercă dorinţa tandră de a-l linişti,
de a-i arăta că ia prea mult în seamă nişte răutăţi fără
consecinţă. Uită ora şi situaţia scandaloasă.
4. – Totuşi trebuie să ştii, spuse domnul Albu la urechea lui
Matei, că nu se vorbeşte atât de mult cu sora Angelei. Fiind
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Unit seven That complements
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EIGHT
INFINITIVE COMPLEMENTS
191
8.1.What Are Infinitive Complements
8.2.A Classification of Infinitives
8.3.The Distribution of PRO-TO Constructions
Contents:
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Unit eight Infinitive complements
(1) a. I told her that she should be more careful in the future.
(I-am spus să fie mai atentă pe viitor).
b. I told her to be more careful in the future.
(I-am spus să fie mai atentă pe viitor)
One can easily notice the similarities existing between the two constructions,
and the relatively synonymous dimension the two structures have. There are
data that can be interpreted as arguments for this view (that infinitive and that
complements share a lot of similar features). Consider the following:
• like that complements, infinitive ones can be extraposed:
(2) a. It is important that you should know what you need.
(E important să ştii ce îţi trebuie.)
b. It is important for you to know what you need.
(E important să ştii ce îţi trebuie.)
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• like that complements, infinitive ones can be subject to the rule of clause
shift:
(4) a. She wished with all her heart that every man in the universe should stay
away from her.
(Îşi dorea din tot sufletul ca toţi bărbaţii de pe lume să stea departe de ea.)
b. She wished with all her heart to be left alone by every man in the
universe.
(Îşi dorea din tot sufletul să fie lăsată în pace de toţi bărbaţii de pe pământ)
c. * She wished that every man in the universe should stay away from her
with all her heart.
d. * She wished to be left alone by every man in the universe with all her
heart.
2. non-finite mood structures (if we look at what kind of mood the verb
inside the construction has)
From this point of view, we distinguish between:
• finite moods (such as the Indicative, the Conditional, the Subjunctive) (in
Romanian we call these moods moduri personale)
• non-finite moods (such as the Infinitive, the Gerund, the Participle) (i.e.
moduri nepersonale)
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the phrase to go there or going there does not express an event that is
anchored in a certain time. The speaker cannot tell for sure when these events
of going there happened.
The only features these constructions still have are the aspectual features and
that is why one can notice that the Infinitive has four tenses:
• present : to leave
• perfect: to have left
• continuous or progressive : to be leaving
• perfect continuous or perfect progressive: to have been leaving
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Pratice
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Unit eight Infinitive complements
The only verb that does not follow this rule is let:
(9) The grass was let grow.
(Iarba era / a fost lăsată să crească.)
Pratice
Translate the following sentences:
M-au pus să-l duc pe Tom la şcoală. / Eram deseori lăsat să plec
de acasă. / Au văzut-o că pleaca. / I-a ajutat să ridice pachetul
Activity 2
acela greu. / L-a observat cum mănâncă un pachet întreg de
ciocolată. / A fost obligat să îl trimită pe Tom pe front. / A pus-o
pe Maria să îşi facă curat în cameră. / A obligat-o pe Maria să îşi
facă curat în dormitor. / L-au auzit cum a cântat două cântece
patriotice.
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Pratice
Translate the following, trying to use the Split Infinitive:
Vrea să fie într-adevăr recunoscută pe plan mondial. / A plecat în
străinătate ca să înveţe mai bine metodele moderne de educaţie. /
Activity 3
A fi în mod stupid tentat să îţi vinzi locuinţa pe un preţ de nimic
este exact lucrul de care ne temem cu toţii. / Ceea ce s-a
întâmplat i-a forţat să devină pe dată conştienţi de problemele
existente. / Nu vreau să te mai văd niciodată./ Pentru a înţelege
pe deplin ce scrie în carte, trebuie să te concentrezi un pic mai
mult.
3. the third criterion of classification refers to the way in which the logical
subject of the infinitive is treated (I underlined the phrase logical subject,
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We place a gap between the main clause verb and the infinitive to show that
the agent of the action expressed by the infinitive is not expressed. By
convention we can name the missing logical subject PRO, that is something
that stands for an item missing:
(14) Harry tried PRO to leave.
Further on, we can co-index the subject Harry with the PRO form, so as to
show that it is in fact Harry that performs the action expressed by the
infinitive:
(15) Harryi tried PROi to leave.
In other words, to use the appropriate technical term, we say that the subject
Harry controls the logical covert subject for which we have used the notation
PRO: Harry is the controller of PRO.
Since we have used the notation PRO for the logical unexpressed subject of
the infinitive, we call this class of infinitival clauses the PRO-TO
constructions, or the control constructions.
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In this situation, the logical subject, namely the agent of the event, gets its
case from the preposition for and can appear in the clause.
Subject:
(17) a. PRO to err is human, PRO to forgive divine.
(E omeneşte să greşeşti, şi creştineşte să ierţi.)
b. It is important for him not to err.
(E important ca el să nu greşească.)
Object:
(18) a. He tried PRO to persuade her of his innocence.
(A încercat să o convingă că este nevinovat.)
b. I hoped for him to be there in time.
(Am sperat ca el să vina la timp.)
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Adjunct:
(19) a. He bought a new house PRO to please his nagging wife.
(A cumpărat o casă nouă ca să o mulţumească pe cicălitoarea lui nevastă.)
b. He stepped aside for her to enter.
(S-a dat la o parte ca să îi facă loc să intre.)
The interesting thing with this class of infinitives and in fact the reason why
they are so called is that the direct object of the main clause verb is in reality
the logical subject of the infinitive. In other words, the pronoun him gets the
Accusative from the verb believe but it is the agent of the verb phrase to be a
good linguist.
We must distinguish between such examples as that under (20) and the
following one:
(21) I persuaded him to be a better linguist.
(L-am convins să fie un lingvist mai bun.)
What is the difference between two examples that look so similar? The
distinction lies in the fact that in (21), him is not the agent of the infinitive,
but the patient of the verb persuade. Semantically, him is related to the main
clause verb, not to the infinitive. The second example is not an accusative +
infinitive structure, but a PRO-TO one:
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A good test by means of which you can decide which of these examples is an
accusative + infinitive construction and which is a PRO-TO one is that of
inference: for instance, from example (20) you cannot infer the sentence I
believe him, whereas example (22) implies I persuaded him. This fact
indicates that in the first case him was rightfully part of the infinitival
construction, but in the second case it belonged with the main clause verb
persuade. Likewise, from (23) you hopefully cannot infer I want animals, nor
can you infer from (24) that you hate animals. This means that both (23) and
(24) are accusative + infinitive structures, since the direct object animals does
not semantically belong with the main clause verbs, but with the infinitive in
the subordinate.
Pratice
Distinguish between the following infinitive structures. Which
are accusative + infinitive ones and which are control
constructions?
Activity 4
I would like people to visit me every day. \ She wanted him to
leave. \ She promised him to leave. \ They tempted him to leave.
\ I would love them to come. \ I allowed them to come. \ He
persuaded her to come. \ They convinced her to come back. \
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They would have hated her to come back. \ They really asked her
to come back. \ They did not wish her to come back.
In examples (25) and (26), the subject is not the agent of the main clause verb,
hence you cannot infer something like: he appears or he seems. But it is clear
that he is a good linguist. This means that the subject he is in fact related to
the infinitive verb not to the indicative one. Compare these examples to:
(27) I managed to get a good job.
(Am reuşit să obţin o slujbă bună.)
where the subject I is the agent of the main clause verb, and wherefrom you
can infer a sentence like I managed something. So, this example contains a
PRO – TO infinitive:
(28) Ii managed PROi to get a good job.
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b) Second, both of these constructions appear only with certain main clause
verbs, with special semantic and syntactic properties. In that they differ from
the first two classes discussed above, which are said to be free, that is not
required by certain verbs. The last two structures are said to be lexically
governed because they are required by special verbs (such as want, seem,
hate, appear, etc.).
To sum up the discussion, here is a diagram that will help you to remember
these classes more easily:
INFINITIVE COMPLEMENTS
Pratice
Translate the following sentences, bearing in mind that there are
different classes of infinitival structures:
Se pare că a jefuit toate băncile din vecinătate. / Se ştie că a
Activity 5
încercat să se sinucidă. / Se crede că a sedus-o pe fata
milionarului care sta lângă noi. / Asasinul necunoscut se pare că
a mai comis o crimă la etajul 6. / Era important ca el să asculte
toată mărturia ei. / E de dorit să vină şi să recunoască faptul că
sunt vinovaţi. / Nu-i prea târziu să înveţe. /I-am învăţat să
vorbească corect şi să scrie fără greşeli./ Se presupune că o
cunoaşte de un car de ani. / N-am ştiut niciodată să mă port cum
trebuie în faţa ei. / Vreau să-ţi spun ce cred despre tine. / Vreau
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In this subsection we discuss which are the most likely contexts in which
these structures appear:
a) verbs that imply the idea of responsibility and control: attempt, fail, try,
manage, agree to, aspire to, seek (= try), endeavour, contrive, refuse,
decline, condescend, deign, presume, venture, arrange, omit, scheme, care
to, etc.
(28) Hei sought PROi to find out the truth about Freddie Mercury’s death.
(A căutat sa afle adevărul despre condiţiile în care a murit Freddie
Mercury.)
c) verbs of liking and disliking: choose, desire, expect, like, dislike, intend,
mean, hate, prefer, propose, want, wish, hope, etc.:
(30) Shei wanted PROi to become a famous opera singer.
(Dorea să ajungă o cântăreaţă de operă renumită.)
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1. Subject Clauses
In this category we can mention the less frequent cases, where PRO is co-
indexed with a nominal in the main clause:
(36) It was nice of youi PROi to allow me to come here.
(A fost amabil din partea ta să-mi dai voie să vin aici.)
2. Predicative Clauses
(39) a. The tendency was for the instructions to be more detailed.
(Exista tendinţa ca instrucţiunile să fie mai detailate.)
b. Ouri task is PROi to investigate the details of this case.
(Sarcina noastră este să investigăm detaliile legate de acest caz.)
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3. Direct Objects
(39) a. I meant for him to be alone with her tonight.
(Am vrut ca el să rămână singur cu ea în seara asta.)
b. Ii would love PROi to listen to this concert.
(Mi-ar plăcea foarte mult să ascult acest concert.)
4. Prepositional Objects
They appear after verbs or adjectives which normally select Prepositional
complements. Like in the case of that complements, the preposition is deleted,
but the meaning remains; this is why we call these objects prepositional
objects:
(40) a. I decided for John to represent us.
(Am hotărât să ne reprezinte John.)
b. Ii am curious PROi to see whether they will come on time.
(Sunt curios să văd dacă vor sosi la timp.)
5. Attribute
This situation happens with:
a) relative infinitive constructions
(40) They bought her a book with which PROi to step on the path of
knowledge.
(I-au cumpărat o carte cu ajutorul căreia să păşească pe drumul
cunoaşterii.)
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6. Adverbial
Here we can notice several different cases:
a) when the infinitive functions as a restrictive modifier
- the infinitive is viewed as an adverbial, not as an object because adjectives
(or nouns) such as pretty, delicious, bastard do not normally require a
prepositional object after them like in the case of adjectives like aware of,
curious about, etc.:
c) adverbial of result
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Pratice
Translate the following sentences, trying to use the PRO-TO or
FOR-TO infinitives with the syntactical functions discussed
above:
Activity 6
Oh, când te gândeşti că pe vremuri ştia sş cânte aşa de frumos la
vioară! / Iarba era prea udă ca să stai pe ea./ Este indicat ca
persoanele fără paşaport să se prezinte la poliţie. / E destul de
bogată să-şi permită o blană şi o maşină nouă. / Ehei, să mai fii
tânăr şi să te poţi bucura din plin de viaţă…/ Şi-a cumpărat bilet
din timp, să nu piardă trenul. / E într-atât de lipsită de inimă încât
e capabilă să nu îi mai dea banii pentru apartament. / Nu-i chiar
atât de bătrân încât să nu o ia de la capăt. / Pe şleau, nu mai am
nevoie de tine şi nici de serviciile tale. / Ca să nu mai lungim
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In this category of verbs one can also mention a small class including:
appoint, elect, choose, nominate, name, vote, etc.:
(52) She elected her husbandi PROi to run the hospital.
(L-a ales pe sotul ei in conducerea spitalului.)
d) verbs of indirect object control (where the indirect object in the main
clause must control PRO): tell, order, command, allow, permit,etc.:
(53) He told the maidi PROi to announce her.
(I-a spus servitoarei sa o anunte.)
(54) I leave it to youi PROi to take care of it.
(Las lucrurile in grija ta.)
Pratice
Identify the predicates requesting infinitival constructions; which
of them are expressed by verbs of obligatory control?
I presume you do not want to figure in my life merely as a pest. /
Activity 7
I do not intend to tell him that myself. / I have no wish to uproot
ourselves at our age and no inclination to return to a part of the
world which has for us only the unhappiest of associations. / …
and when you have done so there is little doubt but that they will
advise you to your own country at once./ I hope to call on you
and your husband a day or two after the funeral./ And now he
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c) constructions including the verb be: be to, be about to, be going to, etc.
(57) He is to come any day now.
(Trebuie să sosească zilele astea.)
• Control construction
(59) Ii am going PROi to meet her at 5.
(Mă întâlnesc cu ea la 5).
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• basic ones that require bare infinitival structures: see, hear, feel, watch,
overhear, etc.:
(62) They heard him insult her.
(L-au auzit insultând-o.)
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b) causative verbs:
• with a bare infinitive: make, have, let
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These verbs have the special characteristic that can be combined with PRO-
TO constructions as well:
(70) I allowed the gardeneri PROi to cut down the trees.
(I-am permis grădinarului să taie pomii.)
e) verbs of liking and disliking: like, love, prefer, want, wish, desire, expect,
mean, choose,etc.:
(71) I would like him to be there at 5.
(Aş vrea să fie acolo la ora 5.)
Like in the case of the previous class of verbs, these ones allow PRO-TO
constructions as well:
(72) Ii would like PROi to go there.
(Aş vrea să mă duc acolo.)
Pratice
Identify the infinitive structures in the following texts; state their
type and function:
a) Harold persuaded Alec to let him drive them home. The
Activity 8
drinks hadn’t cheered him up; they had depressed and
fuddled him. Harold, who wasn’t used to men with moods,
thought that the best and kindest policy was to ignore Alec’s.
if he himself was out of spirits, he hated anyone to comment
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The last criterion, having to do with the presence of a logical subject inside
the infinitive, is connected to the fact that infinitive constructions can have no
syntactical subject within them. This happens because the infinitive mood
exhibits no temporal features and is limited to aspectual features only.
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Pratice
Translate the following texts, making use of the information on
infinitival clauses supplied in this section:
Activity 9*
a) Bietei mame i se rupea inima când se gândea că peste o lună
are să-i rămâie casa pustie; dar când avem nevoie să
mângâiem pe alţii, pare că uităm propria noastră durere.
b) E greu de calculat efectele unui principiu.
c) Călătoriile cu liftul, spre deosebire de acelea cu trenul ori cu
avionul, sunt mult prea scurte ca să te înfioare cu gândul unei
predestinări.
d) De ce-o fi el atât de trist? Cu ce ar putea fi ajutat, să nu mai
arate atât de sumbru? Există cineva care să nu se simtă
singur? Orice om are momente când îi vine să se spânzure,
fireşte, dar trebuie să ai o fire cu totul aparte ca să ţi se
întâmple asta tocmai când cântă corul acesta.
e) Când doi oameni, un bărbat şi o femeie, stau zile întregi între
zidurile îngheţate şi tot ce le rămâne de făcut e să ciocăne rar
şi prudent în peretele ce-i desparte, ce reuşesc ei să-şi spună
astfel precum şi circumstanţele în care comunică nu seamănă,
de bună seamă, cu una din discuţiile acelea foarte agreabile
ce au loc în cazul unei atingeri de fire, bunăoară, sau cu
ocazia unui număr format greşit. E posibil, într-o zi, ca omul
din spatele zidului să fie schingiuit, dar să nu-ţi spună. Şi tu
să fii, de asemenea, lovit şi umilit. (Tudor Octavian – Zid
între un bărbat şi o femeie)
f) E important timpul care trece, e important ce întrebări pui,
dacă vrei ca povestea să aibă un sens, să-l capete, mai bine-
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222
NINE
ING COMPLEMENTS
223
9.1.The Participle
9.1.1.Participial Constructions
Contents:
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Unit nine Ing complements
The last section of this course concerns itself with the remaining non-finite
forms: Participial and Gerundial structures. The characteristic these forms
share with the infinitival ones is the fact that they have no temporal features.
Like in the case of infinitival constructions they exhibit aspectual features and
cannot assign case to their logical subject.
One of the problems always present when discussing the Participle and the
Gerund is the fact that both of these moods have the same ending: -ing. This
makes it sometimes difficult for us to differentiate between them. Due to this
situation, we shall have to point out the specific features of each construction.
Let us start with the Participle:
The first distinction to be made here is that between present participle and
past participle. These are the tenses of this mood and they differ in point of
ending: the present participle ends in –ing and makes the object of our
discussion. The past participle ends in –en (or -ed) and will be marginally
tackled in this section. Let us now see the main contexts where we can
identify participial forms:
The main context in which the present participle appears is when it is part of a
continuous tense form:
(1) Susan is sleeping.
(Susan doarme.)
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In (1) the ing form that appears within the Present Continuous VP (verb
phrase) is a present participle.
This fact is also true of past participle forms and perfect or passive verb
phrases:
(2) a. Susan has come.
(A venit Susan)
b. Susan has been killed.
In (2) the forms come, been and killed are past participle forms.
As you can see in this second case, the participle may be accompanied by
additional complements (on the track).
This situation is also characteristic for past participles, especially when they
are placed in front of the nominal and appear in compounds:
(5) His clean-shaved face was shining in the moonlight.
(Faţa lui bine bărbierită strălucea în lumina lunii.)
More infrequently, the past participle can appear after a noun, too:
(6) Her eye-lids, blood-shot and painted, were closing.
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The participle can also frequently appear as an adverbial and here we can
notice two situations:
a) when it has no expressed logical subject
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The logical subjects in (8) are God and weather, respectively. This
construction is called the Absolute Participle after the model of Latin where
there is the Absolute Ablative – an elliptical construction made up of nouns
and non-finite forms in the Ablative, which stands for an adverbial clause.
Let us make up a list of verbs and adjectives that require the presence of the
independent participial constructions:
a) Verbs requiring Nominative and Accusative + Present Participle
• Verbs of physical perception: see, hear, smell, watch, behold, notice,
perceive
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Unit nine Ing complements
• Causative verbs: get, have, set, start, keep, send, leave, etc.
(13) a. I’ll have you all speaking fluent English soon.
(O să vă fac să vorbiţi toţi curând o engleză bună.)
b. He’ll soon get things going.
(O să pună repede lucrurile în mişcare.)
c. He was sent rolling by the heavy blow.
(Lovitura l-a trimis învârtindu-se.)
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Pratice
Translate the following sentences into English, using the types of
participial structures discussed above:
Am să pun să fii arestat dacă mă mai deranjezi mult. / Nu după
Activity 1
multă vreme, îl vrăji în aşa hal încât îi mânca din palmă. / L-au
descoperit aruncat intr-un colţ./ Cel care tocmai vorbeşte cu
Maria este fratele meu./ Lovitura l-a lăsat lat sub masă. / Nu-l
mai ţine să aştepte./ Jim a pornit motorul în doi timpi şi trei
mişcări./ S-a dus să-şi extragă o măsea. / Vreţi să vă dăm
unghiile cu lac? / “Şi de unde ai găsit un şifonier atât de
încăpător?” “L-am facut de comandă.” / De ce ai uitat robinetul
deschis? / O să pun casa la punct rapid./ L-a trimis la
cumpărături./ Nimeni n-a bănuit că la doar câteva zile după
această discuţie, aveau să se trezească cu casa spartă. / A fost
descoperit întins în spatele unor lăzi, lovit şi plin de sânge. / Iar
am găsit copilul neschimbat, ce-ai făcut toată ziua? / Prefer să îţi
ţii gura dacă nu poţi vorbi cuviincios!
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Pratice
Join each of the following pairs of sentences, using either a
present participle, or a past participle:
1.She didn’t want to hear the story again. She had heard it all
Activity 3
before. 2. I turned on the light. I was astonished at what I saw. 3.
I have looked through the fashion magazine. I realize that my
clothes are hopelessly out of date. 4. In this chapter the
characters have an unintelligible conversation. They are lying
face downwards in a sea of mud. 5. The tree had fallen across the
road. It had been uprooted by the gale. 6. People were sleeping in
the next room. They were wakened by the sound of breaking
glass. 7. I knew that the murderer was still at large. I was
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We call the first subclass of b) possessive ING because of the genitive form in
which the logical subject appears. Likewise, the second subclass bears the
name Accusative + ING due to the case of the logical subject within the
gerund.
If there are two possibilities with class b) it means that there must be some
differences between them. The main difference lies in the fact that the
accusative + ing is more like a clause whereas the possessive -ing looks more
like a nominal.
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Unlike participles, gerunds look more like noun phrases and are often
translatable by means of a noun phrase:
(30) His slapping Susan terrified the audience.
(Faptul că a pălmuit-o pe Susan a îngrozit publicul.)
In (31) extraposition is possible with infinitives but not with gerunds. (31 b) is
ungrammatical because we get a double subject construction. This behaviour
of gerunds concerning extraposition resembles that of relative clauses which
are themselves very similar in behaviour to noun phrases. Consider (32),
which proves that extraposed relative clauses give birth to ungrammatical
structures because of the double-subject restriction:
(32) *It was illegal what she said.
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Unit nine Ing complements
in nature, and between relative clauses and gerunds as being more nominal in
nature:
That clauses Relative clauses
Participles Gerunds
There are very few exceptions to the extrapositon restriction under which
gerunds are. The examples we can offer are analysed as idiomatic phrases:
(33) a. It’s no use crying over spilt milk. (proverb)
(Mortul de la groapă nu se mai întoarce.)
b. It’s no good talking to her.
(N-are sens să vorbeşti cu ea.)
3. Just like in the case of noun phrases, gerunds can be combined with
Prepositions:
(34) a. She was surprised at his knowing the business so well.
(Era uimită de cât de bine ştia el dedesubturile afacerii.)
b. He looked at their wrestling on the muddy floor.
(S-a uitat cum se lupta pe podeaua înnoroiată.)
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PARTICIPLES GERUNDS
[+ verb] [+ verb, + noun]
1. Participles can be part of tense Gerunds do not make up tense forms.
forms:
continuous , perfect, passive ones
She was crying.
2. Participles may be preceded by Gerunds may be preceded by
conjunctions: prepositions:
While sleeping, babies suck their
thumb. She waited for his coming home.
3. Participles may function as Gerunds do not function as adverbials
adverbials: with few exceptions:
Coming here, he built himself a She angered him by stealing his
house. project.
(adverbial of time)
4. Participles do not function as Gerunds function as direct and
objects unless they appear in prepositional objects:
dependent constructions: She started crying. (direct object
I saw her crying. (Accusative + clause)
Participle) She was interested in him marrying
her.
(prepositional object clause)
5. Participles may function as Gerunds may function as attributes
attributes and are paraphrasable by but are paraphrasable by means of the
who/that/which is…Verb + ing: preposition for:
the walking man = the man who is the walking stick = stick used for
walking walking
the flying fish = the fish which is the flying saucer = saucer used for
flying flying
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Pratice
Translate into English, remembering that the gerund is always
used of a preposition, a prepositional verb or a phrasal verb:
Nu este nici o speranţă să se găseasca supravieţuitori dupa
Activity 9
prăbuşirea avionului. / Te-ai scuzat pentru că l-ai deranjat? / Am
renunţat să joc / la jocul de fotbal când am terminat şcoala. / Te-
ai săturat probabil să faci acelaşi lucru zi de zi. / John a fost sever
mustrat pentru că “teroriza” băieţii mai mici decât el. / Publicul a
fost avertizat de pericolul de a se plimba prin parc noaptea. / Nu-l
interesează deloc să-şi crească copiii. / Se pare că-ţi place foarte
mult să subliniezi defectele altora. / Minerii sunt întotdeauna
avertizaţi să nu ducă chibrituri în mine. / Cine răspunde de
încuiatul uşilor şi paza clădirii noaptea? / Ar trebui să te gândeşti
să economiseşti bani în loc să speri că vei câştiga la cărţi. /
Răspunsul la problema locuinţelor pare să rezide în construirea
de noi blocuri. / Nu vedeau nici un motiv pentru ca ei să nu facă
aşa cum plănuisera iniţial. / Doctorul m-a sfătuit să renunţ la
fumat şi grăsimi. / A trebuit să amânăm plecarea în vacanţă. /
Compania aceea este specializată în fabricarea mobilei de birou. /
Ar trebui să se impună tuturor şi să se abţină de la a fuma în
restaurante şi alte locuri publice. / Trebuie să-mi cer scuze că am
întârziat aşa de mult. / Judecătorul a fost acuzat de a nu fi dat
juriului obiective clare. / Se mândreşte că e totdeauna bine
îmbrăcat. / I-am spus să nu-şi bată capul să pună lucrurile la loc. /
A trebuit să suportam mojicia tot timpul călătoriei. / Am cerut
sfatul unui avocat înainte de a ne decide să acţionăm în justiţie. /
După ce a hărţuit-o bine pe vânzătoare, a plecat din magazin fără
să cumpere nimic. / În ciuda faptului că a trebuit să lupte cu o
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The verbal noun is here placed in opposition with the gerund. The verbal noun
is an ING form but is not part of non-finite forms: it is part of the nominal
system, as it is a noun phrase which just happens to look like a gerund or
participle.
Compare:
(35) The shooting of the attacker was an ugly episode.
(Uciderea celui care îi atacase era un episod urât.)
to
(36) Shooting the attacker was an ugly episode.
(Uciderea celui care îi atacase era un episod urât.)
Although the meaning of the two underlined structures is similar, they differ
formally:
The first sentence contains a verbal noun, which can be identified by:
- The presence of the (i.e. the determiner)
- The presence of the of phrase (i.e. of the attacker)
- The fact that the –ing form can be combined with an adjective:
The cruel shooting of the attacker
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The problem with verbal nouns and gerunds is that they are both ended
in ING and can take a possessive:
George’s shooting of the attacker vs. George’s shooting the attacker.
The test that always helps you out of trouble is that of combining these
constructions with an adjective or an adverbial:
The first construction takes an adjective: George’s cruel shooting of the
attacker, whereas the second structures takes an adverb: George’s shooting
the attacker cruelly. This means that the first structure is a verbal noun while
the second is a gerund.
Sometimes the verbal noun can appear without its ‘of’ phrase:
(37) His beautiful singing was a blessing to everyone.
(Faptul că ştia să cânte aşa de frumos era o binecuvântare.)
In (37) there are two verbal nouns: his beautiful singing and a blessing. How
can we tell? In the first case, we can identify the verbal noun by means of the
adjective that accompanies it. In the second situation, the verbal noun blessing
is accompanied by a determiner which is an indefinite article. These are
features that normally characterize any noun.
Thus, if we were to go back to our incomplete table, we could safely fill in the
blank space with the following information:
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Pratice
Identify the verbal nouns in the following:
Men have as much patience for cool philandering as they have
for shopping. / Shopping can be a nice activity but shopping
Activity 12
there can only be a mistake. / His coming there puzzled her./ His
sudden coming puzzled her./ The massive cutting of funds
shocked everybody in the company. / Cutting funds so suddenly
came down as a shock. / Their looting and ruthless murdering
was never forgotten./ All newspapers commented on John’s
robbing the bank. / John’s robbing of the bank was widely
commented on. / The unexpected robbing of the bank didn’t pass
unnoticed.
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The aim of this subsection is mainly to help you better understand why those
verbs or adjectives that can be combined both with gerunds and with
infinitives have a different meaning in each case.
It has been noticed that, whenever a verb can appear both with an infinitive
and with a gerund, the meaning is different. However, we can trace a common
feature for all these special verbs. All of them change their meaning according
to the grammatical information offered by the construction they are followed
by.
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Another example, and the most well-known one, is that of the verb stop:
Compare:
(40) She stopped to eat a sandwich.
(S-a oprit să manânce un sandwich.)
to
(41) She stopped eating a sandwich.
(S-a oprit din mâncat.)
The first example, containing an infinitive, suggests the fact that the eating of
the sandwich is going to take place (the potential, future-oriented value of the
infinitive). The second example – containing a gerund – suggests the fact that
the eating of the sandwich had already commenced and was then interrupted
(the gerund expresses an event happening in the past, prior to the one
expressed by the main clause verb.)
After looking at this example, we can notice that in most cases the gerund
expresses something that has already happened, anterior to the verb in the
main clause. On the other hand, the infinitive expresses something that is yet
to happen, posterior to the verb in the main clause: while the gerund is past-
oriented, the infinitive is future-oriented.
This is exactly why the Perfect form of the gerund (e.g. having left) is
infrequently used in English. Compare
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(42) She remembered having posted the letter earlier in the morning.
(43) She remembered posting the letter earlier in the morning.
(Şi-a amintit că a pus scrisoarea la poştă în cursul dimineţii.)
As you can see, both sentences are translated the same in Romanian, which
means that they are similar in meaning. The fact that both (42) and (43) have
the same meaning indicates that the gerund no longer needs to specify
anteriority by means of a perfect form (i.e. having posted) since it already
expresses the idea of anteriority in its simple form. This is why the perfect
gerund is nowadays an indication of educated speech (and will be mostly
found in literary language).
Let us now follow this line of thought which traces an opposition between the
semantics of the gerund and that of the infinitive. We will examine other
verbs like the ones we have already mentioned under (40) and (41), i.e. verbs
that can be followed both a gerund and an infinitive (but with a significant
change in meaning):
The example with the gerund suggests that the filling of the tank has already
happened; the example with the infinitive suggests that the filling of the tank
is going to happen.
b) Regret
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The example with the gerund suggests that the filling of the tank has already
happened; the example with the infinitive suggests that the filling of the tank
is going to happen.
c) Try
(48) I tried filling the tank with petrol and then I did some car washing.
(Întâi am încercat să mă ocup cu umplerea rezervorului cu benzină,
apoi m-am ocupat de spălarea maşinilor.)
versus
(49) I tried to fill the tank with petrol but found it no easy job.
(Am încercat sî umplu rezervorul cu benzinî, însă nu mi s-a părut
treabă uşoară.)
The first example implies the fact that the guy there has already filled the tank
with petrol several times. In the second example, the petrol tank is not filled
yet, the action is not completed.
d) Mean
(50) I mean to tell her the truth.
(Am de gând să-i spun adevărul.)
versus
(51) This means revealing her all my secrets.
(Asta înseamnă să-i dezvălui toate secretele mele.)
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In the first example, the event has not happened yet, it is bound to happen as a
result of the subject’s intentions. In the second example, mean has the sense
signify.
e) need, want
With [+ human] objects, these verbs are used in combination with the
infinitive:
(52) He wants / needs to learn English.
(Vrea / trebuie să înveţe engleză.)
With [- human] objects, they can be combined with the gerund and acquire
the same interpretation as when they are followed by a passive infinitive:
f) go on
(53) He goes on reading from that cheap novel.
(Continuă să citească din romanul acela ieftin.)
versus
(54) After he talked about his plans he went on to talk about his daughter’s
wedding.
(După ce a vorbit despre planurile lui, s-a apucat să vorbească despre
nunta fiicei sale.)
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In the first case we understand that the event of reading has already begun,
whereas in the second case, the event of becoming a lawyer is yet to happen.
Pratice
Complete the following dialogue by putting the verbs in backets
into the correct form, gerund or infinitive, as required:
a) ‘I remembered my husband (say) that I must look out for
Activity 13
myself. And I realized how silly I was in not (know) that I was
being watched.’
‘Tell me, Lady Corven, why did you defend this action?’
‘Because I knew that, however appearances were against us, we
had done nothing (be) ashamed of.’
Dinny saw the Judge (look) towards Clare, (take) down her
answer, (hold) up his pen and (speak).
‘On that night in the car you were on a main road. What was to
prevent you from (stop) another car and (ask) them (give) you a
lead into Henley?’
‘I don’t think we thought of it, my Lord; I did ask Mr. Croom
(try) (follow) one, but they went by too quickly.’
‘In any case, what was there to prevent you from (walk) into
Henley and (leave) the car in the wood?’
‘I suppose nothing really, only it would have been midnight
before we got to Henley; and I thought it would be more
awkward than just (stay) in the car. And I always had wanted
(try) (sleep) in a car.’
‘And do you still want to?’
‘No, my Lord, it’s overrated.’
b) Your uncle has been very kind to me and I shall simply have
(call) and (thank) him. So do look out for me about six o’clock
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There are also important differences between gerunds and verbal nouns,
although one can mistake them due to the fact that both forms can combine
with a possessive nominal. The main test of disambiguation is that of
combining the two forms with either an adverb (for the gerund) or an
adjective (for the verbal noun).
Last but not least, don’t forget that certain verbs can take both ING forms and
infinitives after them – but the meaning changes according to the main shade
of meaning each of the aforementioned constructions exhibits.
Pratice
In the following texts, identify the ING forms and analyse them
syntactically:
Activity 14 a) He remembered entering the village and then the ground, the
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very earth opening up. First the crack snaking its jagged way
along the concrete, then the noise and the cracking stone, and
then the incredible sound of the ground opening up, the
enormous split in the earth. The two sides were moving apart,
their edges crashing inwards, down, down into God knows
where. The sight of the two children, the man and his bike
disappearing in the hole. The collapsing shops – he
remembered seeing the shops on one side collapsing – and
then the ragged mouth reaching towards him.
(James Herbert – The Fog)
b) The people above heard the cry for help coming from the
huge hole that had wrecked the burning village. He looked up
towards the daylight, hoping he would see somebody up
there, someone looking for survivors. Then he saw
movement at his feet. At first, he thought it was dust caused
by the disturbance, but then he saw it billowing up from
below. It was like a mist, slowly rising in a swirling motion,
slightly yellowish although he couldn’t be sure in the gloom.
It seemed to be spreading along the length of the split,
moving up towards his chest, covering the girl’s head. She
started coughing.
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TEN
REVISION EXERCISES
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Exercise 1
Analyse syntactically:
1. Of course it was no accident that he had mismanaged the whole thing so
horribly. 2. How much, apart from his distress for parents, this would really
hurt, he had not yet been able to estimate. 3. He suffered his pangs of guilt
and fear and loss and waited for these sufferings to pass. 4. He did not know
whether he was glad or sorry that she had accepted them without puzzlement,
without profound questioning. 5. With his claim for British nationality
pending it was, he had been advised, unthinkable that he should be extradited
as a deserter. 6. He had thought a good deal less about Garth in recent weeks,
though when he had first arrived light months ago the return of Garth had
been the thing to which he had most looked forward. 7. There had seemed to
be another place where Dorina walked barefoot in the dew with her hair
undone 8. How this time was to come, unless perhaps borne by a swift horse,
was unclear to Mitzi, and she kept intending to leave and then deciding not to,
because of pity, because she doubted whether she would find another job and
because she thought that if she hung on she would get some money, whereas
if she went away she would get none. 9. You have been much in my thoughts,
and this particularly of late, since I have decided, for a number of reasons of
which I shall tell you at leisure, to retire early from my employment. 10. You
must know that if you do not meet this matter properly now, in some way, and
meet it right here at home, you are choosing exile from what you are fortunate
enough to call your homeland. 11. Having regard to the date of drafting, Mr
Livingstone advises that you profess to have been traveling in continental
Europe and not have received the papers. 12. I am sorry not to have seen you,
but I am afraid I am terribly busy at present. 13. That they saw the war
differently was probably their most rational area of disagreement, and that
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Exercise 2
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Exercise 3
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Transplanted to Ceylon, she had kept her tastes and spent her time in the
saddle or on the tennis ground. Reading many novels, she professed, indeed,
to keep abreast of the current, with all its impatience of restraint, but lying in
her bath, she was uneasy. It had not been fair to put Tony on such strain as
that of last night. The closer she allowed him to come to her, short of the
contacts of love, the more she would be torturing him.
(John Galsworthy - Over the River)
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Exercise 4*
Consider the following texts. Translate them, paying attention to the way
symmetry is built through subordination:
1.
And by the Leem lived a lock-keeper. Who was may father. Who was a
phlegmatic yet sentimental man. Who told me, when I was even younger than
you, that there was no one walking the world who hadn’t once sucked…Who
was wounded at the third battle of Ypres. And had a brother killed in the same
battle. Who when asked about his memories of the War, would invariably
replay that he remembered nothing. Yet who when he was not asked would
sometimes recount bizarre anecdotes of those immemorial trenches and
mudscapes, as if speaking of things remote and fantastical in which his
involvement was purely speculative. (..) Who fell in love with one of the
nurses. Who came home from the war, a wounded soldier, and married the
nurse who nursed him back to health. A story-book romance. Who, delivered
from the holocaust, could scarcely believe that this enchanted chapter of
events was happening to him. Whose love was returned – with surprising
readiness.
2.
Could he be blamed, my grandfather, Ernest Richard Atkinson, for being a
renegade, a rebel? Could he be blamed for showing but scant interest in his
future prospect as head of the Atkinson Brewery and the Atkinson Water
Transport Company? Could he be blamed – having been sent by his father,
Arthur Atkinson M.P., to Emmanuel College, Cambridge, to receive the finest
education any Atkinson had so far received – for squandering the time in
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3.
But does merriment belong to him who gives it? Testimonies from those
times – amply confirmed by his last years, and by the photographs which I
still possess of my maternal grandfather (brooding brows, deep-set, glowering
eyes) – suggest that even in his restless youth Ernest Atkinson was a
melancholy, a moody man. That the flightiness of those early years was
merely pursued – as is so often the case – to combat inner gravity; that his
dabbling with socialist doctrines was not done solely to spite his father but
out of an inclination (true to his name) to take the world in earnest; that he
dedicated himself to the manufacture of merriment because despondency
urged him, and because – but this is mere speculation, mere history teachers
conjecture – he had learnt such dark things (what death-bed confessions
preceded old Arthur to the grave in 1904?) about his far-reaching progenitors
that he wished for nothing more than to be an honest and unambitious
purveyor of barrels of happiness.
4.
He described – I have in my possession a verbatim copy of this brave and
doomed speech – how it was conscience alone and no love of taking public
stances (heckles from rear) that had spurred him into the political field. How
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fear for the future had already soured his pleasure-giving role of brewer. How
he foresaw in the years ahead catastrophic consequences unless the present
mood of jingoism was curbed and the military poker-playing of the nations
halted. How civilisation (had Ernest inherited the prophetic gifts of Sarah? Or
was he, as many suspected and attested with nudges to their neighbours, just
plain drunk?) faced the greatest crisis of its history. How if no one took
steps… an inferno…
(Graham Swift – Waterworld)
5.
Unele lucruri sunt sortite să rămână veşnic neştiute, nu-i de ajuns să vrei
să le pătrunzi, trebuie să te vrea şi ele; uneori se întâmplă să nu afli singurul
adevăr pe care ar fi trebuit să-l cunoşti, ca rostul vieţii tale să fie altul.
Să fi ştiut de pildă Ion Constantinescu istoria adevărată a morţii tatălui
său. Cum lucra tata odinioară cu Gheorghe la un atelier mecanic.
Cum s-a îmbătat Gheorghe, omul care trage azi să moară şi l-a lovit pe
tatăl lor cu o rangă în cap.
Cum erau ei mici şi au rămas fără tată.
Cum s-a făcut o anchetă şi nimeni n-a spus un cuvânt despre Gheorghe,
ca să fie accident de muncă şi să primească maică-sa pensie, ca să-şi ridice
copiii şi să-l ţie pe el, Ion, la şcoală.
Cum a stat Gheorghe în sat, ştiindu-i tot satul fapta.
Cum a făcut el cincizeci de ani de închisoare la ţărani, fără să poată pleca
nicăieri. Cum l-au păzit cu toţii să-şi ispăşească vina acolo.
Cum a ajuns el, Ion, om mare, fără să cunoască nimic din toate acestea.
Cum a trăit el, satul, cu taina aceasta, ca să ajungă Ion om vestit.
Cum au tăcut ei, ca Ion să nu ducă povara unui secret atât de îngrozitor.
Cum a fost viaţa lui ca lacrima şi cum a fost a lor.
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Exercise 5
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7. Am început, fireşte, iar, să merg întins, căci dacă suferisem până să obţin
învoirea, acum păream scăpat ca dintr-o praştie şi nebunia revederii creştea în
mine ca un spasm, pe care nimic nu l-ar mai fi putut opri până la istovirea lui.
Ajuns încă dimineaţa în piaţă, simţeam că mi se dilată inima, căutând o
trasură pentru Câmpulung.
8. În clipa aceea am simţit că voi dezerta pentru trei zile, orice s-ar întâmpla
cu mine, ca să viu prin surprindere să văd ce face. I-am răspuns că nu ştiu, că
nu m-am gândit la asta. Adevărul e însă că mă gândisem. De multe ori
imaginam câte o bătălie şi mă vedeam conducându-mi plutonul cu o bravură
atât de extraordinară, încât toţi şefii mei să se entuziasmeze.
9. Dacă nemţii înaintau, mă puteau prinde fără luptă, căci e neîndoios că n-aş
fi fost în stare să mă apăr. De altminteri, nici nu mai aveam cui comanda, căci
nu aveam lângă mine decât şapte oameni. E o problemă, care şi în cealaltă
viaţă m-a obsedat mereu, încă din ultimul an de liceu : sunt inferior celorlalţi
de vârsta mea ?
10. De la o vreme oboseala îmi dă ca un val de nebunie. De trei zile şi trei
nopţi n-am dormit decât aseară, în şanţul şoselei două ore şsi azi după-masă
alte două. Acum picioarele nu mai găsesc nici măcar sprijin, în noroiul care
alunecă sub ele, de parcă am cauciuc la genunchi. Aş vrea să mă las jos, să
treacă peste mine bocancii camarazilor.
11. Dacă prin absurd nu se întâmplă nimic, şi dacă merg întins, aşa ca un
cadavru ambulant, singur în picioare în tot largul câmpului, fără să mă opresc
o clipă, orice s-ar întâmpla, sfertul de ceas trebuie să treacă. Dar nu trebuie să
mă opresc sub nici un cuvânt, şi nici să fiu atent la ce e in jurul meu ca să-mi
pierd curajul, şi să nu ameţesc, ca un acrobat, care nu trebuie să se uite în jos
12. A doua zi m-am mutat la hotel pentru saptamina pe care aveam s-o mai
petrec in permisie. I-am daruit nevesti-mi inca o suma ca aceea ceruta de ea la
Cimpulung si m-am interesat sa vad cu ce formalitate ii pot darui casele de la
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Constanta. I-am scris ca-i las absolute tot ce e in casa, de la obiecte de pret, la
carti... de la lucruri personale, la amintiri. Adica tot trecutul.
13. La un moment dat, Prunoiu incepu sa spuna cum se muncise la formarea
comitetului. Auzindu-l, Anghel se dadu mai aproape si se facu atent. In
curind, de uimire, nu mai pricepu nimic. Se asteptase ca Prunoiu sa nu
pomeneasca nimic despre organizatie. Nu numai ca pomeni tot timpul de
organizatie, dar si lauda Grozav pe Mitrica si pe Pascu. Numai de Anghel nu
pomeni nici un cuvint.
14. Ilie i-a povestit apoi ca acolo, la fata locului, a stat mult pe ginduri pina sa
le spuna prietenilor pe sleau ceea ce gindea. Ii venea greu, stia bine ca dupa
aceea ei au sa-l ocoleasca. Ii parea rau si de Gavrila, care era un om de treaba
si cu care se ajuta la nevoie. Greu era din partea asta, dar nu se mai putea,
trebuia sa le spuna.
15. Ilie se mira de purtarea curierului. Stan arata foarte ingrijorat de ce-o sa
pateasca Ilie ca nu venise mai dereme. Se vedea ca fusese el insusi luat la rost
ca nu-l adusese pina acum pe Ilie Barbu. Ii spuse sa mai astepte nitel, dar nu-i
spuse si de ce, ca si cind faptul ca tovarasul presedinte si Anghel se dusesera
sa stea la masa ar fi fost un secret pe care Ilie nu trebuia sa-l stie.
16. Ilie nu-l asculta. Se uita nemiscat la Iancu, cu mirare, cu un soi de ciudata
nedumerire. Nu semana deloc cu Iancu acela de-acum cincisprezece ani. Nici
macar cu cel de acum trei ani, de la proces, nu mai semana. Acum trei ani i se
uita in fata cu indrazneala. Acum isi ferea privirea, se uita in jos, parca i-ar fi
fost frica.
17. Lui Iancu ii era frica intr-adevar sa se uite la Ilie, dar nu pentru ceea ce-si
inchipuia acesta. Iancu se stapinea sa nu-i sara lui Ilie in git. Trebuise sa se
scoale la vederea lui si sa mai joace si o comedie. Uite, acum trebuia sa-i
raspunda lui Ghioceoaia :
- Ma, eu am venit sa va intreb, nu trebuie sa va suparati, spuse el cu un glas
ciudat, parca ar fi vorbit in vis.
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Exercise 6*
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Nadina VIŞAN
relief, a simplification, in that: liking him so much already for what he had
done, how could one have liked him any more for a perception which must at
the best have been vague?
2. It was necessary to Paul’s soreness to believe for the hour in the intensity of
his grievance – all the more cruel for its not being a legal one. It was
doubtless in the attitude of hugging this wrong that he descended the stairs
without taking leave of Miss Fancourt, who hadn’t been in view at the
moment he quitted the room. He was glad to get out into the honest dusky
unsophisticated night, to move fast, to take his way home on foot. He walked
a long time, going astray, paying no attention.
3. Winterbourne wondered whether she was seriously wounded, and for a
moment almost wished that her sense of injury might be such as to make it
becoming in him to attempt to reassure and comfort her. He had a pleasant
sense that she would be very approachable for consolatory purposes. He felt
then, for the instant, quite ready to sacrifice his aunt, conversationally; to
admit that she was a proud, rude woman, and to declare that they needn’t
mind her. But before he had time to commit himself to this perilous mixture
of galantry and impiety, the young lady, resuming her walk, gave an
exclamation.
4. It was impossible to regard her as a perfectly well-conducted young lady;
she was wanting in a certain indispensable delicacy. It would therefore
simplify matters greatly to be able to treat her as the object of one of those
sentiments which are called by romancers ‘lawless passions.’ That she should
seem to wish to get rid of him would help him to think more lightly of her and
to be able to think more lightly of her would make her much less perplexing.
But Daisy, on this occasion, continued to present herself as an inscrutable
combination of audacity and innocence.
5. He flattered himself on the following day that there was no smiling among
the servants when he, at least, asked for Mrs.Miller at her hotel. She was one
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of those American ladies who, while residing abroad, make a point, in their
own phrase, of studying European society; and she had on this occasion
collected several specimens of her diversely born fellow-mortals to serve, as it
were, as text book. Her daughter, on the other hand, was not a young lady to
wait to be spoken to. She rustled forward, in radiant loveliness, smiling and
chattering, making Paul stop and look at her.
6. When Daisy cane to take leave of Mrs.Walker, this lady conscientiously
repaired the weakness of which she had been guilty at the moment of the
young girl’s arrival. She turned her back straight upon Miss Miller and left
her to depart with what grace she might. Daisy turned very pale and looked at
her mother, but Mrs Miller was humbly unconscious of any violation of the
usual social forms. She appeared, indeed, to have felt an incongruous impulse
to draw attention to her own striking observance of them.
7. I preferred that crumbling things should be allowed to crumble at their ease.
My goddaughter was quite of my way of thinking; she had a high appreciation
of antiquity. Advising with me, often, as to projected changes, she was
sometimes more conservative even than I, and I more than once smiled at her
archaeological zeal, declaring that I believe she had married the Count
because he was like a statue of the Decadence. I had a constant invitation to
spend my days at the Villa, and my easel was always planted in one of the
garden-walks; so I finally grew to have a painter’s passion for the place.
8. He left me musing, uncomfortably, and wondering what the deuce he
meant. The Count certainly chose to make a mystery of the Juno, but this
seemed a natural incident of the first rapture of possession. I was willing to
wait for permission to approach her, and in the meantime I was glad to find
that there was a limit to his constitutional apathy. But as the days elapsed I
began to be conscious that his enjoyment was not communicative, but
strangely cold and shy and sombre. That he should admire a marble goddess
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was no reason for his despising mankind; yet he really seemed to be making
invidious comparisons between us.
9. H. was only half satisfied with this, for it was by no means definite to him
that Bohemians were also to be saved; if he could be sure perhaps he would
become one himself. Yet he never suspected Mr Vetch of being a govermental
agent, though E. Poupin had told him that there were a great many who
looked a good deal like that: not of course with any purpose of incriminating
the fiddler, whom he had trusted from the first and continued to trust. The
agent became a very familiar type to H, and, though he had never caught one
of the infamous brotherhood in the act there were plenty of persons to whom
he had no hesitation in attributing the character.
10. H. wondered what they were talking about, and perceived that it must be
something important, for the stranger was not a man who would take an
interest in anything else. H. was immensely struck with him, could see he was
remarkable, and felt slightly aggrieved that he should be a stranger: that is that
he should be apparently a familiar of Lisson and yet that M.Poupin should not
have thought his young friend from Lomax Place worthy up to this time to be
made acquainted with him. I know not to what degree the visitor in the other
chair discovered these reflections on H’s face.
11. The close logic of this speech and the quaint self-possession with which
the little bedridden speaker delivered it struck H. as amazing and confirmed
his idea that the brother and sister were a most extraordinary pair. It had a
terrible effect on poor Lady Aurora, by whom so stern a lesson from so
humble a quarter had evidently not been expected and who sought refuge
from her confusion in a series of pleading gasps, while Paul, with his
humorous density, which was deliberate, and acute too, not seeing, or at any
rate not heeding, that she had been sufficiently snubbed by his sister, inflicted
a fresh humiliation in saying: ‘Rosy’s right, it’s no use trying to buy yourself
off.’
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12. She got up quickly when Paul had ceased speaking; the movement
suggested she had taken offence and he would have liked to show her he
thought she had been rather roughly used. But she gave him no chance, not
glancing at him for a moment. Then he saw he was mistaken and that if she
had flushed considerably it was only with the excitement of pleasure, the
enjoyment of such original talk and of seeing her friends at last as free and
familiar as she wished them to be.
13. It may easily be believed that he criticized his inclination even while he
gave himself up to it, and that he often wondered he should find so much to
attract in a girl in whom he found so much to condemn. When he himself was
not letting his imagination wander among the haunts of the aristocracy and
stretching it in the shadow of the ancestral beech to read the last number of
some fashionable magazine, he was occupied with contemplations of a very
different kind: he was absorbed in the struggles of millions whose life flowed
in the same current as his and who, though they constantly excited his disgust
and made him shrink and turn away, had the power to chain his sympathy.
14. At his suggestion she had retracted the falsehoods with which she had
previously tried to put the boy off, and had made at last a confession which he
was satisfied to believe as complete as her knowledge. H. could never have
told you why the crisis had occurred on such a day, why his question had
broken out at that particular moment. The strangeness of the mater to himself
was that the germ of his curiosity should have developed so slowly; that the
haunting wonder which now, as he looked back, appeared to fill his whole
childhood, should only after so long an interval have crept up to the air.
15. His having the courage to disinter from The Times in the reading-room of
the British Museum a report of his mother’s trial for the murder of Lord
Purvis, which was very copious, the affair having been quite a cause celebre;
his resolution in sitting under that splendid dome and, with his head bent to
hide his hot eyes, going through every syllable of the ghastly record had been
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the fact that her present sympathies and curiosities might be a caprice wore in
her visitor’s eyes no sinister aspect.
19. H. didn’t mind, with the poor, going into questions of their state – it even
gave him at times a strange savage satisfaction; but he saw that in discussing
them with the rich the interest must inevitably be less: the rich couldn’t
consider poverty in the light of experience. Their mistakes and illusions, their
thinking they had got hold of the sensations of want and dirt when they hadn’t
at all, would always be more or less irritating. It came over H. that if he found
this deficient perspective in Lady Aurora’s deep conscientiousness it would
be a queer enough business when he should come to pretending to hold the
candle-stick for the princess.
20. One evening in November he had after discharging himself of a
considerable indebtedness to Pinnie still a sovereign in his pocket – a
sovereign that seemed to spin there under the equal breath of a dozen different
uses. He had come out for a walk with a vague intention of pushing as far as
Audley Court; and lurking within this nebulous design, on which the damp
breath of the streets, making objects seem that night particularly dim and
places particularly far, had blown a certain chill, was a sense of how nice it
would be to take something to Rose, who delighted in a sixpenny present and
to whom he hadn’t for some time rendered any such homage.
(Henry James – The Princess Casamassima)
Exercise 7*
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Exercise 8*:
Identify the non-finite forms in the texts below. State a) their type b) their
function c) what kind of logical subject they have. Can you identify any verbal
nouns in these texts?
a) At the same moment my stomach seemed to come sliding from
somewhere else. There was a soft awkward scraping at the end of the row
as six people rose hastily to let me out. I blundered by, slipped on some
steps, the terrible relentless sweet sound still gripping my shoulders with
its talons. I walked fast. I was definitely going to be sick.
b) I got up and got well away from her this time, walking quickly. I saw her
as a vision, her red and blue silk tulip dress spread by her legs, striding
like a Spartan maid, her shining blue feet twinkling, her arms held out.
And now again she made me stop in front of her shining figure.
c) When I saw her sitting there, I came straight out of the flat and closed the
door behind me and said, “Oh, Rachel, how marvellous to see you! I’m
just going to do some urgent shopping, would you like to walk along with
me?” I did not want to let her in but I was very glad to see her.
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Exercise 9*:
Choose the most correct answer. One or more solutions can be valid:
1. In the sentence I remembered to mention the problem to him but didn’t
have the time the interpretation of the infinitive is a) potential b) factual c)
future-oriented
2. The sentence Let there be an end to this misunderstanding exhibits an
instance of a) Accusative + Infinitive b) control construction c)
Nominative + Infinitive
3. Accusative + Infinitive are characterized by such grammatical phenomena
as a) topicalization b) reflexivization c) passivization
4. The sentence It is fun for Mary to prove this theorem exhibits an instance
of a) Accusative + Infinitive b) For-to construction c) extraposition
5. Participial constructions differ from gerundial ones in that they: a) have
aspectual features b) can be modifiers c) are fully verbal constructions
6. Gerunds are characterized by: a) extraposition b) combination with
particles and conjunctions c) the ability to fulfill a subject/object function
7. The sentence Bill shouted to me for the next recruit to be tall exhibits an
instance of a) obligatory Indirect Object control b) for-to infinitive c)
extraposition
8. The infinitive construction shares the following features with ‘that’
complements: a) extraposition b) topicalization from object position c)
passivisation
9. The sentence I bought a gun to kill rats with exhibits an instance of a)
relative infinitival clause b) complement infinitve c) pied piping
10. Verbal Nouns differ from gerunds in that they may exhibit: a) a possessive
determiner b) an ‘of’ phrase and an adjective c) an ‘of’ phrase and an
adverb
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Exercise 10*:
Consider the following texts; analyse ‘that’ clauses and ‘relative
complements’ in these texts:
1. Rosa could hardly think of anything she would not have given to know
Mischa Fox’s mind at the moment. What terrified her most was that she
found deep in her heart a strong wish, which was really alarming, that
Mischa might indeed want to reopen negotiations.
2. And then I ventured to add that, if they were poor, it was all the more
reason for them to let me rent them their rooms. I was confident they must
have had a second kitchen, where my servant, who is a wonderfully handy
fellow, could cook my meals.
3. I notified her that he had faults and peculiarities that made mamma’s life a
long worry and a martyrdom that she hid wonderfully from the world, but
that we saw and pitied. I said it wasn’t fair that we should let another
person marry him.
4. The old women spoke no English, and how much she was aware at all of
where she was and what was going on around her Rosa was unable to
decide.
5. I remember the quiver that took me when I perceived that the niece was in
the room. It almost exceeded my courage that I should be left alone with
so formidable a relic as the aunt. I felt sure it was a decisive moment of
my life.
(Iris Murdoch – The Flight from the Enchanter)
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Key To Chapter One Practice
KEY TO PRACTICE
Activity 2
1. Margaret was anxious to settle on a house before they left town to pay their
annual visit to Mrs. Munt.
Constituents: Margaret, was anxious, to settle, on a house, before they left
town, to pay their annual visit, to Mrs Munt
Some of these constituents are further decomposable: e.g. was anxious = was
+ anxious, etc.
How much, apart from his distress for parents, this would really hurt, he had
not yet been able to estimate.
Constituents: how much, apart form his distress for parents, this, would really
hurt, he, had not been able to estimate, yet
Some of the constituents are further decomposable: e.g.apart from his distress
= apart from, his, distress, etc.
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Activity 1
They like her a lot. – assertive/ Are you listening to me? – non-assertive,
interrogative, positive/ Aren’t you listening to me? – non-assertive,
interrogative, negative/ We didn’t come here just to talk. – non-assertive,
negative/ Come with me. – assertive/ Don’t do that. – non-assertive, negative.
/ If you like her, don’t bother her. – first clause is non-assertive, second clause
is non-assertive, negative/ She can’t wait to read that book. – assertive (can’t
wait = is eager to)./ She finally admitted, didn’t she? – assertive sentence +
tag question, which is not assertive./ Hasn’t she arrived? – non-assertive,
interrogative, negative/ If you like jazz, listen to this. – first clause is an if-
clause, and is non-assertive. Second clause is an imperative, it is assertive. /
She is more interesting than anyone I have ever seen. – comparison, non-
assertive/ It is odd that you should like Sartre so much. – it is odd requires to
be followed by a subjunctive, which context is non-assertive.
Activity 2
His observation is non-scientific and it is also irrelevant. – semantic negation/
Bill isn’t interested in syntax and his friends are not interested in syntax.-
syntactic negation for both clauses/ He disapproves of mothers going out to
work.- semantic negation/ He doesn’t approve of mothers going out to work.-
syntactic negation/ Nikita’s unpleasant face appeared on TV last Thursday
night.- semantic negation/ Nikita’s unpleasant face did not appear on TV last
Thursday night.- semantic negation + syntactic negation/ Nikita’s not very
unpleasant face did not appear on TV last Thursday. – first instance is not
really negative: double negation cancellation. The sentence is however
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Key To Chapter Two Practice
syntactically negated due to the negative word placed in front of the verb. /
Nikita’s not very unpleasant face appeared on TV last Thursday. –double
negation cancellation.
Activity 3
She was not without grace or beauty./ When he learned the news, he was
hardly pleased./ Not long ago, everybody used to travel by coach./ He needed
not a little skill to solve that problem./ She doesn’t have a special preference
for John. / She does like John, but not more than she does others. / He wasn’t
unusually bright./ He was exceptionally cunning./ He was smart enough, but
nothing out of the ordinary./ Hardly interested in the conference, Mr Jones
stood up and left the hall./ Mr Jones was not interested in the talk in the
conference room at all. / Not really convinced by what the had heard, the two
brothers dared to protest./ They weren’t really confused, only irresolute./ I
must admit that this colour suits me to perfection./ He firmly denied any
connection with the murder committed the previous night./ He was not a little
surprised to see how well the two got on with each other.
Activity 4
They did not tell Susan the truth about Jim. – they told the truth to somebody
else./ Susan did not get married to Jim - but to someone else. / I don’t like her
very much. – I like somebody else. / We don’t come here often – we visit
some other place. / Susan was not bitten by a dog – someone else was. / She
does not hate animals. – someone hates animals, but it isn’t Susan. / They
didn’t leave. – someone did that, but it wasn’t them.
Activity 5
I don’t know much about him, not even this thing. / I can hardly understand
what they are saying, not even when it’s quiet around. / You have never met
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her, not even when you were very young. / I haven’t ever seen such a thing,
not even in my dreams. / Should they not have told her the truth, not even part
of it? / Not infrequently, they go skiing in the mountains, *not even at
weekends / In no time he was able to solve the problem, * not even this week /
At no time was he able to solve the problem, not even this week / Not always
a witty interlocutor, Jim felt rather at a loss for words, *did he?/ They caused
us no problems, did they? / No problems were caused after all, were they? /
This boy is no good, is he? / Few of them stayed behind, did they? / A few of
them stayed behind, *did they?
Activity 6
They didn’t send many students abroad. – negative insertion (contraction)/ I
showed him nothing.- negative incorporation / Not many women are famous
opera composers.- negative attraction / Not a word fell from her lips.-
negative attraction / She said not a word when I spoke to her. – negative
attraction / It didn’t take him a minute to tell her the secret.- negative insertion
(contraction) / Not a minute did it take him to tell her the secret.- negative
attraction (+ emphasis) / No one ever listens to her.- negative incorporation /
None of them liked house music.- negative incorporation / Not one of them
came to meet her.- negative attraction/ They didn’t come to meet her.-
negative insertion (contraction) / I saw nobody.- negative incorporation / I
didn’t see anybody.- negative insertion (contraction)/ They never went there.-
negative incorporation/ They didn’t ever tell her what bothered them. –
negative insertion (contraction)/ He should not be released. – negative
insertion.
Activity 7
I can barely look him in the eye. – I cannot look him in the eye. I could hardly
wait to hear the news. – I couldn’t wait to hear the news. / This is hardly the
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Key To Chapter Two Practice
time to buy yourself a new fur coat. – This is not the time … / I scarcely ever
see her. – I never see her. / Hardly anybody liked him. – Almost nobody liked
him. / You’ve eaten hardly anything. – You haven’t eaten a thing. / I seldom
look at her like that. – I don’t often look at her like that. / Few people came to
see her. – Not many people came to see her. / You can hardly blame me for
your mistakes. – You cannot possibly blame me for your mistakes. / I hardly
ever look at those paintings. – I almost never look at those paintings.
Activity 8
I shall never, never trust a man again.- Never shall I trust a man again. / One
can have peace in life only by avoiding them altogether. – Only by avoiding
them altogether can one have peace in life. / A truer word has seldom been
spoken! – Seldom has a truer word been spoken! / This nation scarcely ever in
the past faced so great a danger. – Scarcely did this nation face so great a
danger in the past. / There is rarely an opportunity for us to serve the
community in this way. – Rarely is there an opportunity for us to serve the
community in this way./ Nothing like that ever happened in our street
before.- Never before did anything like that happen in our street./ We seldom
receive such generous praise. – Seldom do we receive such generous praise. /
Ann gave him the use of her flat and lent him a car as well. – Not only did
Ann give him the use of her flat, but she also lent him a car./ She had no idea
he was a man on the run from the police.- Little did she know that he was a
man on the run from the police./ We never thought he was that sort of fellow.
– Never did we think that he was that sort of fellow./ We little suspected when
we started our holiday that it would be like this. –Little did we suspect that it
would be like this, when we started our holiday. / You rarely see such an
outstanding bargain. – Rarely do you see such an outstanding bargain. / You
shouldn’t wander away from the path under any circumstances. – Under no
circumstances should you wander away from the path. / I didn’t leave the
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Nadina VIŞAN
office at any time. –At no time did we leave the office. / You must on no
account touch this machinery. – On no account must you touch this
machinery. / She could rely on nobody but him. – Only on this man could she
rely. / We not only ran into the fog but it began to rain. – Hardly had we run
into the fog when it began to rain. / The keys couldn’t be found anywhere. –
Nowhere could the keys be found.
Activity 9
John claims that Susan doesn’t trust him. –John doesn’t claim that Susan
trusts him / I suppose she doesn’t care, does she? – I don’t suppose she cares,
does she?/ It’s likely that he won’t help her. – It isn’t likely that he will help
her./ I expect he won’t come here again. – I don’t expect he will come here
again./ I thought I didn’t have to do it myself. – I didn’t think I had to do it
myself. / They believe she does not like them. – They don’t believe she likes
them./ They suggested that she should not meet Jim. – They didn’t suggest
that she should meet Jim. / He reckoned he would not win her over. – He
didn’t reckon he would win her over.
Activity 10
We have already had some snow this winter. – We haven’t had any snow this
winter yet. / They say he once had someone very close. – They say he never
had anyone very close. / Come on, you can still do something about it. –
Come on, you can’t do anything about it any more. / We will see them again
somewhere sometime. – We won’t see them again anywhere anytime./ We
were somehow surprised by that sudden appearance. – We weren’t surprised
by that sudden appearance at all./ Well, I hope he’s somewhat wiser now. –
Well I hope he isn’t any wiser./ I somewhat like his proposal.- I don’t like his
proposal at all. / I think I can help him (to) some (extent). – I don’t think I can
help him to any extent. / Don’t worry, it will stop hurting before tomorrow. –
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Key To Chapter Two Practice
It won’t stop hurting until tomorrow./ Susan got a passing grade in English
and her friend did, too. – Susan didn’t get a passing grade in English and her
friend didn’t, either. / Alice doesn’t live here any longer/ more. –Alice still
lives here. / I don’t feel any better for having had a holiday. – I feel much
better for having had a holiday. / Well, I’m afraid her husband was never any
good. – Well her husband has always been a good person. / You needn’t send
her anything. – You should send her something. / She hardly ever comes here.
– She almost always comes here. /This experiment has revealed something of
importance already. – This experiment hasn’t revealed anything of importance
yet./ Bob is still living at that address. – Bob is no longer living at that address
(is not living at that address any more)/ I can understand both of these
sentences. – I can’t understand either of these sentences./ I can understand all
of these ten English words. – I can’t understand any of these ten English
words. / Hundreds of students can find somewhere comfortable to live –
Hundreds of students cannot find anywhere comfortable to live./ Some of the
questions on this test he knew how to answer. – He didn’t know how to
answer any of the questions on this test./ Peter knows some English and so
does John.- Peter doesn’t know any English and neither does John (and John
doesn’t, either)/ Both John and Peter have pretty wives. – Neither John nor
Peter have pretty wives./ Daddy drinks a lot of coffee as he always has. –
Daddy doesn’t drink much coffee and he never has./ I nearly always have to
clean it myself. – I hardly ever have to clean it myself. (I almost never have to
clean it myself)/ Almost everyone of them did well on that exam. – Hardly
anyone of them did well on that exam. / You must pay that fine. – You
needn’t (don’t have to) pay that fine. / You must be telling lies. – You can’t
be telling lies.
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Activity 11
Ion isn’t very smart, in fact I don’t know a single person in that family who is.
/ He can’t have done a thing like that. He isn’t that smart./ I don’t know a
thing about her, I haven’t seen her in years. / Please, give me a hand, I want to
lift this stone but it won’t budge./ They say this Ph.D. has never studied
anywhere./ Nobody told us a thing, to any of us./ I’m sure Mark didn’t stir a
finger to make that phonecall. / Jim is so brave. He didn’t move a muscle. He
didn’t even flinch when the doctor dressed his wound./ You look so tired
today. It’s no wonder, I didn’t sleep a wink all night./ Would you like a glass
of wine? No thanks, ever since I got this ulcer, I haven’t touched a drop
before dinner./ You took his leaving you very hard. Oh, I don’t give a damn if
he comes back or not./ The police didn't leave a stone unturned in search for
the murderer./ It was clear that something awful had taken place, but she
couldn’t remember a thing and couldn’t say a word./ I don’t know why she’s
crying, I haven’t done anything, I haven’t laid a finger on her!/ He was the
only one who could have helped them, but he didn’t lift a finger to save them./
He was a tough man, he didn’t move a muscle when he heard about his son’s
death./ He’s a happy man. He doesn’t have a red cent in his pocket. / Don’t go
on believing him. His opinion isn’t worth a cent. / The scene was so funny
that he couldn’t help laughing. / I’ll be damned if I ever talk to him again./
Have they rung the bell? No, not yet.
Activity 12
Nu-i nimic mai rau pe lume decit un prost batrin. / Nu chema necazul asupra-
ti./ Nu spune nu niciodata./ Nimeni nu-i destept tot timpul./ Zis si facut./
Norocul la noroc trage./ N-o sa faca prea multi purici pe-aici./ Ca sa nu o mai
lungesc, e un magar./ Am avut un car de necazuri./ E un baiat de zahar./ N-
avem nevoie de mina de lucru./ Intrarea oprita/ Accesul interzis./ Astia nu stiu
niciodata pe ce lume sunt./ N-are nici cap nici coada./ Nimic de facut./
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Key To Chapter Two Practice
Activity 13
a) deny – negative meaning of the verb makes its complement non-assertive
b) hate - negative meaning of the verb makes its complement non-assertive
c) reluctant - negative meaning of the verb makes its complement non-
assertive
d) wrong/ unwilling/ unable - negative meaning of the verb makes its
complement non-assertive e) cutest – comparison is a non-assertive context
since only a personal opionion is expressed and nothing is in fact asserted.
Activity 14*
• There’s a great danger: you might degenerate and get to see life in a
different light. / He was afraid he might leave earlier and forget his
suitcase at home./ I sit and watch the building so there is no fire on the
ground floor. / You have to take care that nothing bad will happen./ He
didn’t come home earlier because he didn’t know whether he would want
to eat out.
• Only when I found myself knocking at the Magureanus’ gate, feebly,
slowly, without too much determination, did the proportions of the
adventure I was in start to brutally expand in my mind. I hadn’t really
expected miracles, I didn’t believe I would get anything from Carol, but I
really hadn’t thought I would be treated roughly, thrown out.
• Anyway I didn’t really fancy the fact that they kept their distance, for I
thought this threatening. We had nothing in common, no memory, no
story, nothing; I had never had the opportunity to prove, one way or
another, that I was a decent man, with the same needs they had.
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• With none of these persons was NS on very good terms, which meant that
they didn’t really talk or greet each other.
• Not for a moment had I thought that, by coming here to the monastery, I
might need a tuxedo in my suitcase. In fact I didn’t really want to go that
party.
• It wasn’t daybreak yet and the appointed place was teeming with people.
It was so packed with people that you could hardly move, so the old man
and the kids had trouble finding a spot wherefrom they could watch.
Hardly had they sat down when they heard a flute.
• It was my turn to say something, but I didn’t remember where I was so I
had to admit my confusion: “I really don’t understand a thing from this
case; your story, or the bits I got from it seem to be beyond my
comprehension…I think it anachronical, to say the least, a leftover fom
other times…” “Well, I’d be so happy if it were so. Unfortunately, I find it
hard to understand where you are at”, he immediately answered me
patronizingly. “The world is something completely different from what
you imagine it to be. It’s not made up of theories and the like, it’s not
words, but facts, things you do any moment, good, bad, clear or
confusing, that’s what the world is about. We have to judge it as it is, not
as we would like it to be or some other way. Your judgement is false, I
have had the occasion/ plenty of opportunities to see that…
• After all that morning excitement, when he hadn’t been able to repeat the
invitation but hadn’t seemed to give up the idea that I would join him on
his trip to B., Radu had calmed down, he was sitting beside me, on the
front seat, watching the dull landscape on the bank of the river almost
indifferently.
• I can’t really tell what it was that I said last night, or if you understood
what I meant. I was sleepy and tired, let alone irritable. You really made
me mad, I admit, and then I suddenly thought about those friends, the only
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ones I had, and I acted on a whim and went for a walk with them, just to
please myself. I also wanted to tell you that you feel right only after you
pay your debts, no matter how huge they are. Look, we are leaving, soon
we’ll be in town, and if you like, you can go to Ursu’s, although I don’t
really believe you will… you would have asked me about it otherwise.
Anyway, it’s your problem, keep your conscience clean: you have one,
it’s yours, you do as you think fit, keep it squeaky clean, as Baciu would
have us be, I won’t interfere. But I was just wondering, as I was travelling
in the same compartment with that old dog. This question is not really
about you although it suits this situation: could it be that behind all this
big conscience of yours, behind these big, precious words, fear might be
hiding, and an inability to act, and even indolence? You used to say that I
was hiding behind a gun and my fists. But what about you and Melania,
did you ever step up front, to fight, or you are lying hidden, too? A gun is
power, it solves troubles, clears your way, makes highways out of bumpy
roads… For even if you didn’t pull the trigger to really shoot somebody,
your opponent would fear you and with good reason. Without weapons
there’s no way you could be in control, or call the respect of others.
• So, what would have dad made out of it? How could I have explained to
him all this, me, a man incapable of explaining the smallest thing, me,
who had never managed to say a convincing yes or no up to that moment?
I didn’t want to lie to him, but I didn’t want to lie to myself, either, so I
had resigned myself to waiting for him to get tired or change the subject,
although it was a difficult thing to do, because Iuliu kept taunting him for
his own pleasure. He would fire away these stupid questions or slyly
remind him that I hadn’t answered his own question yet.
• What unspeakable injustice: hardly have you got born, hardly have you
got your bearings in this world when you are supposed to die.
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• Father Mitrea told me later that he was so reluctant to know where I was
that he didn’t even open the envelope and, as soon as he delivered it, he
went home and didn’t stop drinking for two days . The surprised villagers
put it down to problems with his wife, or some other woman, but they
gradually got used to it. The villagers were not very religious, they had
had their share of misfortune and this had made them forgiving: small
things, even adultery or fights were no longer a matter of general interest.
• I turned my eyes from the old man’s face, firmly determined not to answer
immediately. But it was not because I had no answer to give, but for the
simple reason that I hadn’t managed to find any logic in his questions.
Activity 15*:
a) Not many people came to dinner- Negative attraction
b) 1. She won’t be able to come back home before tomorrow.- incorrect,
because before is a positive polarity item 2. She will be able to come back
home before tomorrow. - correct 3. She won’t be able to come back home
until tomorrow. - correct
c) She didn’t have a red cent in her pocket - Syntactic negation
d) I have ordered the pizzas but none of them 1. has yet arrived -correct 2.
have arrived yet – the agreement is wrong, the sentence is incorrect 3. has not
arrived yet – double negation, incorrect sentence
e) It isn’t likely that he will lift a finger to help her, will he?- Negative
raising (transportation)
f)1. She doesn’t admire Susan or Jane nor Mimi. – incorrect, correlatives are
mixed 2. She admires neither Susan nor Jane nor Mimi. -correct 3. She
admires neither Susan nor Jane.- correct
g)No one has found a solution to any of these problems - Negative
incorporation
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Activity 16*:
a)Sympathy was the last thing (API) she wanted. She didn’t have the faintest
(NPI) clue as to what she would do about herself. One thing she knew: she
couldn’t do without (NPI) Jim and, yet, she couldn’t marry him, either (NPI).
(Iris Murdoch – The Black Prince, slightly adapted)
Ultimul lucru pe care şi-l dorea era să fie compătimită. N-avea nici cea mai
mică idee cum să procedeze în cazul ei. Dar ştia un lucru: nu putea trăi fără
Jim şi nici nu se putea căsători cu el.
b) But it was rather (API) late. Charlotte was no use (NPI) to anybody (NPI)
any more (NPI). She could hardly (NPI) move and so she didn’t stir. Her
stillness, her lack of motion would have to do (API); she couldn’t be more
right (NPI) about it. No one should know to what torture she was subjected.
(ibid.)
Însă era cam târziu. Charlotte nu mai era de folos nimănui. Nu putea să se
mişte, astfel că nici nu se mişcă. Vor trebui să se mulţumească cu imobilitatea
ei, incapacitatea ei de a se mişca. Ştia că are dreptate. Nimeni nu va şti însă la
ce tortură era supusă.
c) He felt no spring (NPI) of interest in her, which meant that he almost felt
resentment at seeing her now. His spirit was too tired, too troubled, not happy
at all (NPI). He could not at this moment lift a finger (NPI) for anybody
(NPI), much less ((NPI) for her. (ibid.)
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d) I would not give in one bit (NPI). I would make not the tiniest(NPI) haste
nor hint at the faintest (NPI) urgency nor by any (NPI) slightest (NPI) gesture
depart from what I once was. (ibid.)
Nu voiam deloc să cedez. Nu aveam de gând să mă grăbesc nici un pic sau să
fac vreo aluzie cât de mica la faptul că ar trebui cumva să ne grabim şi nici
prin cel mai mic gest să mă îndepărtez de la ceea ce fusesem cândva.
e) At length, and not a little unsteadily, he made his way to the screen; there
wasn’t a soul around (NPI) and still, his heart was beating fast. (Salman
Rushdie, The Satanic Verses, slightly adapted)
În cele din urmă, şi destul de hotărât, se îndreptă spre paravan. Nu era nici
picior de om în jur şi totuşi, inima îi batea năvalnic.
f) The women inside were entirely unimpressed by these devotions, and gave
no encouragement whatsoever (NPI) to the suitors at their barred gates. (ibid.)
Femeile din casp nu erau deloc impresionate de gesturile lor de devotament şi
nu încurajau câtuşi de puţin peţitorii din faţa porţilor ferecate.
g) He saw that she hadn’t aged so much (NPI) as a day since he last saw her;
if anything (NPI), she looked younger than ever (NPI), which gave credence
to the rumours which suggested that her witchcraft had persuaded time to run
backwards for her within the confines of her tower room. (ibid.)
Îşi dădea seama că nu îmbătrânise prea tare de când n-o mai văzuse. Ba
dimpotrivă, arăta mai tânără ca oricând, ceea ce susţinea zvonurile cum că,
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Key To Chapter Two Practice
h) C. told himself that what all this sex-talk revealed was the weakness of
their so-called ‘grand passion’ because there was nothing else about it that
was any (NPI) good; there was simply (NPI) no other aspect of their
togetherness to rhapsodize about. (ibid.)
C. îşi spuse că toată discuţia asta despre sex nu dezvăluia decât punctele slabe
ale aşa zisei lor ‘mari pasiuni’ întrucât nu exista nimic altceva în ea care să fie
pozitiv în afară de acest lucru. Pur şi simplu nu se găsea nici un alt aspect al
apropierii lor despre care să fii în al nouălea cer.
i) What did C. care if the school were willing to treat him, on any (NPI) visits
he cared to make, as a visiting Head of State? That sort of thing appealed to
C’s vanity, but his father would have none of it (NPI). The point was, the
school wasn’t budging (NPI); the gift was useless, and probably an
administrative headache as well. He wrote to his father refusing the offer. It
was the last time his father tried to give him anything (NPI). Home receded
from the prodigal son.
Ce-i pasă lui C. că şcoala voia să îl trateze pe el, sau orice vizite ar fi făcut, ca
pe un preşedinte de stat? Acest gen de comportament îi gâdilau vanitatea, însă
tatăl său nici nu voia să audă aşa ceva. Problema era însă aceea că şcoala nu
făcea nici o mişcare. Darul respectiv era de fapt inutil şi probabil o pacoste
administrativă. Îi scrise tatălui său şi refuză oferta. Aceasta fu ultima dată că
tatăl său încercă să-i dea ceva. Căminul primitor îşi inchise porţile pentru fiul
rătăcitor.
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Activity 1
Where are you Bill?/ Who do you love best? Mother or father?/ Did he go
home or is he still there?/ When did you get married? / How did you get here
so quickly?/ How much did the new skirt cost?/ Why can’t they be happy with
the money they make?
Activity 2
What is going on? – direct question, correct/ What have you been up to? –
direct question, correct/ I wonder what have you two been up to? – indirect
question, incorrect due to subject auxiliary inversion/ I wonder what is going
on. – indirect question, correct/ I wonder: what is going on? – direct question
since there is no real subordination, correct/ I wonder: what have you been up
to? direct question since there is no real subordination, correct/ I wonder what
you two have been up to – indirect question, correct/ I don’t know whom she
fancies – indirect question, correct/ Who does she fancy? – direct question,
correct/ I don’t know who does she fancy. - indirect question, incorrect due to
subject auxiliary inversion/ Who is she? – direct question, correct/ I don’t
know who is she – indirect question, correct since who is the subject in this
sentence and there is no subject auxiliary inversion, as required/ I don’t know
who she is – indirect question, correct: in this case who is the predicative and
she is the subject/ He asked me who she is – indirect question, incorrect
because the sequence of tenses is not observed/ He asked me who she was –
indirect question, correct/ He asked me: who is she? – direct question since
there is no real subordination, correct.
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Key To Chapter Three Practice
Activity 3
a) And, to make her story clear, she gives him details about what kind of
body she has, what sort of colouring she has, what sort of gait, and how
she walks when she knows men are looking.
b) It wouldn’t be fair for him to state his opinion about romantic love and
about what women are like since his experience is very limited.
c) You know what, the woman says at a certain point, I’m going to give you
my name and address. I’ll remember your name and address. For I don’t
know how long we will be able to talk.
d) The man tells her a name and an address. The woman tells him what her
name is and where she lives, or better said, where she used to live before
she was arrested.
Activity 4
(Any) trouble?/ Like my new TV set?/ Want me to come along?/ What?/ Join
us?/ Have dinner with me?/ Heard from her lately?/ Any bad news?/ Any mail
for me today? / What for?
Activity 5
1. Did you pick up the children from school? – yes/no question
2. Will you lend me some money? – yes/no question
3. Which do you like best? – wh- question
4. Who did you talk to last night? – wh- question
5. Have you heard from her these days? – yes/no question
6. What time do shops close today? – wh- question
7. Can you keep a secret? – yes/no question
8. When did the accident happen? – wh- question
9. How long did you wait for me? – wh- question
10. What have you been doing lately? – wh- question
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Activity 6
1. Your mother is shouting for you. Didn’t you hear her?/ Yes, I did, but I
want to play basketball a little longer.
2. You’ve been learning German for years, aren’t you able to speak yet?/
Yes, I am, but I’m too shy to try in front of strangers.
3. What a lovely hairdo! Won’t you tell me who does it for you?/ No,
because you always copy everything I do!
4. Why aren’t you coming to the party? Don’t you feel like getting out?/
Yes, but I’ve got to babysit tonight.
5. You look down, didn’t you enjoy the film?/ No, I did not. It was the kind
of film that really depresses me.
6. She had her tenants evicted. Wasn’t that a mean thing to do? / Yes, it was.
She’s got a reputation for being heartless.
7. That was a rather tactless thing to say. Didn’t you realize she was Ann’s
sister?/ No, I didn’t. You could have mentioned it earlier.
8. There was a terrible car crash. Didn’t you see it on the news?/ No, I
didn’t. I didn’t get home until late last night.
9. It’s past your bedtime. Aren’t you in bed by now?/ No, I’m allowed to
stay up late at the weekend.
Activity 7
What company does Peter work for?/ How many cars does Sara own?/ What
does she look like?/ What’s the time?/ How often do you have French
lessons?/ Where exactly did you go on holiday?/ How many students are there
in my class?/ Why wasn’t I at work today?/ Whose car was stolen?/ Who
wrote ‘King Lear’?/ How long did we live here?/ How much did my new car
cost?/ What did Kay go out for?/ Who did Shirley get married to?/ Whose pen
is that?/ Where does she live?/ What did she drop?
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Key To Chapter Three Practice
Activity 8
How did I feel about the company of Rosalie?/ What was I glad for?/ What
sort of buildings are demolished?/ Where must I constantly shift?/ What am I
trying to find?/ What is there left to anchor me?/ Who is it that my soul
anchors?/ What places do I often visit?/ What would I never give up?/ Whose
death would I accept?/ For how long haven’t I been able to do that?
Activity 9
Whoever opened my letter? – subject/ Which toys did he buy? – attribute/
Whose card is this? – attribute/ How large did he build his boat? – Adverbial
of manner, degree word/ When do you meet Susan? – Adverbial of time/
How long did that last? - Adverbial of manner, degree word/ Where shall I
put these? – Adverbial of place/ Why are doing this? – Adverbial of reason/
How did you solve the problem? – Adverbial of manner/ What job does he
have? – Attribute/ Who did he turn to be? – Predicative
Activity 10
1. mind 2. it 3. use 4. not 5. have 6. stay 7. be 8. Anne 9. it 10. did 11. be 12.
to 13. not 14. it 15. go 16. to 17. this 18. be 19. not 20. time 21. to 22. not 23.
did 24. it 25. it
Activity 11
A. For years, sometimes desperately, I did nothing but try to bury the traces of
pain deep inside me, I tried to mend my deformities, to face my fears, my
childish anxieties. Nothing new so far, but I feel somehow lost; I am involved
in this story but it is with my heart, not my mind. So, will I be able to go back
to whatever feelings I had before this incident? Or am I only interested in
gathering a file on a troubled germ-filled universe, a tough merciless world?
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What good would that do? Those that are coming after us have tens of
centuries of history behind them and so do those that are leaving or those that
used to be. Since they didn’t benefit from other people’s experience, either,
why gather data for this file after all? And who can judge us, if there is such a
person? There always will be stages of evolution, and the stupid, the idle, the
cowardly, the mediocre will always make a majority and take care to abolish
any new idea that they wouldn’t comprehend. Or they would postpone it
indefinitely, at best. Then what? Should I argue for this idea of mine that men
are on the brink of a new evolutionary leap? But file or no file, I still have this
certainty. Something is bound to happen (…) Maybe I am on the verge of
finding my own path and I am naively dreaming to change the world as I am
changing. A new path – what sort of path in fact? I have a chance to change,
to turn over a new leaf, no matter the risk. ‘The risk?’ That is too mild a word.
I mean failure, the failure I have tasted so many times.
B. There is only one thing I can remember from the whole story: I was
standing in the department room, right in front of the headmaster’s desk,
blinded by a huge desk lamp: “Where were you? What did you do until
midnight? Who did you meet? Confess, or we’ll tell you what to confess!” I
couldn’t see the man because of the blinding light, I could only guess where
he was. “Come on, speak!” he would shout. “Look me in the eye and tell me
if you are man enough. Who did you meet?” The light made me dizzy, I felt I
couldn’t budge because of the sweat. “You were in the park last night. Who
did you meet, who is your contact? And to what purpose?”
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Key To Chapter Three Practice
Activity 12
You have got enough money, don’t you?/ Surely you have enough money,
don’t you?/ He will be on time, won’t he?/ There is enough food for everyone,
isn’t there?/ She used to talk a lot, didn’t she?/ Everyone felt happy about it,
didn’t they?/ I am dressed smartly enough, aren’t I?/ That’s your car over
there, isn’t it?/ You will pick me up, after all, won’t you?/ You will pick me
up at seven, won’t you?/ Let’s eat dinner now, shall we?/ Don’t leave without
me, will you?/ Be a nice girl and bring me that stick, will you?/ You have
been invited, haven’t you?/ There are a lot of cars on that street, aren’t there?/
She left an hour ago, didn’t she?/ He hates his wife, doesn’t he?/ He simply
hates empty words, doesn’t he?/ That was your father, wasn’t he?/ Tell me,…,
will you?/ Let me know,…, will you?/ Ann can’t speak French, can she?/ She
has a brother, doesn’t she?/ I am older than you, aren’t I?/ I must go now,
mustn’t I?/ I may not see you tomorrow, will I?/ You ought not to smoke,
ought you?/ The boy never watched his sister, did he?/ The boy often watched
his sister, didn’t he?/ He hasn’t any money in his pockets, does he?/ He had
his tooth filled two weeks ago, didn’t he?/ He has to marry Susan, doesn’t
he?/ There are sure to be two books in that drawer, aren’t there?/ There
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happened to be a spare seat in the back of the room, wasn’t there?/ Few
people like her, do they?/ A few people like her, don’t they?/ Each of us is
staying, aren’t we?/ I don’t think you like my music, do you?/ I think you like
my music, don’t you?/ They said he liked music, didn’t they?
Activity 13
1. reversed polarity tag/ constant polarity tag - disagreement on the part of
the speaker/ negative interrogative/ interrogative
2. negative interrogative/ exclamative/ exclamative + reversed polarity tag –
asks for the interlocutor’s approval/ interrogative + emphatic tag – the
meaning is similar with the previous sentence, but the register is more
informal
3. negative interrogative/ declarative/ interrogative/ negative interrogative/
interrogative – negative interrogatives have a similar meaning with
interrogatives with a reversed polarity tag
4. same as 3
5. interrogative + constant polarity tag – disbelief on the part of the speaker/
negative interrogative – it has a similar meaning with the previous
sentence but it is less emphatic/ negative interrogative + subject auxiliary
inversion –the speaker has some doubts about whether his interlocutor
enjoyed his talk – less emphatic as the first two/ interrogative – no
disbelief on the part of the speaker, the speaker only tries to find out
whether the interlocutor liked the talk, no emphasis
Activity 14
We’d better stop work soon, shall we?/ I’m right about this, aren’t I?/ You’d
rather stay in bed than get up early, wouldn’t you?/ Anyone can apply for a
scholarship, can’t they?/ If we don’t get a move on, there won’t be much time
left, shall we?/ Let’s have a rest, shall we?/ Nobody anticipated what would
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Key To Chapter Three Practice
happen, did they?/ Do try to relax, will you?/ He never used to study so hard,
did he?/ They ought to work much harder, oughtn’t they?
We’d better not stop work too soon, shall we?/ I’m not right about this, am I?/
You’d rather not stay in bed up early, would you?/ No one can apply for a
scholarship, can they? (or: Not anyone can apply for a scholarship, can they?)
Activity 15
Experts are finding new ways of using the computers all the time./ New uses
of the computers are being found all the time, aren’t they?/ New uses of the
computers aren’t found all the time, are they?
One day robots and computers will do all our work for us./ All our work for
us will be done by robots and computers one day, won’t it?/ Not all our work
will be done by robots and computers, will it?
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Activity 16
She dyed herself WHAT?/ WHAT do I think I’ve found?/ I’ve found WHAT
in my soup?/ WHAT are we looking for?/ We are looking for WHAT?!/
WHAT is he interested in?/ He is interested in WHAT?
Activity 17
1. I didn’t know where she was leading me to, but I could tell her talking had
a clear purpose: after she had kept silent on the subjects I was really interested
in for such a long time, now she was chatty. During what period had she been
a student?… Had she really graduated from school? How had she chosen to
become a cashier and why in Oraca, of all places? Who were her parents? Had
she been married? (no, she didn’t wear a ring, but…) Who had she been
seeing all those years when Ion Micu and I had been regular customers of that
pub? Had she come to that pub often? Who with? And how was she jealous of
the two of us? She managed to somehow nip in the bud my own desire of
asking her these questions by her talkativeness and by the way in which she
didn’t communicate anything through these wordy, secretly humorous
confessions… ‘What?’ she seemed to be saying, ‘aren’t my stories funny?’
Well, yes, they were.
2. “Now, Fenia, do you really think that this vixen, Vica, daughter of Andrei
Mortu and the slut of our village, do you honestly think she hasn’t kept
contact with her thief of a father? Fenia, keep Condrat away from her, for she
has a knack of making honest men lose their head with her sinful love-
making: look at Petre Litra, Stavre Paici, Chizlinski, Luca Horobet, all god-
fearing husbands and fathers. She has an eye for gentle men, the bitch, she
likes to entrance them, to make them lust after her. Do you think it a
coincidence that Condrat let her join his fishing crew last autumn? Keep him
away from her, Fenia, you are in enough trouble as it is, and then what do you
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Key To Chapter Three Practice
think Vica wants? She figures she’d better catch him now, when he hasn’t
been taken to the army yet.”(…)
And where do you think Vica landed? In Babadag! Big city, with a railway
station and a mosque. And how do you think she landed there? In red and
yellow, ankle-long flowered calico, her hair pinned with blue combs. Her feet
were shod in round-buckled white velvet sandals – she was now above
walking barefoot, the slut! And whose head do you think she turned? None
other than the mullah, the minister of Tartars and Turks. He got him out of his
mosque. The mullah, a seventy-eight year old lad, as pure as freshly
whitewashed walls on Easter. The folk from Babadag – city-bred fine people
that they were – pretended to hear or see nothing – for his sake.
3. So that’s why you were so self-confident! That’s why you let the summer
exam session pass and kept doing that simple hard work which she couldn’t
understand why you were so keen on? That’s why you let her visit you every
other week? While all this time she figured you had given up college
completely. How could anyone be so sure to pass an entrance exam in autumn
when she for one was beside herself with worry even for a yearly ordinary
exam? And is this why you kept casting patronizing smiles up there on the
train and kept prompting that guy to talk; after all he would have gone back to
C and would have looked for Hertha, what’s her name, and would have
broken Mr G’s jaw, whom you kept cursing even if you didn’t know him at
all? And then you had this brilliant idea. You said: “Doesn’t this guy, G, have
a girlfriend, too?” And you suddenly saw them transported.
4. He doesn’t feel like doing anything until evening. It even takes him a while
to go to the window, dragging his feet listlessly. For what is there to look at?
The ivy-clad kiosk, the wicker chairs under the nut-tree… Aaah! Why isn’t
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Sophie up in the attic, tending to G’s neck lumps? Why is it that she has come
here? You might think she went out to check on her rose bushes. But why
then did she choose this ungodly hot moment of the day? And how grossly
exaggerated her clothing looks! What a deliberately ostentatious gardening
suit: an old straw hat and a slightly rolled-up skirt! Is she wearing clogs by
any chance? Even a layman would tell you it isn’t done! That she has lost her
mind is obvious, for the hose is leaking away and has made a pool of the
alleys, and the gardener has never in his life made such a swamp out of the
garden paths. But when could she have descended from the attic? And how?
Could she have used the exit stairs? And how come the Panama hat is in right
the middle of the garden?
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Key To Chapter Four Practice
Activity 2
1.Bob entered the room and immediately the telephone rang. – sentence
coordination
2. They are living in Italy or they are spending a vacation there. – sentence
coordination (further reducible)
3. Jane might sing but I don’t think she will. – sentence coordination (second
sentence is reduced)
4. John is ready and Mary is ready.- sentence coordination (further reducible)
5. John and Mary are ready. – phrasal coordination (it is the result of
reduction performed on coordinated sentences: John is ready and Mary is
ready)
6 John sang and Mary danced. – sentence coordination
7. John and Mary are the newly married couple.- phrasal coordination (in this
case, due to the reciprocal verbal expression, the structure does not obtain
from an elliptical sentence coordination)
8. Her pet kitten is black and white. – phrasal coordination (originates from
coordinated sentences: Her pet kitten is black and her pet kitten is white.)
9. Our flag is red, yellow and blue. – similar situation
10. His speech was coherent and understood by almost everybody. – similar
situation
Activity 3
My colleague failed, and I passed, our respective examinations. – elliptical
structure (obtained from: My colleague failed his examination and I passed
my examination)
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Peter and John played football. – ellipsis (obtained from: Peter played football
and John played football)
Bob and George are admired by their students. – ellipsis (obtained from: Bob
is admired by his students and George is admired by his students)
Peter, but not John, plays football. – ellipsis (obtained from: Peter plays
football, but John does not play football.)
Joan plays many games, and even tennis. – ellipsis (obtained from: Joan plays
many games and she plays even tennis)
John both composed the music and wrote the words. – ellipsis (obtained from:
John composed the music and John also wrote the words).
Activity 4
1.The message was ambiguous and difficult to comprehend. 2. A burglar must
have broken in and stolen the jewels. 3. Why did you give a gold watch to
your secretary and a pair of gloves to your wife? 4. Bob may have been
listening to music and humming the tune. 5. Bob seems to be trying hard to
get along with Jane and John with Susan. 6. Jane forced John to shave himself
and Susan to wash himself. 7. Father begged Susan to get married and mother
Jane. 8. Bob thought of his girlfriend and Tom dreamed of his. 9. Yesterday
large flags were flying and this morning small flags were. 10. We can and will
demand payment.
Activity 5
This book and the other, her son and others, your work and mine, her idea and
John’s, that method and those, your proposal and his, many guest or few,
much satisfaction or little
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Activity 6
(a) the old men and women – the old men and the old women/ the old men
and the women
(b) simple books and magazines for children – simple books for children and
simple magazines for children / books are simple but not for children,
magazines are for children but not simple / books are simple and for
children, magazines are only for children, but not simple, etc.
(c) George and Jane are separated – George is married to Jane/ George is
married to some other woman
(d) George and Jane went back to their parents – George and Jane are
siblings/ George and Jane are not related, each went back to his own
parents
Activity 7
1. He snapped at him and slapped him. (He snapped at and slapped him) 2. I
like the sentences below or those on the next page. 3. He read, interpreted and
translated the work of his contemporary. 4. He likes and takes care of all stray
cats around his building. 5. I have always fought and will fight for progress. (I
have always fought for progress and always will.) 6. It is an older problem
whether and when he decides to go to New Zealand. 7. Psycholinguistics and
sociolinguistics are important subject matters. 8. He invited his sons and
daughters in law to his birthday party.
Activity 8
1. High and low 2. The facts and figures 3. Pros and cons 4. Life and soul 5.
Ups and downs 6. Swings and roundabouts 7. Law and order 8. Spick and
span 9. Touch and go 10. Thick and thin 11. Wear and tear 12. Over and
above 13. Few and far between 14. To and fro 15. Bread and butter 16. Safe
and sound
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Activity 9
1. – symmetric 2. – asymmetric: cause-effect 3. – asymmetric: temporal
sequence 4. – asymmetric: temporal sequence. Compare to the next sentence
where the conjuction is symmetrically used 5. – asymmetric: cause-effect 6. –
asymmetric: concessive tinge of meaning 7. – asymmetric: conditional tinge
of meaning 8. – similar situation 9. – symmetric 10.- symmetric 11. –
asymmetric: stronger contrast 12. Symmetric 13. – asymmetric – stronger
contrast 14. – symmetric, exclusive 15. – symmetric, inclusive 16. –
symmetric, exclusive 17. – asymmetric 18. Asymmetric 19. Asymmetric 20.
Symmetric 21. Asymmetric – temporal sequence, cause-effect
Activity 10
1. Cathy and David have arrived. 2. The bread and the butter are both more
expensive this year. 3. The bread and butter was scattered on the floor. 4. The
green and blue blanket is also to be washed. 5. The red and the blue shirts
were washed yesterday. 6. My aim and object is to make the theory clear for
all. 7. A carriage and a pair was standing at the door. 8. His friend and legal
adviser was present at the funeral. 9. My son and heir is safe. 10. My son and
daughter are twins.
b. 1.There is a table and some chairs in the room. 2. There are some chairs
and a table in the room. 3. Both the houses and the garden were/was damaged
by the fire. 4. Not only the houses but also the garden were/was damaged by
the fire. 5. Not John but his two sons are to blame. 6. A traffic warden or a
policeman is always on the watch in this street. 7. Either Peter or John has had
breakfast already. 8. Either the child or the parents are to blame. 9. Neither he
nor his wife was/were here. 10. Neither Isabel nor I were timid people.
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Activity 11
(1) 1. There are doctors and doctors. 2. Brother or no brother, I’ll still ask for
money for the medicine. 3. We’ll stick together, for better or worse. 4.
He’s neither fish, nor fowl. 5. I hope my letter finds you alive and well. 6.
How is it going? I’m fine and dandy, thanks for asking. 7. Her husband is
long dead and buried. 8. They came to me, bag and baggage/ part and
parcel / kit and caboodle. 9. No drinking and driving. 10. He went to bed,
clothes and all. 11. By hook or by crook, I’ll still finish this paper.
(2) 1.He was neither conceited nor thought of himself as good-looking, but a
preservation instinct made him show his biceps and pecs to advantage,
pressing his leg forward in order to show off the corded muscles of his
calf.
2. He wanted to check the strength of his arms and he pressed down on the
back of a chair but the chair groaned under his weight, so he gave up and
was content with punching at the old sofa and its cushions.
3. Grandma and grandpa lived without a toilet in the house and did fine.
Now you’ve come with all these new ideas.
12. ‘What do you mean?’ the old woman felt outraged. ‘How am I
supposed to bring the can in the house?’ / ‘You bring that can, or
there’ll be hell to pay!’
13. Jim thought it over for a while, for he couldn’t see how he could use
the can. Should he hang it from the ceiling and tip it over his head,
there was no hook to hang it from and he feared the ceiling might
crumble. Should he pour water in the basin, it was too small.
14. Silivestru felt both disgusted with the triteness of those statements, and
surprised at the boy’s unheard-of precocity.
15. ‘Madam, I’m telling you I have only come to ask for permission to get
married and leave wherever we think fit. Not only should you rest
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assured, but I am also asking for permission to take care of this event
personally, without mentioning financial matters.’
(3) 1. Mrs. Ioaniu had been a hell of a woman all her life. Whatever she tried
her hand at, it would work out fine. Once Vica had been hard pressed to
finish one of Ivona’s dresses, and she had this idea to ask Mrs. Ioaniu to
help her to sew the hem. What do you know? The moment Mrs. Ioaniu
laid her hand on the needle, she started doing a great job. So Vica took to
asking her for help and Mrs. Ioaniu would sit in her armchair and sew
hems and keep spinning tales from her youth; the things she had lived!
She’d had two husbands, both dead and buried. Her first husband had been
a professor, an important man, and when the Nazis had taken over they’d
thrown him in this prison, what’s its name. They hadn’t kept him there too
long, but he’d come out a cripple. You know, he was rather old and he
might have already been ailing, so he’d gone down and died in no time.
2. So she’ll listen to him, as she always does, triumphantly: she’s finally
managed to bring him on common ground, their common ground. This,
she knows for sure, is the one place she doesn’t have to share with any of
those women that have been poisoning her life. And, just like when he was
thirty, he starts lecturing her about life and things, and she listens to him,
tense with concentration. Sometimes she even thinks elsewhere, but she
blinks in approval, at equal intervals. From time to time she will launch a
helping question, just as this puppy that used to prance about Tudor’s
knees came back every time carrying the ball in its mouth. The dog would
carry back the ball for the boy to throw it again, so he could leap in pursuit,
stop dead in his tracks, stand there for a minute and sniff at the pavement,
then grab the ball and carry it obediently back to Tudor’s feet; and then,
he’d leap high, tense like a bow, whenever Tudor would attempt to pat
him.
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Activity 1:
She came to him of her own will. – obligatory elements: she, came, to him
I cannot tell you what I heard about you. – obligatory elements: I, cannot tell,
you, what I heard about you
Susan disappeared without saying a word. – Susan, disappeared
She’s aware of this rage and that he might punish her. – she, is aware, of this
rage and that he might punish her
She told whomever wanted to listen about her problems at home. – she, told,
whomever wanted to listen, about her problems at home
After I told her the story, she looked at me sadly. – she, looked, at me
Activity 2:
1. which was a novelty to Mitzi – subordinate, functioning as a modifier
though it was largely politeness - subordinate, functioning as an adjunct
2. when Mitzi bought the house in Brook Green - subordinate, functioning as
an adjunct
as he had just found the little Bayswater - subordinate, functioning as an
adjunct
which he inhabited still - subordinate, functioning as a modifier
3. that we are mortal beings with but a short span of days - subordinate,
functioning as an object (direct)
and that our end as our beginning belongs to God - subordinate,
functioning as an object (direct), coordinated with first subordinate
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4. that her own failure to marry Matthew was actually the cause of Austin’s
marrying Dorina – subordinate functioning as an object (prepositional,
since the main verb is think of something)
5. that you are choosing exile - subordinate, functioning as an object (direct)
if you do not meet it right here at home - subordinate, functioning as an
adjunct
from what you are fortunate enough to call your homeland - subordinate,
functioning as a modifier (for the noun phrase exile)
6. that we should, at our age, remove our home yet again - subordinate,
functioning as a modifier (for the noun phrase suggestion)
Activity 3
a) that I should write to you – that complement/ so that you can be sure –
that complement/ that he and I are of one mind in this matter – that
complement/ because the discussion was between yourself and your father
– adverbial/ how much we miss you – wh complement/ to say –
complement / that I think of my dear son every day – that complement/
what times in our day and night are his bed-time and his getting-up-times
– wh complement/ that he may be protected and guided – that
complement/ to do the right- complement
b) 1. Monroe had died – wh complement/ to go out for a time – complement
/ to paint the newly opened blossoms… – complement/ as she left the
house – adverbial/ to speak to Monroe – complement/ who sat reading a
book in a striped canvas campaign chair under the pear tree – wh
complement/ that he doubted – that complement/ he had vitality – that
complement/ even to finish the page – complement/ he was on – wh
complement/ before he dropped off to sleep – adverbial / to wake him –
complement/ when she returned – wh complement/ for he did not want –
adverbial / to lie sleeping into the damp of the evening – complement/ he
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was just beyond the age – that complement/ at which he could rise from so
low a chair – wh complement
2. that she realized – that complement/ she was now similarly hidden
away – that complement/ that anyone walking from the gate to the porch
would never know she was there – that complement/ if one of the ladies
from the church made an obligatory visit – adverbial / to see about her
welfare – complement/ as they called her name – adverbial / and knocked
the door – adverbial coordinated with the previous one/ until long after
she had heard the gate latch clack shut – adverbial/ no one would call
again – that complement
Activity 4
a) that she marked down in her favour – relative that complement, modifier
(attribute) / when faced with the hard fact – wh complement, adjunct
(time)/ that she now found herself in possession of close to three hundred
acres, a house, a barn, outbuildings, but no idea – relative that
complement, modifier (attribute)/ what to do with them – wh complement,
modifier (attribute)/ to play on the piano - complement, subject/ that she
could not weed… ragweed – that complement, direct object
b) to dry it – complement, adjunct (purpose)/ what she had written – wh
complement, direct object/ for she had never mastered the flowing whorls
and arcs of fine penmanship – adverbial, adjunct (reason)/ no matter how
she tried – wh complement, adjunct (concession)/ her hand insisted on
forming – wh complement, modifier (attribute)
c) how things might stand between us – wh complement, direct object/ to tell
in this letter – complement, prepositional object/ what I have done – wh
complement, direct object/ and seen – wh complement, direct object,
coordinated with the previous one/ so that you might judge me – that
complement, adjunct (purpose)/ before I return – adverbial, adjunct (time)/
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it would need a page as broad as the blue sky – that complement, direct
object/ to write that tale – complement, adjunct (purpose)/ when I took
you in my lap in the kitchen by the stove – wh complement, modifier
(attribute)/ and you told me - wh complement, modifier (attribute)/ you
would forever like – that complement, direct object/ to sit there –
complement, direct object/ and rest your head on my shoulder –
complement, direct object/ that it would make you fear – that complement,
subject/ to do such again – complement, direct object/ if you knew –
adverbial, adjunct (condition)/ what I have seen – wh complement, direct
object/ and done – wh complement, direct object.
Activity 5
1.A few days before the war, Anton Modan had no idea that he had long
ceased to be a bold man, so long that the day he found out he didn’t even try
to go back and figure for how long. His wife was reaping the wheat silently,
without straightening her back, and from the way she moved one could tell
that she had this thought on her mind, that kept her constantly tense and grim.
Anton was looking at her and was wondering what could be wrong with her.
He had seen her silent/ brooding all morning.
When Anton put the sickle down, some people looked up at the sun to
figure out how long it was until lunchtime. (…) ‘Well, this Anton sure eats
early!’ they thought. But other people, who had seen Anton and his wife
standing like that, sickle in hand, staring at each other, had said to themselves
that Anton had only a few acres of wheat and he still couldn’t harvest it
properly. (…)
He dashed back, but after he ran a yard or so he realized nobody was
following him, so he stopped and looked to see what he had done.
Everybody had understood that in fact that threat looked more like a flame,
that stands frozen for a moment although the straw beneath is burnt to ashes
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already, rather than a real threat. For no bold man really falters, or if he does,
he will turn back and no longer be daring, for even swallowing your food is a
big deal, you need courage even for this small thing.
2. Not even at this point, although it was more than an hour since the man in
the swamp had watched for this family to come home, had he managed to spot
the shadow of a young man or an old one close by or in the yard. A warrior
doesn’t make use only of his intense concentration or the visible external
clues to sense the presence of an enemy, but also his sharp nose, or other more
hidden means, which he doesn’t rely on completely, but he doesn’t spurn
either. Nang had thus learned to find a balance in all this and under certain
circumstances he would even laugh in the face of danger, while on other
occasions he would show caution. In this case he had this feeling that there
was no hidden danger awaiting him. First, it was clear that there was no
bridge or barge left to cross the river and that traffic had ceased on this
tributary completely. As for the life of this family who lived isolated from the
village, he would see what it was about at nightfall and whether they could be
of any use to him.
3. Costel had recently written this letter on the topic of their coming back to
live in Braila, saying that it wouldn’t be a good thing to do so and that he was
really surprised that his parents kept insisting on it and wouldn’t get his point.
Wasn’t he right? You only needed to look at Ana to know she was seriously
ill, and then there were other reasons…
On the other hand he didn’t realize that in all his previous letters he had
touched this matter of finding a good position in Braila. And he had been
speechless with indignation that his mother had answered him saying that she
couldn’t understand why he would ask for one thing one day and then change
his mind the next one, as if they were at his beck and call.
Why! He was not of two minds, that was for sure. Only he had Ana to think
of, while they spoke from miles away. Ana could not stand a trip now.
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That was clear, although he could have said so earlier, not after his father
and she had been job hunting for him everywhere… but never mind now, they
knew better and wouldn’t say another word and everything would be ok.
But it was not ok. Costel didn’t want to give up this job, although he by no
means wished to leave Bucharest at this moment. He was also upset at the
rather sour tone of his mother’s letter. So, in order to punish her and since he
didn’t know what he wanted himself or how to answer her, he had postponed
writing back.
4. And here’s how this first day looked, when my problems started because of
G… Anisoara, who had this sort of mania to take trips accompanied by all
‘the gang’ – thing which really sickened me because they were a promiscuous
lot – decided to take this trip on St Helen’s day (it was a Saturday, and on
Monday followed another feast). We were going to drive to a vineyard, to see
some mutual friends, in Odobesti, by the cars of some of us. Twice did we get
in the car, and twice we were requested to get out, for there was always
somebody of note that felt they were not in the right car. In fact, it was the
women, who kept trying to be in the same place with the men they fancied,
and when things didn’t go as planned, they would ruin the arrangement, under
the silliest of pretexts. The bad part was that we kept climbing in and out,
without really knowing why, and there were some rather clueless people who
got upset over it and kept complaining:
“Oh, come on, are we getting off again? What is wrong, let’s be done with it!”
And the ones who had found a good seat and were afraid that their plans
might be spoiled would shrug a bored shoulder in reply.
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Activity 1
1.She came to London where I went too. 2. John told his friend a story about
the king, who was just passing by. 3. They met those students none of whom
agreed with them. 4. I bought Jim a book that he liked. 5. I introduced him to
Jim to whom he told everything about his plans. 6. Susan wants to meet Jane
about whom she doesn’t know anything. 7. I had a book whose cover I lost/
the cover of which I lost. 8. This is my husband whom I love very much. 9.
The students, any of whom would answer to questions, like their teacher. 10.
The students like their teacher, all of whom would answer to his questions.
Activity 2
1. To whom does the car blocking the street belong? 2. This is the town where
Charles Dickens was buried. 3. He told her the secret, which was silly of him.
4. He is the author who they gave a prize to. 5. These are people who we
cannot tell much about. 6. That is the couple whose child was abducted by
terrorists. 7. You couldn’t join the party, which was a pity. 8. Who are you
writing this letter to? 9. This is the guy whom they first met in Monte Carlo.
10. These are the tulips to which they awarded the big prize. 11. A lot of
tourists went on a trip to Delphi, most of whom were from England.
Activity 3
1. where I spent my youth - restrictive 2. when the plane will take off -
restrictive 3. why they all left - restrictive 4. who is a genius – non-restrictive
5. what you want – free/ where you can park your car - restrictive 6. on which
this occurred - restrictive 7. when we first met - free 8. where I least expected
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Activity 4
1. This isn’t the Bucharest I know. 2. Of all the persons there, the prince chose
Cinderella, who was the most beautiful girl in the hall. 3. Of all the persons
there you had to choose me, who cannot say a word. 4. He who doesn’t work
will never succeed. 5. You, who think so highly of yourselves, come up front.
6. All wanted to hear that Luciano Pavarotti who had delighted thousands of
opera lovers. 7. I, who didn’t like to leave things unfinished, was very
displeased with the situation.
Activity 5
1. What I’m saying – subject. What – direct object 2. where we talk money –
predicative. Where - adjunct 3. What Inman remembered – subject. What –
direct object / which Monroe had repeated four times at dramatic intervals
throughout the sermon – attribute. Which – direct object/ which shows God in
me – attribute. Which – subject 4. when they would be immersed in an ocean
of love – attribute. When - adjunct 5. about why man was born to die –
prepositional object. Why - adjunct 6. Where he was from – adjunct, where –
predicative 7. who had not witnessed many dawns – appositive attribute. Who
- subject 8.When Ada remarked – adjunct, when – adjunct /when winter came
– adjunct, when – adjunct/ when winter comes – adjunct. When – adjunct/
what’s broke around here – direct object. What – subject/ which is a lot –
apposition, which - subject 9. where Ruby seemed to aim Ada every day that
first month – predicative. Where - adjunct 10. when Ada succeeded in
churning cream to butter – adjunct, when – adjunct/ when she noted –
predicative, when – adjunct/ when she went out to hoe the fields – adjunct,
when - adjunct 11. what kind of woman her mother had been – prepositional
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object, what - attribute 12. Whatever his fate was – adjunct, whatever –
predicative 13. what little she knew – direct object, what – attribute/ how the
world’s logic works – direct object, how - adjunct
Activity 6
a)The man who(m)/*which/that/∅ we saw was nice. – which is
ungrammatical due to the [- human] property it has and which does not match
the [+human] feature of the antecedent b) The book *who(m)/which/that/∅ I
read last night surprised me – who(m) is ungrammatical due to the [+ human]
feature this element has and which does not match the [-human] feature of the
antecedent c) The woman who/*whom/*which/that/∅ came to dinner was
very late – whom is ungrammatical due to the fact that it is an oblique case
form and the antecedent is a nominative form; which is ungrammatical due to
the[- human] feature this element has and which does not match the [+human]
feature of the antecedent d) The book *whom/which/that/*∅ deals with this
problem is very good - whom is ungrammatical due to the [- human] feature
of the antecedent which does not match that of the pronoun; the zero article is
ungrammatical due to the fact that that cannot be deleted when it follows after
a subject antecedent e) The man for whom/*who/*which/*that/*∅ we are
looking is not here – who is ungrammatical due to the presence of the
preposition, which requires an accusative form; which is ungrammatical
because it is [-human] and it does not match the feature of the antecedent; that
is ungrammatical because it is invariable and cannot mark the accusative form
required by the preposition; the zero article is ungrammatical because the
preposition must select a noun phrase f) The man who(m) *which/that/∅ we
are looking for is not here – which is ungrammatical due to the [-human]
feature which does not match the feature of the antecedent g) The book for
*whom/which/*that/*∅ we are looking is in my bag – whom is
ungrammatical because it is [+ human]; that is ungrammatical because it
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Activity 7
“The Flu”. My brother-in-law used to have a paternal first cousin, whose
maternal uncle used to have a father-in-law, whose paternal grandfather had
got married for the second time to a young native girl; whose brother had met
a girl during his voyages, and they had a son who got married to a brave
chemist, who was none other but the niece of a British navy officer and whose
adoptive father used to have an aunt who spoke Spanish fluently and who
might have been one of the nieces of an engineer; who had died very young
and who was also the nephew of the owner of a vineyard that produced a
mediocre wine, but whose second cousin, a sergeant, had a son who had
married this very beautiful young lady, a divorcee whose first husband was
the son of a true patriot; who had raised his daughter with the desire of
marrying into fortune and who finally managed to get married to this hunter
who had met Rothschild and whose brother, having changed quite a number
of jobs, got married and had a daughter; whose great-grandfather, a rather tiny
looking man, used to wear a pair of glasses which he had got from a cousin,
the brother-in-law of a Portuguese and natural son of a miller, who was quite
well-off and whose foster brother had married the daughter of a retired
country physician, who was himself the foster brother of a milkman, who, in
his turn, was the son of another country physician who had been married three
times and whose third wife…
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Activity 8
1.The first question with which Ambrose had to deal was that of the statue of
victory in Rome. – yes 2. The time at which he ate breakfast was
inconvenient. - yes 3. Thus they remained utterly obsessed with themselves
and each other, and some natural healing process of which Dorina felt she
ought to know. – no 4. In the interest of public decency, the safeguarding of
which was actually not his task, he requested that the public be excluded. - no
5. The problem of safe transportation, no easy answers to which could be
offered, has been troubling them forever. – yes 6. She was the very woman
about whom I knew absolutely nothing. - yes 7. This was the ice pick with
which one had seen her stab her husband to death. – yes, although the distance
between preposition and relative pronoun is a bit too long 8. She had fully
realized how much her love for Austin cut her off from other people, as if she
were being gradually cornered by a relentlessness of which he was the almost
unconscious agent. – no 9. For the intense anxious sense of herself with which
she was suddenly invested she was quite untrained. - yes 10. Irene, for whom
he had sacrificed his nights and days, he rarely saw now. - yes
Activity 9
1.His father’s friends, whose interest he most sincerely shared, were now all
gone. – obligatory pied piping 2. This story, the unravelling of which had
cost her many minutes of her life, was now complete. - obligatory 3. She had
lying in front of her a number of books and dictionaries most of which had
been shipped from remote countries. - obligatory 4. The only relatives she
would have liked to put up with were her mother’s sisters. – no pied piping 5.
His friends, no matter which – [pied piped phrase, with deletion of the noun
friends], knew nothing of what he had been subjected to. – no pied piping
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Activity 10
1. For twenty years, since they had been leading a rather dull hopeless life in
their small provincial town, the capital had been an unattainable peak
where only the bold possessors of sturdy ankles and strong lungs could
hope to arrive.
2. Everything was ending. Only an ugly endless dream remained, which
even one’s imagination would strive to evade the next day.
3. For all the four children, irrespective of age and nature, felt that the capital
was the great unknown… where they will all grasp what they wished for
and what their imagination had forged as a dream.
4. Nelu, the third born son, thought of the capital as of a fantastic garage
which was endowed with the rarest sort of cars, or as of a vast arena,
where two teams battled every day…
5. In other people’s opinion, yours, for instance, I am to be envied, or so I
gathered from what you were telling me a moment ago.
6. He came to me to ask me to appoint one of his sons-in-law as a manager. I
did so, I even let him choose the place he wanted to manage – for he was a
sound fellow - and he couldn’t thank me enough.
7. It is not difficult for him to realize how mad I got and how much I
protested when I saw how they all left you to rot in this god-forsaken
town.
8. He vaguely remembered that he had indeed been called to get to the
bottom of this rather murky incident and that his honest spirit had forced
him to sacrifice his friend in the name of truth. But what really happened
and how the story ended he couldn’t tell and anyway, he would have
never believed that there might still be someone who remembered all that
so clearly. The image of his old mate was now completely different from
what he had remembered him to be.
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9. You are newly arrived here, and you might not really understand how
much plotting and pressure can be applied by politicians even in a court of
law.
10. If any of your qualities were to persuade them, I hoped that you would
perform the duty of an elder brother for a younger one. I told myself you
had to have a notion of the loneliness and despair a young man might feel
in a city where everything appeared hostile to him.
11. All that you have read is rubbish. Let me tell you my last conclusion,
which is not to be found in the minutes of the trial or in my rather insipid
version, that you keep peeping at… I’ll sum it up for you while we empty
these cups of coffee.
12. He managed to do what the Chair of the High Court from France had not
been able to do when he had invited H.R. to take over a whole elective
section and get elected with quite a lot of publicity.
13. Actually I am trying not to cherish this kind of high hopes for I have
noticed that they come true and then I cannot decide which of them
follows the course of my real life and which doesn’t, since I don’t really
know which my true life is.
14. I will try to explain to myself why at the beginning I thought that you had
green eyes and why not two minutes ago your eyes looked gray to me.
15. He was suffering from dizziness, which was why he saw Dora very far
away, although she was standing quite close to him.
16. Behind them, on Icoanei street, the tram was rattling along, amidst much
rumbling and tolling of bells, furiously pulled from behind a red and
yellow curtain, leaving streets and houses behind, from MR street, where
from Marta was coming too, and wherefrom a swarm of little girls
appeared far away, barely glittering in the distance.
17. What you’re saying sounds very nice, she said, staring aimlessly.
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18. I don’t even dare to think of the suspicion that is assailing me. But, can’t
you see? First the idea that he was broke, then that he had to sell out and
leave and that he is so sick while we all know that he is not. Doesn’t this
kind of behaviour seem strange in a person that used to be so energetic, so
optimistic and composed?
19. If he had hit me, I don’t know what might have happened.
20. While we were poor, we didn’t use to visit this cousin who was quite the
socialite. She was a woman of means, had a huge house in Bucharest. She
was one of those impeccably dressed women, who prompted everyone on
the street, or in the theatre hall to ask who she was.
21. I felt this was not the only inferior trait she found in me. Those snobs
whose ardent admirer she was now, had a personal style in clothes, which
I did not posses. So, day by day, I could see my woman falling away from
me, in her pursuits, likes and dislikes.
22. From the vantage point I was in, I couldn’t help noticing the pleasure with
which she heavily leant on him while they climbed from the ravine back
to the highway, after the car was fixed.
23. But for me, who only lived once in this world, these facts meant more
than the wars for the conquest of China, or the many Egyptian dynasties,
or the clash of stars above.
24. While some trees are still green, others’ leaves are as yellow as some
transparent apricots.
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Activity 1:
1.It occurred to him that people were laughing behind his back. – extraposed,
subject 2. Nobody knew that they were sorry for what they had done. –
unextraposed, direct object 3. It was known to no one that Peter had tried to
take his own life. – extraposed, subject 4.The crowd resented it that the police
had been sent for. – extraposed, object 5. Magellan regrets it that the world is
round. – extraposed, object 6. It appears that no one voted for him. –
extraposed, subject 7. It was suggested that they should meet the President. –
extraposed, subject 8. It is too bad that they always make fun of Gilian. –
extraposed, subject 9. I don’t like it that he should be left alone in my flat. –
extraposed, direct object 10. He will answer for it that his son is innocent. –
extraposed, prepositional object 11. You may depend on it that I will pick you
up. – extraposed, prepositional object
Activity 2:
1.It worried me a bit that she didn’t visit her aunt. – possible: That she didn’t
visit her aunt worried me a bit. 2. It is not quite clear whether the trains would
be running tomorrow. – possible: Whether the trains would be running
tomorrow is not quite clear. 3. It will be soon announced when you can leave.
– questionable, a clause starting with when will normally be taken for a time
adverbial clause 4. Is it true that the children are sick? – impossible, for
pragmatic reasons 5. It so happens that I know the secret cipher. 6. It seems
such a shame that he never takes her out. – impossible 7. It is incredible how
many good students drop out of school for lack of money. – the same as 3. 8.
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It will suit me best for you to arrive before dinner. – possible: For you to
arrive me before dinner will suit me best. 9. It is no use trying to convince her.
– possible: Trying to convince her is no use. 10. It will be a pity if we have to
tell her the truth before he gives us permission to. – impossible 11. You know
it only too well that he will not marry you. – impossible unless accompanied
by clause shift: You know only too well that will not marry you. 12 You may
take it from me that he is a stinking liar. – impossible, main verb includes ‘it’
idiomatically 13. Rumour has it that U2 will visit us this year. – same as 12.
14. The pebble in my shoe made it painful to walk. – the same as 12. 15. It is
nice to meet you. – impossible, idiomatic formula 16. I found it disgraceful
that she hid the truth from me – impossible, same as 12. 17. They considered
it very silly of her to have married Bill. – impossible, same as 12. 18. I find it
difficult to tell her my thoughts. – impossible, same as 12.
Activity 3:
1.It bothers me that it is obvious that money means everything. –
grammatical, although a bit intricate 2. It amazes Bill that it bothers me that it
is obvious that money means everything. – grammatical, but pragmatically
impossible 3. It appears that it amazes Bill that it bothers me that it is obvious
that money means everything. - grammatical, but pragmatically impossible 4.
That it is obvious that money means everything bothers me. – grammatical, a
bit too intricate 5.That it amazes Bill that it is obvious that money means
everything bothers me.- grammatical, but pragmatically impossible
Activity 4
1.I was the one who guessed it that he would come back. – correct 2. I guess it
that he will come back. – incorrect, tense influences the validity of
extraposition 3. They never expected it that he would come back. - correct 4.
I don’t expect it that he will come back. - incorrect, tense influences the
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validity of extraposition 5. She was the woman who ordered it that all men
would be executed in public. – correct 6.Are you going to order it that all men
be executed in public?! - incorrect, tense influences the validity of
extraposition
Activity 5
1. It was no surprise that a deeply Schillerian spirit reigned on the premises
of that school.
2. When it so happened that I spotted him at the end of the lane, I hurriedly
hid wherever I could, behind gates, in the pits on the road, in the ditch,
under bridges, I would have vanished into thin air if I had been able to.
3. ‘Doubtlessly the authorities will see to it that we are evacuated and taken
who knows where,’ Lionel says. ‘I for one will try to stay here for as long
as I can, since I am protected by my officer’s uniform. It is certain that the
Romanian troops will advance fast.’
4. It even seemed to me that mother’s few sensible words that penetrated
through that avalanche of dull or stupid sentences had the effect of
creating a sort of confusion in the general conversation.
5. I liked all that was natural in mother’s behaviour. Yet it happened that her
momentum was checked by the respect she had for social convention and
by the deep impact her bourgeois education had had on her. (Not always,
though; thus, I remember that mother dared to disregard the advice of all
her family members and went to tend to the sick of the village during a
typhus epidemic, when she used to live in the La Roque mansion).
Bourgeois education undoubtedly proves to be an excellent asset while it
is vital that we keep our bad instincts in check, but it should never be
forgotten that it is this very education that stifles all our generous impulses
that come from our heart.
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Activity 7
1.? Susan burnt the letter (which) she had just written to the last page. / Susan
burnt to the last page the letter she had just written. – the second sentence
has undergone clause shift. It is less ambiguous than the first.
2. Susan told her mother that she had just been fired. / ?Susan told that she
had just been fired to her mother. – the first sentence is the better of the
two, because it is less ambiguous, owing to the clause shift process that
characterizes it.
3. He was informed on Saturday at noon that he was going to be fired. / He
was informed that he was going to be fired Saturday at noon. – the
position of the prepositional phrase changes the meaning of the sentences.
4. He appointed prime-minister Mr Hugh, who had just returned from
Africa. /? He appointed Mr Hugh, who had just returned from Africa,
prime-minister. / He appointed Mr Hugh prime-minister, who had just
returned from Africa. – the second sentence is questionable, since the
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material dividing the main verb from its obligatory predicative adjunct is
too heavy.
5. They dismissed as unrealistic Mr Hugh’s proposal to build a new hospital.
/ They dismissed Mr Hugh’s proposal to build a new hospital as
unrealistic. – both sentences are grammatical owing to the unequivocal
meaning of the adverb ‘as’.
6. ? I considered to be outrageous what he had done to his wife in front of so
many people. / I considered outrageous what he had done to his wife in
front of so many people. / I considered what he had done to his wife in
front of so many people outrageous. – the presence of the infinitive ‘to be’
in the first sentence creates confusion with respect to its subject. The
second and third sentences are grammatical, although the third one has not
undergone clause shift. This is possible because the adjective ‘outrageous’
cannot be related to the preceding material and does not give rise to
ambiguities.
7. *I found for Susan to behave like that in public disgraceful. /*I found
disgraceful for Susan to behave like that in public./ I found it disgraceful
for Susan to behave like that in public./I found disgraceful Susan’s
behaving like that in public. /I found Susan’s behaving like that in public
disgrace. – the first two sentences are ungrammatical because the
idiomatic construction ‘find + it + adjective + that/to clause’ is not
complete. As we have already shown in a previous exercise, extraposition
is obligatory here. The last two sentences are grammatical because there
is no that/to complement involved, so there is no need for extraposition.
8. He sprinkled with water the pavement he had been cleaning. / He
sprinkled the pavement he had been cleaning with water. – both sentences
are grammatical, but the position of the prepositional phrase influences the
meaning of each sentence.
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Activity 8
1.His idea that men are smarter than women led him to total ruin. –
complement 2. The idea that he had had earned him good money. – relative 3.
His order that all the men in the village should be killed was instantly
disobeyed. - complement 4. The order that he had given was instantly
disobeyed. – relative 5. Their proposal that he should run for Congress was
the best ever. – complement 5. The proposal that they came up with was no
better than hers. - relative
Activity 9
1.We discovered that our map has disappeared. – direct object 2) Was it true
that she was ill? – subject, extraposed 3) They are not aware that they are in a
dangerous position. – prepositional object, required by adjective + preposition
4) The idea that men from Mars were landing was absurd. – complement that
clause, required by deverbal noun 6) John made it clear that he disagreed. –
direct object, extraposed 7) The truth is that we haven’t met them. –
predicative 8) I am afraid that I have to go now. - prepositional object,
required by adjective + preposition 9) It struck me that the bus was behaving
pretty strangely. – subject, extraposed 10) She was so careless that she left the
door unlocked. – adverbial of sequence/result, correlated with degree word
11) The suggestion was that they should leave at once. – predicative 12) He
loved her to such an extent that he could give his life for her. - adverbial of
sequence/result, correlated with degree word 13) The shock of having been
found by Dorina in Mitzi’s arms first prostrated him with such a sense of
uncleanness and shame that he could not face his wife. (Iris Murdoch, ibid.) -
adverbial of sequence/result, correlated with degree word 14) It had also
produced the certainty that they belonged together and that, for better or
worse, they were chained to each other forever. (Iris Murdoch, ibid.) -
complement that clauses, coordinated, required by deverbal noun
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Activity 10
1)I didn’t get the message that they were coming. – that is obligatory 2) They
chortled that it was only a joke. – that is obligatory, the verb of propositional
attitude is a rare verb 3) That such things still happen is no wonder. – that is
obligatory, since it introduces a subject clause 4) I hate it that you won’t be
with me. – that is obligatory, being part of an extraposed structure 5) Where
would you guess that he went? – that deletion is possible.(Compare to: *Who
did they imagine that wanted to go? – in this case, that deletion is obligatory,
for otherwise the sentence would have a double subject) 6) The fact that they
were unprepared leaked out. – that is obligatory 7) They maintain, you want
me to believe, that they were not too late to leave. – that is here obligatory
because the paranthetical clause intervenes between the conjunction and its
main verb 8) I reminded them that they had to leave. – that deletion is
possible
Activity 11
1 a) John heard that Mary is pregnant. b) John heard that Mary was
pregnant. – the first sentence is possible because the subordinate reflects
a situation that is still available c) John said that Harry is leaving. d) John
said that Harry was leaving. – the same as for the first two e) John said
that Harry will leave. f) John said that Harry would leave. – the same as
for the first two g) John thought that Harry ran. h) John thought that Harry
had run. – g) is different from h) in that Harry’s running is a habit in g)
but an anterior event in h)
2. a) John said that Harry was leaving tomorrow. b) John thought that
Montreal played Boston tomorrow. c) *Harry was leaving tomorrow. d)
*Montreal played Boston tomorrow. e) Harry is leaving tomorrow. f)
Montreal plays Boston tomorrow. – a) and b) are indirect speech
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Activity 12
a) The brightening sky was busy with resident birds and with traveler birds
moving south ahead of the season: various patterns of duck, geese both
grey and white, quail, lark, hawk. All these birds and others Ruby
remarked upon during their passage to town, finding a thread of narrative
or evidence of character in their minutest customs. Ruby assumed the
twitter of birds to be utterance as laden with meaning as human talk and
claimed to like especially the time in spring when the birds come back
singing songs to report where they’ve been and what they’ve done while
she’d stayed right here. – generalization on habits of birds, present instead
of simple past, present perfect instead of past perfect. Compare the present
perfect form they’ve done to the past perfect she’d stayed here. While the
first is possible because of the generalization, the second is necessary
because it refers to the character’s speech situation. One of the few times
when present perfect appears in close association with past perfect.
Translation:
Cerul care se însenina era împestriţat de păsările de prin partea locului precum
şi de păsări călătoare care zburau către sud în ţările calde: diferite soiuri de
raţe şi gâşte, cenuşii şi albe, prepeliţe, ciocârlii şi şoimi. Toate aceste păsări şi
multe altele fură obiectul remarcelor lui Ruby în drumul ei către oraş, şi ea
descoperi câte ceva de povestit sau vreo trăsătură de caracter în cele mai
neînsemnate obiceiuri ale acestor vietăţi. Ruby considera că ciripitul lor era la
fel de grăitor şi de încărcat de înţelesuri ca şi vorba oamenilor şi susţinea că
momentul ei preferat era primăvara, când păsările se întorc cântând cântece
prin care povestesc pe unde-au fost şi ce-au făcut în timpul în care ea a rămas
să locuiască aici.
b) When three crows harried a hawk across the sky, Ruby expressed her
great respect for the normally reviled crow, finding much worthy of
emulation in their outlook on life. She noted with disapproval that many a
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bird would die rather than eat any but food it relishes. Crows will relish
what presents itself. She admired their keenness of wit, lack of
pridefulness, love of practical jokes, slyness in a fight. All of these she
saw as making up the genius of the crow, which was a kind of willed
mastery over what she assumed was a natural inclination toward bile and
melancholy, as evidenced by its drear plumage. – the Present ---Æ Past
rule is optional in this case, due to the presence of the factive verb in the
main clause. The generic present is used in this case, a situation that is
similar to the one in the examples under (a).
Translation:
Când cele trei ciori începură să urmărească un şoim pe cer, Ruby îşi exprimă
respectul deosebit pe care-l avea faţă de atât de ponegrita cioară, găsind că
concepţia despre viaţă a acestei păsări era demnă de urmat. Mai observă cu
dezaprobare că multe păsări preferă să moară de foame decât să mănânce
altceva decât hrana care le place cu adevărat. Ciorile însă se îndeamnă să
prefere ce li se pune în faţă. Ruby le admiră spiritul ager, lipsa de vanitate,
firea glumeaţă şi viclenia în luptă. Toate aceste însuşiri reprezentau pentru ea
geniul cioarei, o modalitate voită de a învinge ceea ce se presupunea a fi o
înclinaţie naturală către amărăciune şi melancolie, după cum o sugera penajul
lor cernit.
c) Their talk turned to the war and its effects, and Mrs McKennet held
opinions exactly in accord with every newspaper editorial Ada had read
for four years, which is to say Mrs McKennet found the fighting glorious
and tragic and heroic. Noble beyond all her powers of expression. She told
a long and maudlin story she had read about a recent battle, its obvious
fictitiousness apparently lost on her. It was fought – as they all were lately
– against dreadful odds. As the battle neared its inevitable conclusion, a
dashing young officer was grievously wounded to the chest. He fell back
bleeding great gouts of heartblood. A companion stooped and cradled his
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head to soothe his dying. But as the battle raged around them, the young
officer, in the very act of expiring, rose and drew his pistol and added his
contribution to the general gunfire. He died erect, with the hammer
snapping on empty loads. […] During the latter stages of the tale, Ada
developed an itch just to either side of the nose. She touched the places
discreetly with her fingertips, but then she found that the corners of her
mouth would stay down only with great trembling effort. – the Past -----Æ
Past Perfect rule is optional in this case, because it is clear from the larger
co-text that the fight could only have been anterior to the time of the main
story line.
Translation:
Îşi îndreptară apoi conversaţia către război şi efectele sale, iar doamna
McKennet îşi exprimă opiniile în acord cu toate articolele de fond din ziare pe
care le citea Ada de patru ani de zile, ceea ce însemna ca doamna McKennet
găsea că lupta lor era glorioasă, tragică şi eroică. Atât de nobilă încât nu avea
cuvinte să o descrie. Povesti apoi o istorie lungă şi lacrimogenă pe care o
citise despre o bătălie recentă, a cărei dimensiune fictivă nu păruse să o
impresioneze. Oamenii luptaseră în ciuda sorţilor potrivnici, cum de altfel se
întâmpla mai tot timpul în ultima vreme. Pe măsură ce bătălia se apropiase de
inevitabilul său sfârşit, un tânăr şi chipeş ofiţer fusese rănit grav în piept. El
căzuse pe spate, din inima sa prelingându-se picături mari de sânge. Un
tovarăş al său se oprise şi îi ţinuse capul în braţe, încercând să-i uşureze
chinul. Însă pe măsură ce fură împresuraţi de iureşul luptei, tânărul ofiţer,
exact când urma să-şi dea sufletul, se ridicase în picioare, îşi scosese puşca şi
îşi adusese contribuţia la ultimul schimb de focuri general. Murise în picioare,
iar puşca sa continuă să tragă până rămase fără cartuşe.
d) He talked in the urgent meters of a street preacher, and he had drawn a
crowd with the rage in his voice. He had fought hard through the war, he
claimed. Had killed many a Federal and had taken a ball to the shoulder at
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Williamsburg. But he had recently lost faith in the war and he missed his
wife. He had not been drafted but had volunteered for the fighting, and all
he did by way of crime was unvolunteer and walk home. Now here he
stood jailed. And they might just hang him, war hero though he was. –
similar situation to the one under (c). Notice the use of a perspective-
shifting time adverbial (now), which turns the reader back to the time of
the main story line.
Translation:
Vorbea cu modulaţiile înaripate ale predicatorului de pe stradă, şi adunase o
mulţime mare de oameni cu mânia ce-i răsuna în glas. Luptase din răsputeri în
război, susţinea el. Omorâse mulţi yankei şi încasase un glonţ în umăr la
Williamsburg. Însă îşi pierduse nu de mult încrederea în acest război şi îi era
dor de soţie. Nu fusese chemat la arme ci se înrolase voluntar, şi nu făcuse
decât să se “dezroleze” şi să se ducă acasă. Acum stătea aici, în închisoare. Şi
probabil urma să fie spânzurat, deşi era erou de război.
Activity 13
1. When he saw me, he closed the album, jumped off the bench and ran
towards me. But when he reached me, I realized I could not tell him the
big news. How can I explain? I just felt shy. I knew that no matter what
words I would pick, they could not convey all that I wanted to tell him,
nor could they express the joy I felt because the time had come for me to
make that announcement.
2. A short while later, mother went home and I was left alone, to finish my
drawing. For I had this dreadful feeling that something bad would happen.
When the boys saw that mother had left, they gathered around my desk.
They all had their hands in their pockets. One of them, the oldest, around
seventeen or eighteen years old, had a bad eye and was wearing a sailor’s
blue shirt. His sparse hair was full of dandruff.
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3. She looked at him in wonder and in spite of the fact that she could not see
his face because of the dark, she could still see that he was trembling and
she didn’t know what to do : laugh because he had woken up in the dead
of the night to propose to her, or fear his rage, which had prompted him to
do such an awkward thing, such an inconvenient dangerous gesture. And
yet she ended by feeling good about the thought that he cared so much
about her opinion and instantly had this tender wish to soothe him, to
show him that he was paying too much attention to some inconsequential
mean acts. She even forgot about the late hour and the impropriety of it
all.
4. ‘I am afraid I have to tell you that one does not talk to Angela’s sister too
long,’ Mr. Albu whispered in Matei’s ear. ‘As it is common knowledge
that she is an idiot, one might think that you sought refuge by her side.’
5. He feared that the confession he had made to her sprang from wounded
pride and he regreted his suspicious nature. And yet it was strange that he
had thought he would make himself more interesting to her by accusing
himself of such unpleasant things.
6. He hardly noticed that she had left him and he didn’t wonder why it was
that she had come to see him, or if she would do so again. The mere fact
that she had been there overwhelmed him, as if he had been drunk. He
was happily surprised at what he could see in himself. All his senses were
now keen, he had suddenly acquired the ability to see things consistently,
brightly and closely. So when coming from her lawyer she – who had
been lying in wait for him – slipped a piece of paper in his hand, in which
he read that at least for a while they would have to stop seeing each other
so they would not fall prey to some vulgar illusion that might cost them
dearly and knowing that he could not help visiting her she had decided to
leave town for a while, for her vineyard, for a longer stay that would do
both a power of good, he could only think of the fact that she had written
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to him, that he was holding a piece of paper that had been touched by her
hand and over which she had bent, thinking of him.
7. Matei thought that his mother knew a lot about the reasons of Dora’s
departure to the vineyard, but he could not find it in himself to ask her
what it was that she knew.
8. The last time when we met here you scared me, claiming you had no
ambition for the future. You know it is not nice that a young man such as
yourself should be unambitious and have no ideal, don’t you ? I believe
you did not tell me the whole truth.
9. Has it never occurred to you that you should become a Pasteur or an
Alexander the Great, have you never had one of these crazy passionate
dreams for the pursuit of which you should pledge your whole life ? Matei
thought it wiser to beat a retreat.
10. Then he applauded the new idea to build a factory, saying that the
brightness of a young mind and the influence of an education abroad was
unquestionably apparent. Neither he nor the old man would have ever
thought of such a thing ! but Urmatecu held back his greatest joy
expressing it only later, with warm praise for the fact that Bubi had felt
himself called and indeed had seen it his duty to take part in their work
and responsibility.
11. Bubi’s delight in his father’s unexpectedly reasonable attitude was so
great, that he did not notice Urmatecu’s inquisitiveness or derision. If his
father had finally shown him his whole sympathy, it meant that he would
approve of him from then on. And if things were so, he would achieve his
goal and be a victor. But what Bubi did not really see in this development
was that he had not beaten Urmatecu as he had planned, but that Urmatecu
had managed to set things the way he had wanted. And what he had not
found out (for Urmatecu had done this fully knowing human nature and
their circumstances) was the thick web of deceit in which he was wrapped
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now, exactly because now he was the object of Iancu’s cunning aversion.
And Iancu was quietly following the threads of a plan that was being
woven in his mind.
12. Of course my thought is that there is nothing we could do with these small
estates. We either sell them or we don’t.
13. He felt both joy for having emerged safe and sound from this and pride for
having won this turn, and fear that once again the opposition of his father
and the new problems brought about by the mortgage might prevent him
from achieving everything as planned. Then Bubi was also exhausted by
the tension and nervousness he had experienced. Urmatecu read all this on
his face and smiled. Nevertheless there was one thing that he did not
understand, namely the impatience of this young man, which secretly
drove him, more urgently than ever, towards Jurubita, where he would run
to confess everything. Bubi was confident that she deserved his full
confession, as he had felt he more close to her since he started to travel on
this road of supreme honesty.
14. Next day news of Dorodan’s death came from the hospital. Urmatecu
thought of the best course to take for a while. And at length he decided to
send someone to the old baron, without putting anything in a note, but
instructing the man to carry word to everyone around concerning
Urmatecu’s promise to arrive soon to clear every problem
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Activity 1:
1. She needed a stick with which she to beat up the old man. – simple
infinitive, grammatical 2. It was an awful thing to be sitting there abandoned.
– infinitive continuous, grammatical 3. It is nice she to have a dog as a friend.
– ungrammatical (either a ‘that’ clause, or a for-to infinitive should replace
the subordinate) 4. It was nice for her to have a dog as a friend. – simple
infinitive, grammatical 5. To be looking at her for hours seems his favourite
pastime. – infinitive continuous, grammatical 6. She reminded him to pick up
the flowers for Susan’s birthday. - simple infinitive, grammatical 7. He to be
looking at her for hours seems his favourite pastime.- ungrammatical (a ‘that’
clause should replace the subordinate) 8. Everybody knew him to have been
working as a plumber for more than twenty years. – perfect infinitive, the
perfect aspect is required by the ‘for’ phrase, grammatical, 9. It is vital for our
factory to be reopened. – simple infinitive, grammatical 10. It is vital this
factory to be reopened. - ungrammatical
Activity 2 :
They made me take Tom to school. / I was often allowed to leave home/ let
leave home. / they saw her leave. / He helped them lift the heavy parcel. / She
noticed him eat a whole chocolate bar. / He was forced to send Tom on the
front. / He had Mary clean her room. / He forced Mary to clean her bedroom. /
They hear him sing two patriotic songs.
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Activity 3 :
She wishes to really achieve world-wide recognition. / He went abroad to
better study modern educational strategies. / To be stupidly tempted to sell
your place for practically nothing is the very thing we all fear. / What
happened forced them to suddenly become aware of the problems they had. / I
want to never see you again. / In order to fully understand what that book is
about, you need to try harder.
Activity 4:
I would like [people to visit me every day.] – Accusative + Infinitive. Test: * I
would like people. \ She wanted [him to leave.] – Accusative + Infinitive.
Test: *She wanted him. \ She promised him PRO to leave. – Test: She
promised him. \ They tempted him PRO to leave. – Test: They tempted him.
\ I would love [ them to come. ] – Accusative + Infinitive. Test: *I would
love them. \ I allowed [them to come.] – Accusative + Infinitive. Test: *I
allowed them. \ He persuaded her PRO to come. – Test: He persuaded her. \
They convinced her PRO to come back. – Test: They convinced her. \ They
would have hated [her to come back.] – Accusative + Infinitive. Test: *They
would have hated her. \ They really asked her PRO to come back. – Test:
They asked her. \ They did not wish [her to come back.] – Accusative +
Infinitive. Test: *They did not wish her.
Activity 5:
He seems to have robbed all the banks in the neighbourhood. / He is known to
have attempted to commit suicide. / He is believed to have seduced the
daughter of the millionaire who is living next to us. / The unknown assassin
seems to have committed another murder on the sixth floor. / It was crucial
for him to listen to all her confession. / It is not too late for him to learn. / I
taught them to speak and spell correctly. / He is believed to have known her
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for years. / I have never known how to behave in her presence. / I want to tell
you what I think of you. / I want you to leave my house. / He is hard to stand.
/ She happened to come by so I invited her to have a cup of coffee.
Activity 6
Oh, to think he used to play the violin so beautifully !/ The grass was too wet
to sit on. / The persons without a passport are asked to go to the authorities. /
She is rich enough to afford a new furcoat. / Oh, to be young again… to be
able to enjoy life to the full…/ He bought himself a ticket in advance, not to
miss the train. / She is heartless enough to be able not to give him the money
for his flat any more. / He is young enough to start again. / To make a long
story short, I don’t need you or your services. / He came back from his trip
only to find his wife in a compromising situation. / I have a word to tell you. /
He is easy to talk to. / He is easy to live with. / You are to blame that the
factory exploded.
Activity 7
I presume you do not want to figure in my life merely as a pest. – obligatory
subject control verb / I do not intend to tell him that myself. - obligatory
subject control verb / I have no wish to uproot ourselves at our age and no
inclination to return to a part of the world which has for us only the
unhappiest of associations. - obligatory subject control verb / … and when
you have done so there is little doubt but that they will advise you to your
own country at once. – obligatory direct object control verb / I hope to call
on you and your husband a day or two after the funeral. - obligatory subject
control verb / And now he refuses to see me and has written me a disgusting
missive. - obligatory subject control verb
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Activity 8
a) Harold persuaded Alec [PRO to let 1] [him drive them home 2]. The
drinks hadn’t cheered him up; they had depressed and fuddled him.
Harold, who wasn’t used to men with moods, thought that the best and
kindest policy was [ PRO to ignore Alec’s 3]. If he himself was out of
spirits, he hated [anyone to comment on it 4].
1 – PRO- to, Prepositional object
2 – Accusative + Infinitive, Direct object
3 – PRO –to, Predicative
4 - Accusative + Infinitive, Direct object
b) During the visit Harold’s own outlook had undergone a good many
changes. It was natural to him [PRO to feel critical of another
environment than his own 1]. He suspected hostility at once; the herd
instinct was very strong in him. In so far as he was a snob his snobbery
only operated within his own social group; he didn’t envy those above it,
though he tended [PRO to look down on those below it 2]. Both seemed to
him a little unreal, and as if they didn’t know what life was about. And
this was especially the case with Alec and his wife’s outfit, for Alec
belonged to no group or social stratum, [he 3] appeared [to have the
freedom of several 3] but [to be indigenous to none 4].
1 – PRO-to, Subject, extraposed
2 – PRO-to, Object
3 – Nominative + infinitive, Subject
4 – Nominative + infinitive, Subject, coordinated with 3
c) I obliged him [PRO to recopy twice the episode of his first inspection of
me aboard the Zahir. 1] A little crossly, Marjanah told me [PRO to spend
the night with him as well 2], so that we might get to the future and have
done. She was even inclined [ PRO to remain in the bedroom with us 3],
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Activity 9*:
a) The poor mother felt heart broken to think that in a month’s time her
house would be empty. But when we need to comfort others, we seem to
forget about our own pain.
b) The effects of a principle are hard to estimate.
c) Unlike plane trips, elevator rides are much too short to terrify you with the
idea of fatality.
d) Why is he so sad? How could he be helped not to look so grim? Is there
anyone who doesn’t feel alone? In any man’s life there is a moment when
he feels like hanging himself, true, but you need to have a very special
nature to let this happen to you right when this choir is singing.
e) When two persons, man and woman, sit for days within these frozen walls
and all there is for them to do is to knock against this partition, slowly,
cautiously, what they manage to tell each other as well as the
circumstances in which they communicate are clearly not like when you
dial a wrong number. One day, the man might be tortured but he would
not tell you. And you might also be hit and humiliated.
f) The passing time is important, as are the questions you ask if you want
your story to have a meaning, or better said, if you want all these vague
candid truths – that you create fearfully, excitedly, so ashamed and
reluctant for having been forced to do so – to come back to you with every
sound you make, more meaningful, more believable than evidence itself.
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To say, for instance, that you are young. And to actually start to believe
you are so.
g) He didn’t know what to do to stop her from crying.
h) I want us to go, Mrs. Moroi says heavily. That is it. You have to
understand once for all that I cannot live like a hermit. These people
invited us… and the man is your boss. Would you like me to look at you
transfixed, to live only with your coughing, your spasms and your chest
pains?
i) The idea that we shouldn’t move exhausted us and our heads would start
shaking. That spot where your head is screwed on your backbone hurt us.
If it was summer, perspiration would start trickling down our cheeks and
behind our ears, all down our neck. It was impossible for the weaker ones
not to move a hand or a foot; or, tickled by the trickles of sweat, not to
want to wipe it off.
j) Paul Achim was not yet ready to remember Dr. Stroescu, as he had
appeared to him in the rain, or their talk that night, which he had already
forgotten. Although that talk deserved to be remembered. But Paul Achim
had lived for two decades with the express desire of never remembering it,
not even those parts where he had been half-right. But it was much easier
for him to forget about his being right, since this situation existed only by
opposition with things that almost every man keeps silent about in his
private talks with himself. He had not been able to leave Dr. S. in the
street, although the man would have really wanted to be left alone, in that
moment of exquisite happiness of early love, even when this love is
hurried.
k) With this considerable dowry, I am looking for a husband to love and
obey, while swearing to change my way of life. And I would care for this
man so deeply, my wish being only to please and serve. I am indeed
praising my own merits, for there is no shame in it when need drives you.
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Key To Chapter Nine Practice
Activity 1
I’ll have you arrested if you keep bothering me. / In a short while she
managed to bewitch him so completely that she had him eating out of her
hand. / They found it thrown in a corner. / The one talking to Maria right now
is my brother./ The blow left him sprawled under the table./ Don’t keep him
waiting./ Jim got the engine started in the twinkling of an eye./ He went to
have a tooth pulled./ Would you like your nailes varnished ?/ ‘So where did
you find such a roomy wardrobe ?’ ‘I had it made.’ / Why did you leave the
water running ? / I’ll have the house arranged in a second./ She sent him
shopping. / Nobody guessed that only a few days after this discussion they
were going to have their house broken into./ He was discovered lying flat
behind some crates, badly beaten and bloodied.. / You didn’t change the
baby’s diaper, what have you been doing all day?/ I’ll have you shut up if you
can’t keep a civil tongue in your head.
Activity 2
Riding was something of a passion with her, so that it always made her restive
to see someone else riding a good horse. – Accusative + present participle/
We might possibly get the damages agreed at a comparatively nominal sum,
if you put in a defence and then didn’t appear. – Accusative + past participle/
And before her suddenly closed eyes came Wilfrid’s face, with its lips drawn
back, as she had seen it last passing her in the Green Park. – Attributive past
participle; Accusative + present participle / She went into Adrian’s after
leaving him, and was rather disconcerted to find her Uncle Lionel waiting for
her there. – Adverbial present participle (preceded by conjunction);
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Accusative + present participle / I shall vow that towards the end of the
voyage the co-respondent was seen coming out of the respondent’s stateroom.
– Nominative + present participle / Dinny, sitting taut between her father and
her sister, feeling in her whole being the vibration of her pride and her own,
heard the slow rich voice striking in behind her. – Attributive present
participle; Attributive present participle; Accusative + present participle / In
any case, you gave instructions to have your wife watched. – Accusative +
past participle / My Lord, before resuming my cross-examination of the
respondent, I should be glad to recall the petitioner. – Adverbial present
participle (preceded by conjunction)
Activity 3
1.She didn’t want to hear the story again, having heard it all before. 2.
Turning on the light, I was astonished at what I saw. 3. Having looked
through the fashion magazine, I realize that my clothes are hopelessly out of
date. 4. In this chapter the characters have an unintelligible conversation,
lying face downwards in a sea of mud. 5. The tree had fallen across the road,
having been uprooted by the gale. 6. Sleeping in the next room, the people
were wakened by the sound of breaking glass. 7. Knowing that the murderer
was still at large, I was extremely reluctant to open the door. 8. Having been
punished by mother for my mistake, I slammed the door of my room. 9.
Having fed the dog, he sat down to his own dinner. 10. Finding the treasure,
they began quarreling about how to divide it.
Activity 4
1.Running into the room, a rug caught her foot and she fell. – As she was
running into the room, a rug caught her foot and she fell./ Running into the
room, she caught her foot in a rug and fell. The participle is misrelated to the
main clause for the simple reason that the subject of the participle does not
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identify with that of the main clause, and this phenomenon gives rise to
ambiguities. 2. Riding in the first race, his horse fell at the last jump. – As he
was riding in the first race, his horse fell at the last jump. 3. Knowing me to
be the fool of the family, the news that I had won a scholarship astonished
him. – As he knew me to be the fool of the family, the news that I had won a
scholarship astonished him. / Knowing me to be the fool of the family, he was
astonished at the news that I had won a scholarship. 4. Reading in bed, my
hands often get very cold. – When I read in bed, my hands often get very
cold./ Reading in bed, I often get very cold hands. 5. Leaving the cinema, it
seemed to him that the film had been exceptionally bad. – As he left the
cinema, it seemed to him that the film had been exceptionally bad. 6.
Climbing down the tree, one of the eggs broke. – As he was climbing down
the tree, one of the eggs broke. / Climbing down the tree, he broke one of the
eggs. 7. Barking furiously, I let the dog out of the room. – As the dog was
barking furiously, I let it out of the room. 8. Getting out of bed, a scorpion bit
him. – As he was getting out of bed, a scorpion bit him. / Getting out of bed,
he was bit by a scorpion. 9. Sitting in the dentist’s chair, an idea suddenly
occurred to me. – As I was sitting in the dentist’s chair, an idea suddenly
occurred to me. 10. Dropped by parachute, the country seemed entirely
unfamiliar. – As I had just been dropped by parachute, the country seemed
entirely unfamiliar. 11. Tied to the post, the sea was tossing the post up and
down. – As he was tied to the post, the sea was tossing it up and down. 12.
Passing under a ladder, a pot of paint fell on my head. – As I was passing
under a ladder, a pot of paint fell on my head.
Activity 5
Fair-haired, broad-shouldered, red-handed, bald-headed, three-coloured,
many-coloured, cloth-covered, stony-hearted, narrow-minded, open-minded,
fishy-eyed, empty-headed, lion-hearted, sharp-eyed/minded, wooden-headed,
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Activity 6
Molten lead, drunken man, lighted candle, mown grass, roast meat, shaven
head, stricken deer, sunken eyes, shorn lamb, hidden meaning, shrunken
stream, bounden duty, ill-gotten wealth, rotten plank, graven image,
Activity 7
1.Books taken out of the library must be returned within three weeks. / People
taking books out which haven’t been stamped will be banned. (take) 2. The
film, produced by S.Spielberg, is expected to be a great hit./ Power stations
producing enough energy to supply several towns are soon to be built on the
south coast. (produce) 3. Crops grown under glass mature more quickly than
those in the open. / Farmers growing such crops can therefore catch the early
markets. (grow) 4. I stared at the canvas for ages, admiring the artist’s skill
and eye for detail. / Swiss watches, admired for their elegance and precision,
are sold throughout the world. (admire) 5. The escaped prisoner, found hiding
in a barn, was today taken back to prison. / Many old people, finding that their
savings have been eaten into by inflation, are having difficulties in making
both ends meet. (find) 6.I fell on the ice, injuring my arm. / Three people,
injured when their car crashed on the M1, were taken to hospital. (injure). 7.
Whales, hunted for their valuable oil and meat, are in grave danger of
extinction. / Thousands of people went shopping in the sales today, hunting
for a bargain. (hunt).
Activity 8
1. Her figure had full round curves: the tendrils of hair hanging on her
forehead and around her bared ears; the shoulders barely hidden by lace;
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the breasts squeezed by the tightly fitting garment; the hips bursting from
the tight bodice that bit into them, yet left them room to sway free, barely
perceived under the rich folds of fabric. A parasol, now taken down, then
put up, would cast on the woman’s face and figure shadows and colours
that kept dancing and relighting her curves.
2. Although the moment was deeply disturbed, a strange thrill shot through
Bubi. He felt close to his father, in charge of his house and lands, and
moreover, acknowledged and welcomed by the woman he desired.
3. After a while, the urgency of those words cleared Bubi’s elation/euphoria
away, forcing him to ponder over their meaning. And his soul, hovering
uncertain and soft, always seized by doubts/ beleaguered with doubts/
struggling with doubts, was now awakened and driving away all its
strength by its hesitations. It seemed to him that Dorodan’s refrain
sounded like some mysterious prophecy. He suddenly felt surrounded by
some unknown long-forgotten danger which was now assailing him. the
feverish enthusiasm he had felt got drowned in the deep murky waters of
doubt. So, freeing the old man’s shoulders from his clasp, he started
peering anxiously around as if, suddenly suffocated, he were struggling
for breath, seeking some promised land.
4. She was surrounded by all that was going to turn into a rich meal: the red
meat, streaked with yellow veins of fat, the fish, its scales scraped off by
the knife, the twice rinsed vegetables, the carved chicken, thrown in the
pots, with its sickening smell of scalded feathers, and the puffed pastry
beds, flat and soft, sprinkled with sticky flour, all this passed through
Mistress Mita’s skilled hands who would lay them out carefully, boil
them, bake them.
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Activity 9
There’s no hope of finding any survivors afther the plane crash. / Did you
apologize for disturbing him ? / I gave up playing football when I graduated
from highschool. / You ‘re probably fed up with doing the same thing every
day. / John was severely reprimanded for bullying younger boys. / The public
was warned against the danger of walking alone through the park at night.
/He’s not interested in bringing up his children./ It seems you’re rather keen
on pointing to other people’s shortcomings. / Miners are always advised
against bringing matches into the mine./ Who is responsible for locking the
door and watching the building during the night ?/ You should think about
saving money instead of hoping to win it by playing cards./ The answer to the
housing problem seems to reside in building new blocks of flats. / They saw
no reason for not continuing as planned. / The doctor advised me against
smoking and eating fat foods. / I had to put off my leaving on holiday. / That
company specializes in manufacturing office furniture. / She should assert
herself and abstain from smoking in restaurants and other public places. / I am
sorry for being so late. / The judge was accused of not tracing clear goals for
the jury. / He prides himself on always being well-dressed. / I told him not to
bother putting things back. / We had to put up with his being rude throughout
the trip. / I asked for legal advice before deciding on taking legal action. /
After annoying the shop-assistant, he left the store without buying a thing. /
Despite her having to struggle with the rough sea, the swimmer was able to
cross the channel in record time.
Activity 10
1. A stranger sharing the trip with us was bad enough. – participle (attribute)
2. He smiled to hear her talking in that way. – Accusative + participle 3.
Gambling is his favourite pastime. – gerund (subject) 4. It was worth trying to
continue the efforts. - gerund 5. What I don’t understand is you suddenly
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turning against me. – Accusative ING (predicative) 6. The only reason for
selling was the owner’s getting a new car. – gerund (attribute, preceded by
preposition), possessive ING (predicative) 7. He said he favoured people
having decent haircuts. 8. I can excuse his being rude to me but I cannot
forgive his being rude to my mother. - possessive ING (direct object) 9. He
admitted to driving the lorry recklessly. – gerund (prepositional object) 10.
They were interested in a true vote being expressed by the people. –
accusative ING (prepositional object) 11. The house is accustomed to reports
being presented orally. – accusative ING (prepositional object) 12. The
ceremony ended with his having to receive a trophy. – possessive ING
(prepositional object)12. He was spotted talking to her. – Nominative +
participle 13. I was afraid that my answer might lead to him being charged for
the offence. – accusative ING (prepositional object) 14. She’s looking forward
to having lots of children. – gerund (prepositional object) 15. The idea of
him/his going to Paris appalled her. – gerund (half or full, attribute)
Activity 11
Chewing cow/ chewing gum- participle vs. gerund
shooting gallery / shooting star – gerund vs. participle
boiling water is a job I hate / I need some boiling water – gerund (functions as
subject) vs. participle
crying game / crying woman – gerund vs. participle
swimming duck / swimming trunks – participle vs. gerund
pressing needs/ pressing people to answer questions – participle vs. gerund
(has a direct object)
eating habits/ eating people – gerund vs. participle
paying guests / paying guests to leave is wrong – participle vs. gerund (has a
direct object)
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Activity 12
Men have as much patience for cool philandering as they have for shopping.
– verbal noun (has adjective); also verbal noun through symmetry rules /
Shopping can be a nice activity but shopping there can only be a mistake. –
gerund or verbal noun; gerund (because of the adverbial that follows it; so
probably the first ing form is also a gerund through symmetry rules) / His
coming there puzzled her. – full gerund (has adverbial)/ His sudden coming
puzzled her. – verbal noun (combined with adjective)/ The massive cutting of
funds shocked everybody in the company.- verbal noun (has determiner,
adjective, of phrase) / Cutting funds so suddenly came down as a shock. –
gerund (has direct object and adverbial)/ Their looting and ruthless
murdering was never forgotten.- verbal nouns (due to combination with
adjective)/ All newspapers commented on John’s robbing the bank. – gerund
(full, has direct object)/ John’s robbing of the bank was widely commented
on. – verbal noun (has of phrase) / The unexpected robbing of the bank didn’t
pass unnoticed. – verbal noun (has determiner, adjective, of phrase)
Activity 13
a) ‘I remembered my husband say that I must look out for myself. And I
realized how silly I was in not knowing that I was being watched.’
‘Tell me, Lady Corven, why did you defend this action?’
‘Because I knew that, however appearances were against us, we had done
nothing to be ashamed of.’
Dinny saw the Judge look towards Clare, take down her answer, hold up his
pen and speak.
‘On that night in the car you were on a main road. What was to prevent you
from stopping another car and asking them to give you a lead into Henley?’
‘I don’t think we thought of it, my Lord; I did ask Mr. Croom to try to follow
one, but they went by too quickly.’
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‘In any case, what was there to prevent you from walking into Henley and
leaving the car in the wood?’
‘I suppose nothing really, only it would have been midnight before we got to
Henley; and I thought it would be more awkward than just staying in the car.
And I always had wanted to try sleeping in a car.’
‘And do you still want to?’
‘No, my Lord, it’s overrated.’
b) Your uncle has been very kind to me and I shall simply have to call and
thank him. So do look out for me about six o’clock tomorrow. I spend all my
time hunting a job, and am beginning to realise what it means to poor devils
to be turned down day after day.
c) I think you’re splendid to want to be independent. It’s quite impossible for
me not to be in love with you and to long to be with you all day and all night
too. But I’m going to be as good as I can because the very last thing I want is
to cause you uneasiness of any sort.
d) Having looked up Sir Lawrence’s number in Mount Street, he addressed
the note, licked the envelope with passion, and went out to post it himself.
Then, suddenly, he did not feel inclined to return to the Coffee House.
e) ‘I thought you’d never forgive me for asking at such a moment.’
‘Always delighted for you to ask anything at any moment. I must go back
now, but I’ll hope to see you again very soon.
f) ‘The word ‘national’ is winning this election,’ said Clare. ‘Where I went
canvassing in the town they were all Liberals. I just used the word and they
fell.’
Hearing that the new Member would be at his headquarters all the morning,
the sisters started about eleven o’clock. There was so much coming and
going round the doors that they did not like to enter.
‘I do hate asking for things,’ said Clare. ‘Especially when they go on
ignoring you like that.’
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‘Then you shall simply have to go on asking and after getting it you can go
on to become whatever you wish.’
Activity 14
k) He remembered entering the village (PRO –ing gerund, following the verb
‘remember’, functions as direct object) and then the ground, the very earth
opening up (half gerund, direct object). First the crack snaking (half
gerund, direct object) its jagged way along the concrete, then the noise
and the cracking stone, (participle, attribute, stone which is cracking) and
then the incredible sound of the ground opening up (participle, attribute),
the enormous split in the earth. The two sides were moving apart, their
edges crashing inwards (absolute participle, adverbial of time, …while
their edges were crashing inwards), down, down into God knows where.
The sight of the two children, the man and his bike disappearing (half
gerund, direct object for the main verb ‘remember’, elliptical here. Has a
complex subject) in the hole. The collapsing shops (participle, attribute,
shops which are collapsing) – he remembered seeing (PRO-ing, gerund,
direct object) the shops on one side collapsing (half gerund, direct object)
– and then the ragged mouth reaching (half gerund, direct object) towards
him.
l) The people above heard the cry for help coming (participle, attribute, …
which was coming) from the huge hole that had wrecked the burning
village (participle, attribute, village which is burning). He looked up
towards the daylight, hoping (participle, adverbial of reason) he would see
somebody up there, someone looking for survivors (participle, attribute).
Then he saw movement at his feet. At first, he thought it was dust caused
by the disturbance, but then he saw it billowing up (Acc + present
participle, after verb of perception, direct object) from below. It was like a
mist, slowly rising (participle, attribute) in a swirling motion, slightly
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r) She might just as well have stayed on soaking in her bath (participle,
adverbial of manner), for Dornford was busy on an important case. She
finished what jobs there were, looking idly out over the Temple lawn bath
(participle, adverbial of manner), whence fine-weather mist was
vanishing, and sunlight, brightening (participle, attribute) to winter
brilliance, slanted on to her cheek. (John Galsworthy – Over the River)
s) Two little boys carrying toy aeroplanes (participle, attribute) stopped
dead, examining (participle, adverbial of manner) her dark eye-lashes
resting (participle, attribute) on her cream-coloured cheeks, and the little
twitchings (verbal nount) of her just touched-up lips. Having a French
governess (participle, adverbial of reason), they were ‘well-bred’ little
boys without prospect of sticking (PRO-ing gerund, preceded by
preposition, attribute) pins into her or uttering (PRO-ing gerund, preceded
by preposition, attribute) a sudden whoop. (John Galsworthy – Over the
River)
t) Donford spent a quiet hour with Clare over her evidence, and then went
riding (participle, adverbial of purpose) with her in the rain. Dinny’s
morning went in arranging for spring cleaning and the chintzing of the
furniture (verbal nouns) while the family were up in town. (John
Galsworthy – Over the River)
Activity 15:
Translate into English, making use of the information supplied in this section:
1. So, reluctant or not, we were all gathered in that room, mother, the two
Mamonas, Vaucher and I, waiting for all that was to happen to really happen,
and not only in my imagination or theirs. And, as if a signal announcing a
beginning had been given, a door was opened and as a servant entered, and
everything got suddenly animated. Standing up, Young Mamona left the room
without a word, yet leaving a few drops of blood behind, which beckoned to
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the eye with their hot foreboding red colour. Behind the servant and tripping
over the departing Young Mamona came other two servants, each carrying a
wooden box.
2. Entering our house on a Thursday, in the year 1812, Vaucher began by
beating Young Mamona under my careless mother’s eyes and my own, and
ended his life in the year 1821, killed by Young Mamona, his disloyal
apprentice. But all this is far away and yet unimaginable. Not so unimaginable
though, as not to picture him hitting me shortly after, as he came out of his
puddle and drew near Young Mamona in order to hit him. And then, closing
my eyes, pressing my eye-lids over the look lurking behind them, a sort of
fear and indifference overwhelmed me, together with the thought that some
day someone would kill Vaucher, too. And though I knew that person
wouldn’t be me, I knew who it would be. And, who knows, sitting in his
puddle, Vaucher might have known that too, for anyway, he looked like
someone who did, yet who hoped that everything would turn out different in
the end.
3. So when Old Mamona came in, a soaked burlap sack on his shoulders, and
smelling so hard of rain, he found us sitting each in his place, mother looking
absent-minded yet knowledgeable, her back towards us, to me, who was
sitting with eyes half-closed, to Vaucher, sitting in the puddle of water
dripping from his clothes, and to Young Mamona, his head almost touching
the ceiling and a hand raised, as mother had ordered him, but looking as if he
was greeting us or taking leave of someone. He cast us a swift glance, without
taking his sack off his shoulders, not deigning to show us this small courtesy
at least, let alone greet us or say something, he went to mother and, bending a
little, kissed her forehead.
4. He was talking about gathering up all our strength, about sparing no effort,
about concentrating all our resources, about the safeguarding of all our
achievements ; it was raining heavily outside and from time to time they kept
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rubbing their eyes and their unshaven faces in order to stay awake, the wind
made the walls of the barrack rattle in an almost exciting manner and,
although I was there for the first time and had never seen those people before,
everything seemed familiar, already seen and heard, futile, as if things had
happened before and to no avail and I was sick and tired of seeing and
listening to it, of taking notes and rewriting them. And suddenly, while the
sentences kept flowing in that familiar way and the rain kept falling and the
wind kept blowing, I thought : what if in the meantime the Danube had cut the
island off and pushed it down the river, barrack, stove, wood pile, long board
table, ink-stained red table cloth with cigarette burns and all those men around
the table who were listening while rubbing their unshaven faces, and that guy
who was talking sedately and me who was putting down the same old
words… what if everything had started a long time ago without our even
realizing it, without even suspecting it… This was followed by people making
suggestions.
5. Reach that place they did one sunny morning, one of those crisp chilly
autumn mornings whose chill does not preclude the afternoon heat but
prepares you for it and makes you feel it better. They got off the truck slowly,
each pausing before jumping down, staggering under the strong light and then
letting themselves slide down as if they were slipping into a deep water whose
bottom they didn’t expect to feel under their feet. After the last man had
descended and without any of them uttering one word, the truck left and they
tried to look around and understand. But, as an afterthought, the truck stopped
further by and somebody tossed a few shovels and rakes out of it – they could
see only the wooden handles twisting in the air as they fell – and a voice
whose harshness had been dimmed by the distance and by the droning of the
engine told them that they were not allowed to explore or to come close to the
villages in that area. When they were finally alone they counted themselves
once more : there were nine of them. And all around them was the great field
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Key To Chapter Nine Practice
of Baragan. The villages they were not supposed to come close to couldn’t be
seen. They could only distinguish a clump of trees – no more than a few
hundred. The first thing they did was to gather the implements from the place
where they had been carelessly thrown away. The next thing was to go to the
well.
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Nadina VIŞAN
368
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