Traditional Grammar - Assignment 18 James Madison University

Instructions: [This assignment will be marked only as an acceptable or unacceptable effort.]

1. REVIEWING NOUN CLAUSES: We now know that, with the right verbs, whole clauses can be subjects, objects, appositives, etc. (i.e., clauses can play a noun-like role inside other clauses.) Of course, these noun clauses are still diagrammed pretty much just like the clauses they are. Re-examine Emery's lessons 15 and 16 to see examples of how this works in diagramming. We know that often, as in some of the new examples below, a noun clause will have a subordinate conjunction in front of it, which is your extra little grammatical hint that the clause that follows plays a subordinate role inside some other clause. (Remember that the three relevant subordinate conjunctions for this purpose are "that," "whether," and "if.") We also have discussed how a "wh-word" (an interrogative pronoun or other "pro-word" like "why" and "how") can be used at the beginning of noun clauses, particularly in ones that have a semantic context of uncertainty or of indirect questioning. Look for some examples like these below too, and remember that the wh-word may need to be moved in the sentence to be in the position that corresponds to its purpose in that sentence. Keeping this brief recap of what we've covered on noun clauses in mind, try diagramming each of the following examples sentences with noun clauses:
   1. 
      
      1. The warriors wonder whether the pen really is mighty.
      2. That all living languages change is a fact.
      3. The person calling from the restaurant is asking what we ordered.
      4. Whoever wrote that must be crazy.
      5. It worries your family that you don't call them very frequently.
      6. She said he knows we heard that they are engaged.
   
   
   2. MORE PRACTICE WITH NOUN CLAUSES: Diagram examples 1-3, 6, and 9 in the exercises at the back of Emery Lesson 15 and exercises 2,11, and 13 of Emery lesson 16.
   
   
   3. Sentence combining using a noun clause: Combine the following two sentences so that the second is the new direct object of the first.
      i. No one knows the truth.
      ii. Santa's elves hate their jobs.
   
   
2. PRACTICE WITH ADVERBIAL CLAUSES: We also know that a whole clause can be adverbial too, modifying another clause, if an appropriate subordinate conjunction is there to help it play that role. Re-read just the first section of Emery Lesson 17 and and then diagram the following sentences:
   
   1. 
      
      1. I always take off my shoes before I enter the room with the white carpet.
      2. When the sky is red in the evening, sailors are happy.
      3. Because half her clothes wouldn't fit in Sally's old luggage, she bought herself a gigantic new trunk.
      4. I wonder if the alarm would go off if I pushed that red botton. (Notice that there is a noun clause starting with an "if" as well as an adverbial clause starting with an "if" in this sentence!)
      5. Although cut flowers have no practical function, they certainly make the house look and smell wonderful, and I want my house to be filled with them.
      6. For the music to continue playing while the band takes a break would be quite impossible.
      7. The audience was uncertain that the boring lecture would ever end.
   
   
   2. And try this practice with sentence combining using an adverbial clause:
      Combine the following two sentences so that the first clause is an adverbial clause giving a time context for the second clause.
      i. The bells started ringing.
      ii. Everyone looked up.
      
3. MORE PRACTICE WITH ADVERBIAL CLAUSES: Do just examples 1, 3, and 5 in Emery Lesson 17. (Hint: watch for adjective clauses in two of these examples too! :) )
4. PRACTICE WITH ADJECTIVE CLAUSES: Re-read Emery Lesson THIRTEEN (except the last three parts), and then do the examples below plus examples 1-4 and 6-7 in this Emery lesson and example 16 in Emery Lesson 17:
   
   1. We do not like fish that has been overcooked.
   (Hint to get you started: the adjective clause in this example modifies "fish")
   2. This book, which has been sitting on my shelf for years, should probably be returned to the library. (Hints: adjective clauses can be set off by commas sometimes; also --remember that "which" can be a relative pronoun...)
   3. The little girl, who was very observant, saw a box wrapped in the paper that my mother always uses. (Hint: look for two adjective clauses)
   4. Rudolph, the reindeer whom the other reindeers teased incessantly before the day that his shiny nose saved Christmas, was willing to forgive and forget. (Hints: Count your finite verb phrases; remember that "ing" words can be adjectives. :) )