Professional Documents
Culture Documents
Syntax
Syntax
Karpenko
SENTENCE
ANALYSIS
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Міністерство науки і освіти України
Sentence Analysis
Одеса 2014
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Укладач – Карпенко Олена Юріївна, доктор філологічних наук, професор,
завідувач кафедри граматики англійської мови Одеського національного
університету ім.І.І.Мечникова
Рецензенти:
© Карпенко О.Ю.
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ВСТУПНІ ЗАУВАЖЕННЯ
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PART 1
LIST OF THEMES
TERM 1
1. PLAN OF ANALYSIS
2. THE COMMUNICATIVE TYPE OF THE SENTENCE
3. STRUCTURAL TYPE OF THE SENTENCE
4. STRUCTURE OF A SIMPLE SENTENCE OR A CLAUSE
5. PRINCIPAL PARTS OF THE SENTENCE: SUBJECT
6. PREDICATE
7. SECONDARY PARTS OF THE SENTENCE: OBJECT
8. ATTRIBUTE
9. ADVERBIAL MODIFIER
10.DETACHED PARTS OF THE SENTENCE
11.INDEPENDENT ELEMENTS OF THE SENTENCE
12.SYNTACTIC STRUCTURES
TERM 2
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2
PLAN OF ANALYSIS
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Traditional
simple sentences
information-giving non-information-giving
(statements)
information-seeking process-willing
(questions) (imperatives, voluntatives)
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Example: We like English syntax.
According to the traditional classification the communicative type of this
sentence is declarative, affirmative, non-exclamatory. According to the
alternative classification it is information-giving, non-emphatic, non-
emotive, positive.
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4
STRUCTURAL TYPE OF THE SENTENCE
but
what
and
what
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STRUCTURE OF A SIMPLE SENTENCE OR A CLAUSE
a simple sentence
two-member one-member
complete incomplete
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PRINCIPAL PARTS OF THE SENTENCE
SUBJECT
The subject is a principal part of a two-member sentence which is
grammatically independent of the other parts of the sentence. It denotes a
living being, thing or idea.
Ways of expressing:
1. A noun. E.g. Jim is a student.
2. A pronoun. E.g. He is a student.
3. A substantivized adjective or participle. E.g. The clever are students.
4. A numeral. E.g. The first is a student, and the second – a teacher.
5. An infinitive, an infinitive phrase, an infinitive construction. E.g. To
study is important. To study Mathematics is important. For us to study
is important.
6. A gerund, a gerundial phrase, a gerundial construction. E.g. Learning
isn’t easy. Learning English isn’t easy. Our learning English isn’t easy.
7. A syntactically indivisible group. E.g. The tread and needle is lost.
8. A quotation. E.g. “On” is a preposition.
9. A quotation group. E.g. What’s-his-name must do it.
IT AS THE SUBJECT
It
a notional subject a formal subject
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The introductory it introduces the real subject. E.g. It is nice to be here.
The emphatic it is used in emphatic constructions. E.g. It was he who did
the work.
Example:
Jim is a student.
The subject of this sentence is “Jim”. It is expressed by a proper noun in the
common case.
My friend is a student.
The subject of this sentence is “friend”. It is expressed by a countable
common class noun in the common case, singular.
He is a student.
The subject of this sentence is “he”. It is expressed by a personal pronoun in
the third person, singular, nominative case.
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PREDICATE
The predicate is a principal part of a two-member sentence which is
grammatically dependent on the subject. It expresses an action, state, or
quality.
predicate
simple compound
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• An infinitive, an infinitive phrase, an infinitive construction. E.g. The
best thing is to go away / to go away as soon as possible / for you
to go away.
• A gerund, a gerundial phrase, a gerundial construction. E.g. The topic
of their conversation was swimming / swimming in the lake / their
swimming in the lake.
• A prepositional phrase. E.g. The things were outside her experience.
• The objective predicative expresses the state or quality of the object
and is represented by a noun, an adjective, a stative or a
prepositional phrase. E.g. We left him alone; We painted the door
green; We appointed him secretary.
The compound verbal modal predicate shows whether the action is possible,
obligatory, necessary, etc. E.g. You must do it. The structure:
The compound aspect nominal predicate. E.g. He stopped being a good student.
The compound modal aspect predicate. E.g. He must stop to be a good student.
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Example:
I have been thinking about you.
A simple predicate is “have been thinking”. It is expressed by a finite verb form in
the present perfect continuous tense, active voice, indicative mood.
You must do it.
A compound verbal modal predicate is “must do”. It is expressed by a modal verb
and a bare indefinite active infinitive.
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OBJECT
Ways of expressing:
Types of objects:
The direct object denotes a person or thing directly affected by the action of the
verb. No preposition is used. With transitive verbs. E.g. I moved my head.
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Both direct and indirect objects may be simple and complex. The complex object
consists of 2 components in predicate relations (1 – a noun, pronoun, 2 – an
infinitive, participle, gerund, sometimes a noun, adjective, stative or a
prepositional phrase). It may be non-prepositional or prepositional. E.g. I saw him
cross the street. I saw my friend crossing the street. She thinks herself very clever
NB: Difference between the complex object and the group object + the objective
predicative - the complex object can be extended to a subordinate clause. E.g. I
saw him cross the street = I saw that he crossed the street. I left him alone = -.
The cognate object is expressed by a noun with the same root as the verb. With
intransitive verbs. No prepositions. E.g. to live a happy life, to smile a happy smile,
to laugh a happy laugh.
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ATTRIBUTE
Way of expressing:
The close apposition consists of a proper name and a common name which
explains it. E.g. Professor Brown, Mount Doom, the city of London.
The loose or detached apposition follows the modified word and is separated by
commas. E.g. Prof. Brown, our teacher, knows something.
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ADVERBIAL MODIFIER
The adverbial modifier is a secondary part of the sentence which modifies a verb,
an adjective or an adverb.
Types of AM:
Ways of expressing:
Example:
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Such parts assume some grammatical and semantic independence, and are
usually separated by commas, dashes, brackets.
The detached adverbial modifier. E.g. He stopped, fury showing in his eyes.
The detached object. E.g. She does not change – except her hair.
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4. The structures of coordination consist of 2 or more syntactically equivalent
parts. E.g. The bed was huge and circular.
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PART 2
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but
Ways of connection:
Types of coordination:
Punctuation rules:
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Coordinate clauses are separated by a punctuation mark – a comma,
semicolon, colon, dash.
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what
Ways of connection:
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This clause performs the function of the subject to the predicate of the principal
clause.
E.g. What I want to do is to save us both. It is possible that you are right.
Ways of connection:
Punctuation rules:
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This clause performs the function of the predicative and together with the link
verb forms a compound nominal predicate.
Ways of connection:
Punctuation rules:
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Ways of connection:
Punctuation rules:
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attributive clauses
relative appositive
proper continuative
Attributive relative clauses qualify the antecedent. E.g. All that could be done
had been done.
Ways of connection:
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- by means of relative adverbs where, when. E.g. They spoke on the way
to lodgings where they stayed.
Ways of connection:
Syndetical –
Ways of connection: only by a relative pronoun which. E.g. You understand this
theme, which is good.
Ways of connection:
Syndetical –
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Punctuation rules:
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The adverbial clause of time shows the time of the action expressed in the
principal clause. They are joined to the principal clause by subordinating
conjunctions when, while, whenever, as, till, until, as soon as, as long as, since,
after, before, now that. E.g. I shall hope to visit you whenever I happen to be in
London. As soon as I saw Susan I stopped noticing my surroundings.
The adverbial clause of place shows the place of the action expressed in the
principal clause. They are joined to the principal clause by subordinating
conjunctions where, wherever. E.g. I am quite comfortable where I am.
The adverbial clause of comparison denotes an action with which the action of
the principal clause is compared. They are joined to the principal clause by
subordinating conjunctions than, as, as…as, not so…as, as if, as though. E.g. He
was going as fast as he could. She could see his lips moving as though he was
talking to himself.
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The adverbial clause of condition states the condition which is necessary for the
realization of the action expressed in the principal clause. They are joined to the
principal clause by subordinating conjunctions if, unless, suppose, in case, on
condition that, provided, etc. E.g. I will do anything you wish provided it lies in my
power. Asyndetical type of connection is also possible. E.g. Had she been an
Englishwoman, he would have guessed everything.
The adverbial clause of concession denotes an obstacle for the realization of the
action expressed in the principal clause. They are joined to the principal clause by
subordinating conjunctions though, although, as, no matter how, however,
notwithstanding that, in spite of the fact that and conjunctive pronouns whoever,
whatever, whichever. E.g. I enjoyed the day though it was cold and rainy.
The adverbial clause of cause shows the cause of the action expressed in the
principal clause. They are joined to the principal clause by subordinating
conjunctions as, because, since, for fear (that), on the ground that, for the reason
that, etc. E.g. Letters were not welcome because they contained bad news.
The adverbial clause of purpose shows the purpose of the action expressed in the
principal clause. They are joined to the principal clause by subordinating
conjunctions that, in order that, so that, lest, etc. E.g. She kept her back to the
window so that he might not see her.
The adverbial clause of result shows the result of the action expressed in the
principal clause. They are joined to the principal clause by subordinating
conjunctions so that, that. E.g. Darkness had fallen so that the streets were
deserted. She is so weak physically that she can hardly move.
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Punctuation rules:
Adverbial clauses usually are not separated by a comma when they follow the
principal clause. When they precede the principal clause, they are separated
by a comma.
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and
what
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PARENTHETICAL CLAUSES
The parenthetical clause appears within another clause and interrupts its
structure. It contains some information serving to elucidate what is said in the
main body of the sentence. E.g. You are, I am afraid, in need of medical advice.
Her thinking is exceptional, I think.
The inserted clause has the same structure but differs in meaning – it is a casual
interruption due to the speaker suddenly thinking of something vaguely
connected with what he is talking about. E.g. She would buy him – she and Will
would buy him – books about dinosaurs.
Punctuation rules:
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PART 3
Edgar Poe
THE chateau into which my valet had ventured to make forcible entrance, rather
than permit me, in my desperately wounded condition, to pass a night in the
open air, was one of those piles of commingled gloom and grandeur which have
so long frowned among the Appennines, not less in fact than in the fancy of
Mrs. Radcliffe. To all appearance it had been temporarily and very lately
abandoned. We established ourselves in one of the smallest and least
sumptuously furnished apartments. It lay in a remote turret of the building. Its
decorations were rich, yet tattered and antique. Its walls were hung with tapestry
and bedecked with manifold and multiform armorial trophies, together with an
unusually great number of very spirited modern paintings in frames of rich golden
arabesque. In these paintings, which depended from the walls not only in their
main surfaces, but in very many nooks which the bizarre architecture of the
chateau rendered necessary -- in these paintings my incipient delirium, perhaps,
had caused me to take deep interest; so that I bade Pedro to close the heavy
shutters of the room -- since it was already night -- to light the tongues of a
tall candelabrum which stood by the head of my bed -- and to throw open far and
wide the fringed curtains of black velvet which enveloped the bed itself. I wished
all this done that I might resign myself, if not to sleep, at least alternately to the
contemplation of these pictures, and the perusal of a small volume which had
been found upon the pillow, and which purported to criticise and describe them.
Long -- long I read -- and devoutly, devotedly I gazed. Rapidly and gloriously the
hours flew by and the deep midnight came. The position of
the candelabrum displeased me, and outreaching my hand with difficulty, rather
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than disturb my slumbering valet, I placed it so as to throw its rays more fully
upon the book.
But the action produced an effect altogether unanticipated. The rays of the
numerous candles (for there were many) now fell within a niche of the room
which had hitherto been thrown into deep shade by one of the bed-posts. I thus
saw in vivid light a picture all unnoticed before. It was the portrait of a young girl
just ripening into womanhood. I glanced at the painting hurriedly, and then closed
my eyes. Why I did this was not at first apparent even to my own perception. But
while my lids remained thus shut, I ran over in my mind my reason for so shutting
them. It was an impulsive movement to gain time for thought -- to make sure that
my vision had not deceived me -- to calm and subdue my fancy for a more sober
and more certain gaze. In a very few moments I again looked fixedly at the
painting.
That I now saw aright I could not and would not doubt; for the first flashing of the
candles upon that canvas had seemed to dissipate the dreamy stupor which was
stealing over my senses, and to startle me at once into waking life.
The portrait, I have already said, was that of a young girl. It was a mere head and
shoulders, done in what is technically termed a vignette manner; much in the
style of the favorite heads of Sully. The arms, the bosom, and even the ends of
the radiant hair melted imperceptibly into the vague yet deep shadow which
formed the back-ground of the whole. The frame was oval, richly gilded
and filigreed in Moresque. As a thing of art nothing could be more admirable than
the painting itself. But it could have been neither the execution of the work, nor
the immortal beauty of the countenance, which had so suddenly and so
vehemently moved me. Least of all, could it have been that my fancy, shaken
from its half slumber, had mistaken the head for that of a living person. I saw at
once that the peculiarities of the design, of the vignetting, and of the frame, must
have instantly dispelled such idea -- must have prevented even its momentary
entertainment. Thinking earnestly upon these points, I remained, for an hour
perhaps, half sitting, half reclining, with my vision riveted upon the portrait. At
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length, satisfied with the true secret of its effect, I fell back within the bed. I had
found the spell of the picture in an absolute life-likeliness of expression, which, at
first startling, finally confounded, subdued, and appalled me. With deep and
reverent awe I replaced the candelabrum in its former position. The cause of my
deep agitation being thus shut from view, I sought eagerly the volume which
discussed the paintings and their histories. Turning to the number which
designated the oval portrait, I there read the vague and quaint words which
follow:
"She was a maiden of rarest beauty, and not more lovely than full of glee. And evil
was the hour when she saw, and loved, and wedded the painter. He, passionate,
studious, austere, and having already a bride in his Art; she a maiden of rarest
beauty, and not more lovely than full of glee; all light and smiles, and frolicsome
as the young fawn; loving and cherishing all things; hating only the Art which was
her rival; dreading only the pallet and brushes and other untoward instruments
which deprived her of the countenance of her lover. It was thus a terrible thing
for this lady to hear the painter speak of his desire to portray even his young
bride. But she was humble and obedient, and sat meekly for many weeks in the
dark, high turret-chamber where the light dripped upon the pale canvas only from
overhead. But he, the painter, took glory in his work, which went on from hour to
hour, and from day to day. And be was a passionate, and wild, and moody man,
who became lost in reveries; so that he would not see that the light which fell so
ghastly in that lone turret withered the health and the spirits of his bride,
who pined visibly to all but him. Yet she smiled on and still on, uncomplainingly,
because she saw that the painter (who had high renown) took a fervid and
burning pleasure in his task, and wrought day and night to depict her who so
loved him, yet who grew daily more dispirited and weak. And in sooth some who
beheld the portrait spoke of its resemblance in low words, as of a mighty marvel,
and a proof not less of the power of the painter than of his deep love for her
whom he depicted so surpassingly well. But at length, as the labor drew nearer to
its conclusion, there were admitted none into the turret; for the painter had
grown wild with the ardor of his work, and turned his eyes from canvas merely,
even to regard the countenance of his wife. And he would not see that the tints
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which he spread upon the canvas were drawn from the cheeks of her
who sate beside him. And when many weeks bad passed, and but little remained
to do, save one brush upon the mouth and one tint upon the eye, the spirit of the
lady again flickered up as the flame within the socket of the lamp. And then the
brush was given, and then the tint was placed; and, for one moment, the painter
stood entranced before the work which he had wrought; but in the next, while he
yet gazed, he grew tremulous and very pallid, and aghast, and crying with a loud
voice, 'This is indeed Life itself!' turned suddenly to regard his beloved: -- She was
dead!
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The Publicistic Functional Style
King George VI
In this grave hour, perhaps the most fateful in history, I send to every household
of my peoples, both at home and overseas, this message, spoken with the same
depth of feeling for each one of you as if I were able to cross your threshold and
speak to you myself.
For the second time in the lives of most of us, we are at war.
Over and over again, we have tried to find a peaceful way out of the differences
between ourselves and those who are now our enemies, but it has been in vain.
We have been forced into a conflict, for which we are called, with our allies to
meet the challenge of a principle which, if it were to prevail, would be fatal to any
civilized order in the world.
Such a principle, stripped of all disguise, is surely the mere primitive doctrine that
might is right, and if this principle were established throughout the world, the
freedom of our own country and of the whole British Commonwealth of nations
would be in danger.
But far more than this, the peoples of the world would be kept in bondage of fear,
and all hopes of settled peace and of the security of justice and liberty among
nations, would be ended.
This is the ultimate issue which confronts us. For the sake of all we ourselves hold
dear, and of the world order and peace, it is unthinkable that we should refuse to
meet the challenge.
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It is to this high purpose that I now call my people at home and my people across
the seas who will make our cause their own.
I ask them to stand calm and firm and united in this time of trial.
The task will be hard. There may be dark days ahead, and war can no longer be
confined to the battlefield, but we can only do the right as we see the right, and
reverently commit our cause to God. If one and all we keep resolutely faithful to
it, ready for whatever service or sacrifice it may demand, then with God’s help,
we shall prevail.
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The Scientific Functional Style
David Crystal
THE STORY OF ENGLISH IN 100 WORDS
Much of what we know about the early history of Britain comes from The
Ecclesiastical History of the English Nation, written in Latin around 730 by the
Northumbrian monk Bede. He tells us how, in the 5th century, ‘three of the most
powerful nations of Germany — Saxons, Angles and Jutes’, arrived in the British
Isles. It isn’t possible to say exactly where they came from, or even whether they
were as nationally distinct from each other as Bede suggests. But one thing is
clear: two of those nations gave us the name Anglo-Saxon.
It’s first found in 8th-century Latin writers, who used the phrase Angli
Saxones to mean the ‘English Saxons’ (of Britain) as opposed to the ‘Old Saxons’
(of the continent). The Angli part was the important bit, in their mind. It was the
crucial, contrastive element — the English Saxons, as opposed to other kinds.
Only later did the phrase come to mean the combined Germanic people of
Britain.
In the 9th century, the name broadened its meaning. In the Treaty of Wedmore,
made between King Alfred and the Danish leader Guthrum around the year 880,
we see English opposed to Danish, and it plainly refers to all of the non-Danish
population, not just the Angles. Also, at around the same time, English is used for
the language. When Bede’s book was translated into Old English, we find several
passages which take a Latin name, and then say ‘…this place is called in English…’,
giving the English equivalent.
English came first; England came later. It took over a century before we find the
phrase Engla lande referring to the whole country. There was then a long period
of varied usage, and we find such forms as Engle land, Englene londe, Engle
lond, Engelond and Ingland. The spelling England emerged in the 14th century,
and soon after became established as the norm.
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RECOMMENDED LITERATURE
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