EXERCISE1: Make a reduced relative clause. These sentences all need a passive clause.

1) The television was stolen (the television was bought twenty years ago) >>> The television
bought twenty years ago was stolen.
2) I often buy cheese (the cheese is imported from Paris)
3) The bread is in the kitchen (the bread was brought by John)
4) We live in a house (the house was built by my grandfather)
5) The money has been given to charity (the money was found in the street)
6) We all praised the cake (the cake was baked by my mother)
7) The robber ran away (the robber was seen by David)
8) I really loved the flowers (the flowers were grown in London)
9) The coffee is very strong (the coffee is drunk in Turkey)
10) I don't know much about the games (the games are played by children nowadays)

EXERCISE 2:Make a reduced relative clause. These sentences all need an active clause.
1) We broke the computer (the computer belongs to my father) >>> We broke the computer
belonging to my father.
2) The man is in the garden (the man is wearing a blue jumper)
3) We found a doctor (the doctor works at a hospital in Madrid)
4) People will not be allowed to enter (people have arrived late)
5) Don't wake the baby (the baby is sleeping in the next room)
6) Who is that boy (that boy is walking in the forest)?
7) The man is over there (the man wants coffee)
8) Those books were mine (those books had been lying on the table)
9) Julia is on the train (the train is arriving at Platform 3)
10) They called a lawyer (the lawyer lived nearby)
Two variables included in the IPUMS dataset (reduced clause; full form: which are included)
are educational attainment, representing the current (or completed) level of education of every
person in the household, and the variable indicating the number of people in each household.
Those individuals who have no education information listed are excluded from the sample. In
this analysis, the number of children born to a mother is used as a proxy for the number of
siblings that a child has, and in this case the number of children born is interpreted as a
measurement of a family size. It is important to note the assumptions arising from the use this
measurement. In certain cases, some of those children born to a mother may no longer be alive,
or some of these children may be half brothers or sisters that live in different households.
Obviously, these absent children have no impact on the observed child’s educational attainment.
Still, this variable attempts to capture some of the possible competition between siblings for the
opportunity to go to school, if parents need one child to stay at home while they work. In
additional specifications, the number of people per household is another measurement of a
family size, although in some cases multiple generations may live in one household, or the
household may contain people who are not directly related to children in the family. One
additional model is run using this measure of family size.