Writing 8

Adverb Clauses—Result

An adverb result clause expresses the effect or consequence of the information in the independent
clause.

A result clause follows the independent clause in a sentence.

Result subordinators

so + adverb/adjective + that Joanne’s cookie business is so successful that she hired three
new employees last week.

New orders are coming so rapidly that she has expanded her
production facilities.

such a(n) + noun + that Joanne’s cookies are such a success that she is considering
franchising the business.

so much + uncountable noun + Running the business takes so much time now that Joanne no
that longer does the baking herself.

so many + plural noun + that There were so many orders for her holiday cookies that her
workers were baking 24 hours a day.

so little + noun + that Now Joanne has so little free time that she has not taken a
vacation in months.

so few + plural noun + that Her cookies contain so few calories that even people on diets
can enjoy them.
Writing 8—Adverb clauses—Result clauses

Practice—Part A

1. Form an adverbial clause by adding a result subordinator to the appropriate sentence in each
pair.
2. Write a new sentence by combining the adverb clause with the independent clauses.

The first one has been done as an example.

1. Anthropological museums have realistic displays. A visitor can gain insight into the lifestyles of
ancient people.
Anthropological museums have such realistic displays that a visitor can gain insight into the
lifestyles of ancient people.

2. The Ancient Peru exhibit was popular. It was held over for two weeks.
The Ancient Peru exhibit was so popular that It was held over for two weeks.

3. The artifacts had historic value. Anthropologists from several universities came to study them.
The artifacts had historic so value that anthropologists from several universities came to study
them.

4. The exhibits were precious. A museum guard was posted in every room.
The exhibits were so precious that a museum guard was posted in every room

5. Computer graphics allowed the exhibit’s curators to present the lives of ancient Peruvians
realistically. You felt you were actually there.
Such computer graphics allowed the exhibit’s curators to present the lives of ancient Peruvians
realistically that you felt you were actually there.

6. There were many exhibits. We could not see all of them.

There were so many exhibits we could not see all of them.
Practice—Part B
Complete the sentences in this story with an appropriate result clauses.

Last week our biology class went on a field trip to a local science museum. Our
appointment was for 9:00 a.m. We went there by bus, but the bus driver got lost. In fact, we
were so lost that we were wondering if we would ever get to the museum.

At long last, we arrived at the museum. The curator met us and took us to see the snake
exhibit. In one room, a man was sitting on a chair with a very large boa constrictor around his
neck. He was feeding the snake its weekly meal of mice. A few of the students started shrieking
when they saw the first cute little mouse disappear into the boa constrictor’s open jaws. They
were shrieking so loudly that the person from the museum ask us if we were ok

After the boa constrictor had finished his meal, the curator asked if any of us would like
to hold it. It was such a large and heavy snake that we did not know if we would the
able hold it alone. _____The few students who were brave enough to hold it said that its skin
was surprisingly dry and smooth.
Next, we visited the insect room. Well, there must have been a million bugs in that
place! There were so many different insects that we hard identify each one of them
. Our teacher assigned each student an insect to draw in detail. It was almost
lunchtime. I spent so much time trying to find my assigned insect among the millions that
were in those boxes. . By the time I found my insect and sketched it, I
was starved. In fact, I was so hungry that I could eat all those insects myself
.