Tegar Hermawan Putra

3B
2204949

Asynchronous Assignment 6 November 2023

1. Note that this is an individual assignment. 2. Read the following paragraphs. 3. Identify the
Noun Clause in these two paragraphs. 4. Highlight the main finite verb of each clause. 5. Submit
to the spot before the next meeting.

Noun Clause
Main Finite Verb

TEXT 1
It can be seen from examples (1), (2), and (3) that it is problematic to define absolute
nominative clauses as non-finite or verbless adverbial clauses with subject. It is troublesome
because being adverbial is not necessary for forming absolute nominative clauses. They may
also be non-finite or verbless appositive clauses. The subjects of absolute nominative clauses
can be referred to as absolute subjects. This research intends to investigate the case of
absolute subjects and what syntactic types of non-finite clauses may have an absolute subject.
For this purpose, how a corpus-based quantitative study of the case of the subject of absolute
nominative clauses in Section 2 (1) can be used to analyze it will be carried out. In Sections 3
and 4, we will discuss what syntactic types of non-finite clauses absolute subjects can occur in
(2) and identify absolute subjects within the systemic functional linguistics (SFL) framework.
Section 5 will analyze the absolute subjects’ tendency to be independent from the primary
clauses under the notion of cline.

(1) interrogative noun clause

(2) interrogative noun clause

TEXT 2
This article focuses on how poetry in English plays a role in additional language (EAL)
classrooms in secondary schools where students speak other languages (1). From our
experience, poetry occupies a limited space in mainstream education. The reason is that the
types of language used in it (2) are considered too difficult, elitist, or remote from the concerns
of everyday life. The purpose of this article is to argue for what conceptions of poetry in formal
education present are narrow and restricted, disabling it from fulfilling its potential as an art form
and pedagogic tool (3), and instead to present poetry as a genre that can speak to and express
the inner and outer experiences of learners, leading to a sense of social and educational
empowerment. The argument is developed theoretically according to key concepts and
principles from two fields of study that deal with the making and articulation of meaning in their
cultural and semiotic contexts (4), namely, the fields of multimodality and oral studies. Why
these concepts and principles are essential (5) are brought to bear upon school practices of
poetry teaching and learning, particularly in mainstream EAL contexts, as well as upon what the
poetry practices of young people do outside of schools (6). We discuss what gap they possess
in using poetry in classrooms (and examinations) where poetry is an exciting, stimulating,
multimodal activity (7). We supported that the mainstream of poetry was conceptualized in
formal education, as exemplified in South African curricula, pedagogy, and assessment for EAL
(8), is one that denies poetry its potential as a precious component of English classrooms.
However, if poetry were reconceptualized as a multimodal genre, how poetry could
constructively affect the motivation and self-esteem of learners struggling to acquire
competence in English (9) needs to be further investigated.

(1) interrogative noun clause

(2) declarative noun clause
(3) interrogative noun clause
(4) declarative noun clause
(5) interrogative noun clause
(6) interrogative noun clause
(7) interrogative noun clause
(8) declarative noun clause
(9) interrogative noun clause