1

2
[of speaking]

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 clauses

E.g. Interesting book E.g. A man talking to me.

Hidden money
They are used like ADJECTIVES. However, they are
different from adjectives because these words are
originated from verbs.
A message hidden in a bottle.
We can express the idea in full by adding
RELATIVE + BE.
A man who is talking to me.
A message which was hidden in a bottle.

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 PARTICIPLES CLAUSES
e.g. My brother
e.g. Reading a book, I found information for my homework.
is a doctor. He
EXPRESSING TIME  When? When did you find information about….?

works in a
Exhausted after work, I went to bed.
GIVING REASON  Why? Why did you go to bed?

PARTICIPLE CLAUSES modify hospital

the verb/action. The function of those two sentences is
of ADVERBIALS.
We understand
YADVERBIAL CLAUSE VS PARTICIPLE CLAUSESeZ
who HE is
We can expressbecause,
the SAME IDEA with a subordinatorbefore (ADVERBIAL CLAUSE).
e.g. While/When I was reading a book, I found information for my homework.
Because I wasin the
exhausted same
after work, I went to bed.text,
She left the house while shewe was crying.have
CATEGORY Adverbial clause (Subordinador + S + V)
FUNCTION Adverbial of time

PARTICIPLE CLAUSES mentioned MY

are adverbial and Reduced adverbial clauses.

BROTHER.
She left the house crying.
CATEGORY
So HE
Participle clause (Reduced adverbial clause)
FUNCTION Adverbial of time
= THE
There is no difference in meaning,SPEAKER’S
I’m saying the same thing.
1) Feeling very tired,BROTHER.
I fell asleep.
CATEGORY Participle clause
FUNCTION Adverbial of reason.

This graph shows

2) Because I felt very tired, I fell asleep.
which pets are….
CATEGORY Adverbial clause
FUNCTION Adverbial of reason
Si puedo deducir el SUJETO y VERBO, puedo decir que es una PARTICIPLE CLAUSE.
We know that the
analysis 5

corresponds to
  PRESENT/ PAST PARTICIPLE
Usar PRESENT o PAST PARTICIPLE no tienen nada que ver con el tiempo del verbo
de la oración. En el ejemplo (1) estoy hablando en pasado, y sin embargo estoy usando
un PRESENT PARTICIPLE. No tienen FOCUS OF TIME, they are NON-FINITE
CLAUSES porque no tienen un tiempo específico, el tiempo se lo da la clausula
independiente.

 PERFECTIVE PARTICIPLE
PRESENT PARTICIPLE CLAUSE: Finishing the exam, I left school
ADVERBIAL CLAUSE: After I finished/ I had finished the exam, I left school
PERFECTIVE PARTICIPLE: Having finished the exam, I left school.
We use the perfective aspect because the action is complete before the moment of
focus (past).

Why Clauses? How use them correctly

E.g. Reading a book, I found
information.
Some grammarians say:
- They are Adverbial Modifying phrases
because they don’t have a subject and
a finite verb.
- Other say that they are Participle
Clauses because I can imagine the
complete Adverbial Clause. We are
recovering information which is not in
the Participle clause itself, but we can
recover it.
They can only be used as an Adverbial
when the two clauses that I’m connecting
have the SAME SUBJECT.
If this requirement is not followed, then
I cannot use the participle clause as an
adverbial.
I read a book. I found information.
Reading a book, I found information.
If these two ideas happen one after the
other, I can use the Participle Clause.
I was exhausted. I went to bed.
Exhausted, I went to bed.
Past Participles have passive meaning.

If the TWO SUBJECTS are NOT THE SAME, we say we have a DANGLING PARTICIPLE.
E.g.: My mother cooked dinner. I watched TV.  Cooking dinner, I watched TV.
The two actions happen at the same time.
E.g.: I arrived home and my mother left.
Arriving home, my mother left.
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. Esto no lo hizo mi mamá, lo hice yo. No puedo usar PARTICIPLE CLAUSE.
Hidden in a bottle, I found a message. DANGLING: yo no estaba en la botella.
Hidden in a bottle, the message asked for help. The message was hidden in a bottle.
The message was hidden in a bottle. COMPLETA, suprimí el S y el V. to be, es por
eso que siempre tiene passive meaning.

When you analyse a participle try to

understand what you are doing
because participle are not
mechanic, you need to think of
them. You need to see if they are:
- Pre-modifier.
- Post-modifier.
- Adverbial use.

SPECIAL CASES WITH

[PARTICIPLE CLAUSES]

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In certain cases, the sequence needs to be pointed out because it is not necessarily
simultaneous as it can be thought with the participle only. Compare:
Reading the letter, she burst into tears (at the same time)
After reading the letter, she burst into tears (first she finished the letter and then
she burst into tears)
All these cases could be paraphrased with the SUBORDINATOR + SUBJECT + VERB.
The subject is always the same subject as the one in the independent clause.
After she (had) read the letter, she burst into tears.
In certain cases we can use WHEN, IF (expressing a condition)
If written, the message would be easier to remember.
WRITTEN is talking about the message.

(At the same time)

Because I was trying to adjust ….

In both cases, the ideas could be paraphrased by using a SUBORDINATOR + SUBJECT

+ VERB; the subject being the same in both clauses.

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When (after) I hear a noise at the window, I looked out.
I managed to break the heating system completely because I tried to adjust it.

It asks the question HOW?

In this case the TWO SUBJECTS are NOT EXACTLY THE SAME but there should be a
relationship of possession or belonging to the same group. As they are not the same,
the NOUN PHRASE is necessary to avoid different meanings.
It is not very common. We might use it when you are describing two characteristics of
the person/object. Lo usamos cuando describimos y queremos darle énfasis a cómo se
sentía (poético)
Ex His ears bursting from water pressure, he rose the surface,
Cf: *Bursting from the water pressure, he rose to the surface.
All three goals were excellent, the first one being the best, I think.
Cf: *All three goals were excellent being the best.
Her eyes sheding tears, she left.  It is describing the way she left (adv. Ad. of time).
Her heart broken, she couldn’t speak (Adv. ad. of time/ reason  Depende de c/u)

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 WITH: Describing two characteristics of the person/object (igual uso que el
anterior)
With her heart broken, she couldn’t speak. (Time or reason)

¿Cómo me doy cuenta qué es una participle?

Her heart broken, she couldn’t speak
La idea está completa? No, porque yo acá debería decir Why her heart was broken.
tengo una ellipsis del verb to be. Si dejo Her heart broken no tengo una clausula
complete, y veo que hay un PARTICIPLE, y nosotros sabemos que una participle puede
ir con WITH.
With her heart broken, she couldn’t speak..  TIME/ REASON
If it begins with the prepositions ON, IN, WITHOUT, WITH we can have a participle

Compare:
Without an answer, she left.  PREPOSITIONAL PHRASE
Without answering, she left.  PARTICIPLE CLAUSE
In meaning is similar, but I’m using different structures.
After lunch, she watches TV.  PREPOSITIONAL PHRASE
After having lunch, she watches TV.  PARTICIPLE CLAUSE
After she had lunch, she watches TV.  ADVERBIAL CLAUSE

IMPORTANTE! Si pide que si o sí tiene que tener una participle clause, ir a una
ADVERBIAL CLAUSE y modificarla.
No hace falta poner que son SPECIAL CASES cuando lo analicemos.

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The OBJECTIVE COMPLEMENT is something we said about the OBJECT.
We had seen SUBJECTIVE COMPLEMENT:
He is a doctor
Estoy hablando del sujeto, si saco “a doctor” la idea está incompleta.
I consider Peter stupid. OBJECTIVE COMPLEMENT (speaks about the object)

OBJECTIVE COMPLEMENTS we can have a PARTICIPLE as an OBJECTIVE

COMPLEMENT, and generally with a VERB OF THE SENSES: see, hear, smell, etc.
I smell the cake burning.
D. O CATEGORY Participle
FUNCTION Objective complement

I smell the cake. The cake is burning.

Como siempre que tengo un PARTICIPLE puedo sacar el sujeto y el verbo to be.
I find this lesson boring.
D. O PARTICIPLE – OBJECTIVE COMPLEMENT

I discover a boy hidden under the bed.

D. O PAST PARTICIPLE – OBJECTIVE COMPLEMENT

OJO! ERROR MÁS COMÚN!

Decir que “boring” es post-modifier de “lesson” porque una present participle puede
ser un post-modifier.
Que “hidden” es post-modifier de “boy”.
Si yo tuviera The boy hidden under the bed ahí si tenemos un post-modifier/past
participle. Nosotros tenemos que ver la ORACIÓN COMPLETA, no podemos separarla
del resto del contexto.
Si esto no fuera OBJECTIVE COMPLEMENT, la frase “I find this lesson” tendría que
tener sentido ¿Le falta algo? Esto me prueba que boring es el OBJECTIVE
COMPLEMENT y NO POST-MODIFIER.
Si le saco el PARTICIPLE y la oración sigue teniendo sentido es POST-MODIFIER.

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Objective complement complete the idea of the VERB and at the same time we
realize that they are describing or speaking about the DIRECT OBJECT.
We will include this function as ADJECTIVAL, as they are describing the direct object
(which is a noun, a noun phrase or a pronoun)
Yesterday, I saw Peter driving his new car.
The Police have found a lot of money hidden under his mattress.

Driving his new car is adding information about Peter

We can separate the sentence into
two ideas, both of them with a
subject to check if the subject is
the same.
Yesterday, I saw Peter. He (Peter)
was driving his new car.
(the direct object)
Compare with the previous idea:
Driving my car, I saw Peter.
We understand here that the subject of the two verb
(drive/see) is “I”. In this case, the participle is
functioning as adverbial adjunct of time.
The Police have found a lot of money. The money
(not the Police) was hidden under his mattress.

It is very easy to IDENTIFY participles functioning as objective complements when

the MAIN VERB in the idea is a VERB OF THE SENSES.

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 Narrative

The BEGINNING should
give the reader a clear
picture of what is
happening, and may
include descriptions of:
 Setting: place, time
(time of day/year, historical
period), weather, etc.
 People: name,
appearance, feelings of the
character(s) involved.
 Setting: to describe the
setting, you may use details
involving the senses to suggest
a particular atmosphere (e.g.
lapping waves, soft sand =
peaceful scene).
 People:/actions: you may use
vivid descriptions of emotions,
mannerism, etc., to suggest a
particular mood (e.g. “Stunned,
she sat down shakily and buried
her face in her hands.” = shock,
grief)
It helps to capture the reader’s
attention and makes them want to
continue reading. Sudden or exciting
action, description of strong
emotions, the use of direct speech
and a variety of adjectives, adverbs
and verbs may all be used to make
the beginning more dramatic.
- Mystery/suspense: you may create
an atmosphere of mystery and/or
suspense by describing a strange
character, a dangerous situation, etc.

Write a story with the title “A Heroic Act”

- Two boys are playing by a canal. One falls in.
- An ex-policeman sees them, dives in and rescues the
drowning boy.
- The boy survives and is now learning to swim.

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 The sock were on the floor.
The muddy socks were piled
on top of the rug.

The plane flew over.

The buzzing sound filled the
air.
The mud was gross.
The mud felt slimy and cold
} between my toes.
The pizza was yucky.
The pizza tasted like
cardboard.
Her perfume smelled good.
Her perfume smelled like
flowers and vainilla.

FEAR HAPPY ANGRY CALM SAD CONFUSSED

alarm amused annoyed calm depressing puzzled
anxious bliss irritating patience miserable
dread cheerful infuriating melancholy
frightened delighted temper mournful
panic enthusiasm regret
terrified exhilarating upset
glad
satisfaction
stirring

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