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ПЕТРОВА
СЛОЖНОЕ ПРЕДЛОЖЕНИЕ
В АНГЛИЙСКОМ ЯЗЫКЕ
ВАРИАНТЫ ФОРМЫ, ЗНАЧЕНИЯ
И УПОТРЕБЛЕНИЯ
Учебное пособие
МОСКВА
«ГИС»
ФИЛОЛОГИЧЕСКИЙ ФАКУЛЬТЕТ СПбГУ
2002
ББК 81.2 Англ.
ПЗО
Рецензенты:
доктор филологических наук, профессор В.И. Шадрин
(Санкт-Петербургский государственный университет),
кандидат филологических наук, доцент ИН. Крылова
(Санкт-Петербургский государственный электротехнический университет).
Петрова EXL
П 30 Сложное предложение в английском языке. Варианты формы,
значения и употребления: Учебное пособие. - М.: ГИС; СПб.:
Филологический факультет СПбГУ, 2002. -136 с.
ISBN 5-8330-0181-1
ISBN 5-8465-0074-5
Художник Д Сонкин
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Contents
От автора.................................................................................................................... 4
Introduction......................................................................................................................... 5
PART ONE. Multiple Sentences: An Outline
1.1. Asyndetic Compound Sentences............................................................................
but
If both asyndetic clauses are negative in meaning and the second clause
opens with still less, much less or even less, this second clause has inverted
word order, similar to interrogative sentence inversion, e. g.:
• She doesn 7 even like him; much less does she want to marry him,
• I didn 7 accuse anyone in your family; still less did I blame your
cousin.
Note that the negative meaning in the second clause is conveyed by the
comparative adverb less, with the negative particle missing.
Compound sentences with inversion in one of the clauses prove yet again
that a compound sentence is not a mere juxtaposition of two simple sentences,
because the syntactic features of the conjoins are to a large extent interrelated.
t (B) SET EXPRESSIONS
Asyndetic compound sentences are found in a number of proverbs and
idiomatic expressions, for example:
Absence sharpens love; presence strengthens it.
Bear wealth; poverty will bear itself
Two is company; three is none / a crowd.
• Not only did Harry lose his pocket-book, but he was also robbed of
his Swiss watch.
The structure with inverted word order sounds more dramatic and is
chiefly found in a formal literary style. The correlative but...also can be
represented by both these elements or by either one used alone. Therefore, the
above example could read:
• Not only did Harry lose his pocket-book; he was also robbed of his
Swiss watch.
• Not only did Harry lose his pocket-book, but he was robbed of his
Swiss watch.
(ii) Clauses opening with neither, nor, and neither, and nor (they come
second in a compound sentence) always have inverted word order similar to
the interrogative sentence word order, e. g.:
• I don 7 blame you, and neither do I doubt your honesty.
• The Smiths could neither describe the stranger to the police, nor
could they recollect the exact time of the encounter.
The same structure occurs when and is followed by the substitute word
so.
• Harry was late and so were his friends.
• I take a cold shower every morning, and so does my brother.
(Hi) In a formal literary style, the second coordinate clause can have
inverted word order if the statement expressed in it makes a comparative
reference to the statement expressed in the first clause by using equally or just
as:
• Marion ’s reaction was a disgrace, and equally / just as scandalous
was her departure in the middle of the interview.
Inversion is optional in this kind of structure (... and her departure in the
middle of the interview was equally scandalous).
(B) SET EXPRESSIONS
Copulative sentences are found in a number of proverbs and idiomatic
expressions:
• Give him an inch, and he *11 take a mile.
Keep a thing seven years and you ’ll find a use for it.
The day is short and the work is long.
Ask no questions and you will be told no lies.
USAGE NOTES
(A) STRUCTURE AND MEANING
USAGE NOTES
(A) STRUCTURE AND MEANING
2 — subordinate clause
Dependent clauses can be joined to the main clause asyndetically, i. e.
without any linking elements (She says she loves me), or syndetically, i. e. by
1
means of subordinated. The class of subordinated includes subordinating
conjunctions (as if, because, although, whether, unless, since, etc.) and
connectives, such as who, whom, whose, which, what, whoever, whichever,
whatever, how, when, where and why.
Unlike conjunctions, connectives do not constitute a separate part of
speech; they include relative pronouns (whatever, which, who, etc.) and
relative adverbs (when, where, how, etc.).
Subordinating conjunctions have the sole function of joining clauses
together, whereas connectives not only join clauses together, but also have a
syntactic function of their own within the clauses they introduce. Compare:
• I didn 't know whether they had rented that house, [a conjunction]
• I didn 7 know who had rented that house, [a connective, serving as
subject to had rented]
In the first sentence, the conjunction whether serves as a formal link; it is
a dependent clause marker. In the second sentence, the connective who (a
relative pronoun) is also a dependent clause marker, but, in addition to this, it
serves as subject to the predicate in the dependent clause.
A subordinator can be preceded by a preposition:
• It is a good time for us to think about where we have come from.
In terms of their structure, that is, with regard to the number of elements
and their arrangement, all connectives are one-member items, whereas
conjunctions can be divided into one-member, or simple (if, because, until,
although, etc.), and multi-member (in that, as though, not so... as, etc.).
The second group can be further subdivided into compound and cor-
relative conjunctions.
Compound conjunctions invariably consist of two or more elements: in
case, insofar as, in order that, as soon as, in spite of the fact that. Some of
them could be described as optionally compound, since their final element
may be omitted: now (that), provided (that), seeing (that). However,
optionally compound conjunctions appear as such chiefly in an informal style;
in formal written English the second element is not normally dropped.
The components of correlative conjunctions are spaced apart, with one
component (the endorsing item) found in the main clause and the other, in the
subordinate clause: no sooner... than, barely... when, the... the. Correlative
subordinators ensure a stronger interdependence between the clauses,
sometimes making it difficult to decide which clause is grammatically
dominant in the sentence. It is for this reason than some linguists treat this
type of structure as ‘mutual subordination’.
Strictly speaking, the term ‘correlative subordinator’ is largely conven-
tional, because the endorsing item can be a notional part of speech (e. g., an
adverb) or even a morpheme (-er in comparatives). Furthermore, a few of
these subordinated are optionally correlative: if.,, (then), so... (that).
Within these groups, there are a number of subordinators of compara-
tively later origin, such as directly, immediately, provided (that), considering
(how, what, etc.), in view of the fact that, etc. They coincide in form with other
parts of speech or with phrases. Some of them are still undergoing the process
of grammaticalization, which is borne out by variation of their form: on the
ground that / on the grounds that; the last time (that) / last time; the way / in
the way. Nevertheless, most of the recent grammar books treat them as
conjunctions in their own right.
Compare the use of some grammatical items as free word combinations,
or phrases, and as subordinators:
• The second act was as long as the first one. [a free word combination]
• You can stay in my office as long as you don 7 ask any more ques-
tions. [a subordinating conjunction]
• Am I in the way? [a free word combination]
• The girls curtsied in the way the governess had taught them. [a
subordinating conjunction]
Subordinators can combine with intensifying or limiting adverbs: only if,
exactly the way, not nearly so... as, just what, etc.
• Anne cooks fish exactly the way her mother did.
Subordinators may occur in coordinate pairs; this use, however, is re-
stricted and largely fixed: if and only if; if and when; when and where.
Many subordinators are polysemantic. For instance, while can be used as
a coordinator or a subordinator; that can serve as either a subordinating
conjunction or as a connective; as can convey the meaning of time, reason,
concession, and manner. If a subordinator combines two grammatical mean-
ings in the same usage, it is described as syncretic. For example, now (that)
combines the meanings of time and reason, with the latter predominating.
If a sentence has two or more dependent clauses, they can be arranged in
various ways.
In the first place, dependent clauses can be homogeneous, i. e. per-
forming the same function, related to the same element in the main clause, and
coordinated with each other:
(1) A classic is something (2) that everybody wants to have read (3) and
nobody wants to read.
This sentence can be graphically represented in the following way:
1 — main clause
1 — main clause
2 — subordinate clause
2 — subordinate clause
(first degree f subordination)
3 — subordinate clause
(second degree of subordination)
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) The conjunctions but that [formal], except that, excepting that [rare],
save that [formal], apart from the fact that are used to introduce clauses
elaborating, or making more specific, the meaning of the subject (and, for that
matter, the object) of the main clause, for example:
• Nothing would satisfy his parents but that he (should) get only the top
grades.
This structural type of subordinate clause is sometimes qualified as a
specifying clause or a clause of exception. Syntactically, it would
probably be more accurate to describe it as a marginal subtype of the subject
clause that could be termed the specifying subject clause.
(ii) In informal spoken English, a subject clause can be joined with Just
because when the speaker means that a particular situation does not
necessarily lead to a particular conclusion:
Just because you are older doesn 7 mean that you 're better than me.
(B) VERB FORMS
(i) The predicate of the subject clause stands in the subjunctive mood
(the present subjunctive or the analytical subjunctive with should} if the main
clause contains a ‘volitional’ predicative adjective or participle like advisable,
desirable, recommended, etc.:
• It's advisable that he should call to make an appointment in advance.
• It was desirable that she (should) not go out on her own.
• It is essential that the crew be here by tomorrow.
The present subjunctive is preferred in AmE.
(ii) Subject clauses (and, in fact, other nominal clauses) with a future
reference joined by means of “-ever "-compounds normally use the simple
present or may+infinitive:
• Whoever comes/may come here will be given a warm welcome.
(iii) If the main clause contains a predicative adjective or noun express-
ing an emotional attitude (amazing, fascinating, awful, wrong, pity, etc.), the
subject clause may optionally contain the analytical subjunctive with the
“emotional” should'.
• It's simply incredible that nobody should pay attention to the new
invention (or:... that nobody pays attention...)
• It's unthinkable that the Prime Minister should resign!
It's a pity that you should have missed the boat, [mostly BrE]
(iv)The infinitive in the main clause of a cleft sentence can be used with
or without the particle to:
• What you have to do is (to) find an eyewitness.
(v) If the predicative noun in the main clause of a cleft sentence is plural,
the link verb after the subject clause can be either singular or plural:
• What our club needs is/are more members.
(vi)If a progressive form appears in the w/ra/-clause of a cleft sentence,
the wg-form must be used as predicative:
• What she was doing was giving an English lesson to her students.
(C) SET EXPRESSIONS
SET EXPRESSIONS
USAGE NOTES
(A) STRUCTURE AND MEANING
(ii) After some verbs of mental activity, like believe, suppose, and think,
the negation, which belongs, in terms of meaning, to the Abject clause, is
usually transferred to the main clause:
• / don 7 think (that) you have ever seen this show.
(Hi) A main clause followed by an object clause can have inverted
word order in a formal literary style. The main clause in this type of pattern
opens with Little.,. (- ‘not at all’) and contains a verb of mental activity like
know, think, imagine, suspect, guess, or realize'.
• Little did he suspect that he was being followed.
• Little did she imagine what had become of her children.
• Little does he know that the police are about to arrest him.
A similar kind of sentence structure is found when the main clause opens
with Only too well..., Well may..., With good reason may... or With every
justification may...:
• Only too well did they know that their days were numbered.
• With every justification may you say that the journey was well worth
the money.
(iv) The conjunctions but that [formal], except (that), excepting that
[rare], save that [formal], apart from the fact that are used to introduce clauses
elaborating, or making more specific, the meaning of the object of the main
clause, for example:
• I knew nothing about her except that she was married to an Italian.
This structural type of subordinate clause is sometimes qualified as a
specifying clause or a clause of exception. Syntactically, it would probably be
more accurate to describe it as a marginal subtype of the object clause that
could be termed the specifying object clause.
(B) VERB FORMS
(i) The predicate of the object clause stands in the subjunctive mood (the
present subjunctive or the analytical subjunctive with should) if this clause is
subordinated to one of the following “volitional” verbs in the main clause:
advise decree plead rule
ask demand pray stipulate
beg direct propose suggest
command insist recommend urge
order request
• The judge recommended that the delinquent be released on parole.
• Her uncle suggested that she (should) go on a tour of France.
• The contract stipulates that the present brandname not be used for
imported products.
AmE prefers the present subjunctive. In BrE, using should* infinitive
tends to sound less bossy than the present subjunctive. In direct suggestions (I
suggest that you.,,) the present subjunctive is preferred:
• I suggest (that) you get a job in a bank.
In BrE, the simple present and past can also be used in object clauses
after the verbs listed above:
• Her brother suggests that she gets a job in a bank.
• Her brother suggested that she got a job in a bank.
In very formal contexts, the modals shall and must can also be found
after these verbs, e. g.:
• The college regulations require that each student shall attend at least
90 per cent of the lectures and tutorials.
(ii) Object clauses subordinated to the verb wish use various verb forms
depending on the meaning of the utterance and the time reference of the action
named in the object clause.
If the speaker expresses regret that reality is not different, and refers to
situations that are unreal, impossible or unlikely, simple past forms are used if
the time context coincides with the moment of speaking:
• I wish (that) tomorrow was Saturday (= It’s a pity that tomorrow isn’t
Saturday).
• Don 7 you wish (that) you could write poetry? (- Do you regret that
you can’t write poetry?)
• We all wished (that) the landlady didn ’t give us porridge every
morning.
The past subjunctive were is often used instead of was, especially in a
formal style or if the subject of the object clause is a personal pronoun. This is
the only form that is acceptable in formal AmE:
• I wish I were a beauty queen.
If the time reference of the object clause is prior to the moment of
speaking, forms of the past perfect are used:
Now she wishes she had gone to college (== ‘Now she regrets that
she did not go to college’)*
I wish that my name hadn’t been mentioned (= ‘I regret that my
name was mentioned’).
If the speaker expresses a request or a wish about the future (often
mingled with annoyance), we find the analytical subjunctive with the auxiliary
would in the object clause:
• / wish it would stop raining.
9
• / wish you wouldn t drive so fast (= ‘Please don’t drive so fast’).
(iii) The past subjunctive and the past indefinite forms are found in ob-
ject clauses following Pd rather (= ‘I would rather’), Pd sooner (= ‘I
would/had sooner’), and rather than (that) expressing preference:
• Pd sooner you stayed in than went out.
9
• Pd rather she didn t tell him.
• I would rather they went home now.
• Rather than that she missed her train, Pll give her a lift.
• I would speak to the headmaster myself rather than you said any-
thing.
(iv) After the verb fear in the main clause, the predicate in the object
clause stands in the present subjunctive or, alternatively, employs the modal
might'.
• The new countries fear that their independence (might) be lost.
• Scientists fear that an epidemic of cholera might break out in this
area.
If the verb fear in the main clause expresses regret, the future tense is
normally used in the object clause:
• We fear that we will not be able to attend.
On the whole, the structures with fear sound fairly formal.
(v) The simple present is normally used in object clauses following take
care, make / be sure, see (to it), and mind [esp. BrE] to denote a future action:
9
• Take care (that) you don t waken the baby.
9
• 17/ see (to it) that this report doesn t get photocopied.
• Make sure you come back soon.
(vi) The simple present or the simple future can be used with little no
difference in meaning in object clauses following the verb hope:
• I hope the hit-and-run driver is / will be identified by one of the
eyewitnesses.
(C) SET EXPRESSIONS
• I agree with the old saying that fortune favours the brave.
• The impression that the experiment has been carefully designed is
erroneous.
Appositive clauses are used to tell the hearer what exactly the fact, idea,
suggestion, or impression is, rather than to say something about it. Compare:
• The news that John received a letter from Bill is a real surprise
(appositive).
• The news that John received from Bill is a real surprise (relative).
*
• The Mayor expressed the opinion that the old warehouse should be
converted into a gym.
• There was little hope that the climbers would be found alive.
• This candidate does not meet the requirement that secondary school
(should) be completed.
Another group of frequently used antecedents to appositive clauses in-
cludes such uncountable abstract nouns as news, information and knowledge:
• Have you heard the news that the border has been closed?
The antecedents question and problem stand apart in that they are fol-
lowed by an attributive appositive clause introduced by a subordinator other
than that, which can be preceded by the preposition of:
• The question of whether we should demand a payment for our services
was not even discussed.
The use of a plural antecedent is rare:
• The colonel gave orders that he was not to be disturbed.
USAGE NOTES
(A) STRUCTURE
Practically speaking, the antecedent of an appositive clause is nearly
always singular and generally takes the definite article. The use of the in-
definite article is rare but not impossible:
• A message that the expedition should change its destination was
waiting for us at the next stopping-place.
♦ The audience was shocked by an ungrounded and clearly provocative
declaration that the recently adopted law was unconstitutional.
VERB FORMS
The choice between that and which often seems to be a matter of indi-
vidual taste; however, there are a few cases where that is clearly preferred to
which:
1) when the antecedent is an indefinite pronoun:
• The governor promised to do all that lay in his power to help the
flood victims;
2) when the antecedent is qualified by an ordinal numeral:
• The first church that was built in the new capital city was to become
a burial place for members of the ruling dynasty;
*
USAGE NOTES
(A) STRUCTURE AND MEANING
•l
USAGE NOTES
(A) STRUCTURE AND MEANING
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) If a clause of time preceding the main clause opens with only after,
only when or not until, the main clause has inverted word order:
• Only after the money has been received do we dispatch goods.
• Not until the test was over were the candidates allowed to leave the
room.
If this type of clause were shifted to end position, the word order would
be direct:
• We dispatch goods only after the money has been received.
• The candidates were not allowed to leave the room until the test was
over.
(ii) Clauses opening with barely, hardly, scarcely and no sooner have
inverted word order. If these items occur in medial position, the word order is
direct. Compare:
• He had no sooner drunk the coffee than he began to feel dizzy.
• No sooner had he drunk the coffee than he began to feel dizzy.
• The lecture had hardly begun when the lights went out.
• Hardly had the lecture begun when the lights went out.
(iii)Note a specific interrogative clause structure with the “emotional”
should, used for effect:
• / was just sending her an e-mail message when who(m) should I see in
the doorway but her mother?
This type of sentence may or may not have a question point.
(iv) There is a marginal time clause structure joined asyndetically. It has
inverted word order and is restricted to the use of the verb come in the present
subjunctive, which precedes a noun or a noun group:
• Come late June, the summer people would start arriving.
• You 7/ have done enough revision come the exams.
VERB FORMS
(iii) As a rule, future tenses are not found in clauses of time; present
tenses with a future reference are used instead. However, when meaning ‘and
then’ can be followed by the present or future:
• I will be on holiday till the end of September, when I return / will
return to London.
(iv) Occasionally, the present or past perfect is used in time clauses to
stress the completion of the act:
• I will go to bed after I finish / have finished my review.
• When you have stayed here long enough, you will know all the lo-
cal customs.
(v) Notice the variant use of tenses in the main clause when the temporal
clause is introduced with before'.
• I left before he arrived.
• I had left before he arrived.
The latter variant is preferred in a formal style.
(vi) After whenever (and, in fact, after other '-ever'-compounds in
various types of subordinate clauses) we sometimes find the modal auxiliary
may / might, which can imply a remote possibility:
• Minor breakdowns, whenever they may occur, will be fixed promptly.
(vii) Notice also the tense patterns in the following structures:
• We hadn 7 covered half the distance when the engine stalled.
• Whenever I see her, she ’s always chewing something.
• I had been working for two hours when a splinter pierced my thumb.
• It \ ages since I sailed/have sailed a yacht.
• I’ve known the Browns since I’ve lived in this town.
(C) SET EXPRESSIONS
Adverbial clauses of time are found in a number of proverbs and idio-
matic expressions:
• Make hay while the sun shines / is shining, [a proverb]
• Look before you leap, [a proverb]
• When the cat’s away the mice will play, [a proverb]
• III be there when I’m good and ready (== ‘when I am completely
ready’), [informal]
• Before you could say Jack Robinson the birds flew away (= ‘almost
immediately’), [a cliche; often found in children’s stories]
• When the time is ripe, III bring up the subject again (- ‘at exactly the
right time’).
• III be there before you know it (= ‘almost immediately’).
• Doni count your chickens before they hatch / are hatched. [a proverb]
2.5.2. A dverbial Clauses of Place
Adverbial clauses of place are used to say where something happened by
referring to the scene or direction of another event or process.
Adverbial clauses of place are introduced by the subordinators where,
wherever, anywhere, and everywhere, e. g.:
L
• You can 7 camp where / anywhere / wherever you like these days.
• Put your stuff where it belongs.
Sometimes an adverbial clause of place is preceded by a preposition: • I
can see them clearly from where Гт sitting.
A clause of place normally follows the main clause. However, it can
come before the main clause if the speaker wants to give it greater emphasis:
• Where buildings were destroyed by the earthquake, rescue parties
are now at work.
• Everywhere she goes, she is mistaken for a fashion model.
USAGE NOTES
(A) STRUCTURE
In old-fashioned English, the subordinators anywhere and everywhere
can be followed by that:
• And everywhere that Mary went the lamb was sure to go.
(B) VERB FORMS
Simple present is normally used to denote a future action after the sub-
ordinators anywhere, everywhere and wherever:
• He is sure to feel at ease wherever he finds himself
(C) SET EXPRESSIONS
Adverbial clauses of place are found in a number of proverbs and
idiomatic expressions:
1
• Where there s a will there 's a way. [a proverb]
• Where there *s smoke there's fire, [a proverb]
• Where I come from, people are very friendly.
• Let’s give credit where credit is due (= ‘Let’s give credit to the per-
son who deserves it’), [a cliche]
• Faults are thick where love is thin, [a proverb]
2.5.3. Adverbial Clauses of Condition
Complex sentences with adverbial clauses of condition (called condi-
tional sentences or conditionals) are used to refer to an event, described by the
main clause, that depends for its occurrence on another event (condition),
described in the subordinate clause. Conditions may be thought of as real or
unreal:
• If I take a holiday now, I won 7 be able to go skiing in March.
• You can 7 travel abroad unless you have a passport.
• So / As long as you clear your desk by this evening, you can have
tomorrow off.
• Suppose / Supposing (that) I wrote a novel, who would venture to
publish it?
• What if there’s no one at home; where can we go?
• Say you were to run out of money; then what would you do?
• If it hadn ’t been for the flood, we would have had a good harvest.
• If this is your idea of a good holiday, then you can count me out.
• I’ll try to be there on time, but in case I’m not, the class will be
dismissed, [chiefly AmE]
Adverbial clauses of condition are introduced by the following one-
member and multi-member subordinators:
if so / as long as on (the) condition (that)
if..then assuming (that) unless in the event that
given that suppose /supposing (that) provided/
what if in case (that) [AmE] providing (that)
say once on the understanding that
An adverbial clause of condition can be
joined asyndetically:
• Should some informality occur during your visit, contact the British
Embassy.
The conjunction if combines with limiting adverbs: if only, only if, even
if.
Some of the subordinators listed above are polysemantic: once can mean
not only ‘if (ever)’, but also ‘as soon as’ in adverbial clauses of time; so long
as / as long as can occur in adverbial clauses of condition, time, or reason; if
and in case also occur in clauses of purpose.
If... not and unless are sometimes interchangeable:
• If you don’t / Unless you change your mind, I won 7 be able to help
you.
However, unless is stronger than if..not and is sometimes preferable, e.
g.:
• Unless the board of directors improve their offer, there will be a
strike.
Moreover, unless cannot replace if...not in certain Type 1 sentences (see
below):
• 1’ll be surprised if he doesn ~t win.
The reason is that unless always means ‘except on the condition that...’.
On the other hand, if...not cannot replace unless when the latter is used to
introduce an afterthought. This kind of unless-c\&\xse> follows the main
clause and is usually separated by a comma or a dash:
• I couldn 7 have made it to class on time — unless, of course, I had
caught an earlier train fCf. Russ. ...разве что успела бы на более
ранний поезд).
This means that the speaker did not get to class on time; s/he could only
have done so by catching an earlier train.
If we use if... not in place of unless in the above sentence, we will get:
9
• I couldn 7 have made it to class on time if I hadn t caught an earlier
train.
The sentence now conveys the opposite meaning: the speaker actually
made it to class on time because s/he managed to catch an earlier train.
I
In dealing with conditional sentences and their varied structure, two
criteria should be taken into account: the time reference and presumed reality
or unreality of the situation described. These factors combine to determine the
types of conditionals. Therefore, we distinguish three basic models of
conditional sentences.
Type 1: the situation thought of as real; present, past or future time
reference.
Type 2: the situation thought of as unreal or hypothetical; present or
future time reference.
Type 3: the situation thought of as unreal; past time reference.
Within these types there is considerable variation of form and meaning.
We will now consider them in greater detail.
Type 1 conditionals fall into several subtypes.
Type la. Real condition referring to the present (or, broadly speaking, to
no particular time).
• If an animal species becomes endangered, it is normally protected by
law.
• If you have lived in the same house all your life, you get used to it.
Type lb. Real condition referring to the past:
• If he was asked to parties, he always brought his wife along.
Type lc. Real condition referring to the future:
• If I need legal advice, 141 consult my lawyer.
Tense usage in Type lc is normally as follows: we find the future tense
in the main clause and the present tense in the conditional clause.
However, the modal verbs will and would can be used in Type lc con-
ditional clauses to emphasize willingness or unwillingness:
— in polite requests, when the speaker is asking others to do things:
9
• If you will / would wait a moment, 1 ll fetch the money.
— in direct references to willingness or unwillingness:
• If you will /would (- if you are willing to) pay us compensation, we
will agree not to take the matter any further.
• If you won 7 (~ ifyou are unwilling to) stop smoking, you can only
expect to have a bad cough.
Type Id. Real condition with mixed time reference:
• If he visited Italy last summer, he is sure to know at least a few words
of Italian.
• If he really visited Italy last summer, he will probably tell you about
it sooner or later.
Tense usage in Types la, lb, and Id is determined by real time reference. i
Type 2 conditionals characteristically employ the auxiliary would (or
occasionally should with the first person subject in BrE) in combination with
the indefinite infinitive in the main clause, and the simple past form or the
past subjunctive in the conditional clause, e. g.:
• If I had a bike, I would /should go for a ride round the lake.
• If you didn’t drive carefully, you would endanger the lives of other
people.
• If I knew Japanese, I ’d talk to those people over there.
If the verb be occurs in a Type 2 conditional clause, it can be used in the
form of the simple past (was) or the past subjunctive (were) in BrE, the latter
variant being more formal:
• If I was / were better qualified, I would apply for the job,
A similar structure with the “impersonal” it and a negative verb (If it
was /were not for,,.) is used to suggest that one particular event or situation
changes everything:
• If it wasn’t / weren’t for his striking appearance, he wouldn't be in
demand in Hollywood (= But for his striking appearance...; Without
his striking appearance...).
Formal AmE admits only of the past subjunctive were in these Type 2
conditionals. b
• If Ann would save her money, she would be able to go home for
Christmas.
Type 2b. In order t suggest that something is not particularly prob
able, we can use should in the conditional clause:
If you should (happen to) finish early, we could visit my parents
this afternoon.
In a formal style, a conditional clause of this kind can be joined asyn-
detically, with should placed before the subject:
• Should the suppliers fail to comply with the provisions of the contract,
we would have to take the matter to court.
This kind of conditional clause often combines with an imperative main
clause in business English, although without the implication of a remote
possibility; it is regarded as a more polite and less straightforward form, e. g.:
• Should you be interested in our offer, please contact us at the address
below.
• Should you not wish our agent to call, please let us know.
Type 2c. Another way of referring to an unreal or unlikely future event
is to use the modal expression was to/were to in the conditional clause:
• What would you say if he was to propose to your sister? Were to rather
than way to is used in a formal style in BrE. Only were to is regarded as
acceptable in AmE.
In very formal contexts, the asyndetic joining of Were... to- clauses
combined with inversion is also possible:
• Were there to be any delay, the railway company would be held re-
sponsible.
• Were the government to cut VA T, prices wouldfall.
On the other hand, were can be used without the to-infmitive when it is
the link verb of a compound nominal predicate or the auxiliary of a passive
verb:
• Were I in charge, I ’d do it differently.
• Were he asked the same question again, he would answer differently.
Type 3 conditionals characteristically employ the auxiliary would (or
occasionally should with the first person subject in BrE) in combination with
the perfect infinitive in the main clause, and the past perfect form in the
conditional clause. These sentences express the speaker’s belief that the
hypothetical condition was not fulfilled.
Type 3 conditionals can be used (especially in BrE) to talk about present
and future situations which are no longer possible because of the way things
turned out:
• If my grandfather had been alive, he would have been eighty years
old next April,
The same situation could be described with the help of the Type 2 pat-
tern: If my grandfather was /were..., he would be...
Likewise, Type 3b can sometimes be used to refer to mixed types of
situations, with a past-time condition and a present-time consequence:
• If I hadn't escaped from the burning house, I wouldn 7 have been
here now.
The same situation could be described with the help of a mixed type
pattern:Iflhadn’t..., Iwouldntbe... (seebelow).
Conditional clauses in Type 3 can be joined asyndetically in a more
formal style; in this case, they have inverted word order. Compare:
• If the members of the board had acted sooner, they would have
prevented the strike.
• Had the members of the board acted sooner, they would have pre-
vented the strike.
Modal auxiliaries are sometimes found in the main and/or the condi-
tional clause:
• If she had known the facts, she could / might have told us what to do.
• If she could have got the facts, she could have told us what to do.
[informal]
• If he were to have asked me/Should he have asked me, I would have
been only too willing to help, [formal]
Mixed type conditionals combine a main clause of one type and a
subordinate clause of another.
If the condition refers to the past and the consequence to the present, a
Type 2 main clause combines with a Type 3 conditional clause:
• If I had bought that dress yesterday, I would wear it to a party next
Saturday.
If the condition refers to the present or is regarded as general, not re-
stricted to a particular time period, while the consequence refers to the past, a
Type 3 main clause combines with a Type 2 conditional clause:
• If he was / were a gentleman, he wouldn 7 have cheated at cards last
night.
• If you were more considerate, you would have written back to her
long ago.
Besides, a Type 2 condition, viewed as hypothetical, can combine with a
type 1 consequence, viewed as real:
• Should there be an opening for an attorney, they will most probably
employ a female lawyer.
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) Conditional clauses usually contain аиу-words, such as any, ever,
yet, etc. instead of some- words like some, always, already, etc.:
• If you ever have any problems at all, just let me know.
The use of scwe-words creates what is known as “positive bias” and is
characteristically used in offers:
• Just help yourself ifyou want something to eat.
(ii) Only if placed at the beginning of the conditional sentence causes
inversion in the main clause. Cf.:
• You will pass the test only if you study hard.
• Only if you study hard will you pass the exam.
(iii) As stated above, asyndetically joined conditional clauses have in-
verted word order. They open with the auxiliaries should, were... to, or had:
• Were this information to be divulged, some of the public figures
might lose face.
• The department would not have shut down had the management
adopted a more feasible plan.
Note that asyndetically joined conditional clauses cannot begin with the
contracted forms Weren 7, Shouldn 7 and Hadn 7; the corresponding full
forms should be used:
• Had it not been for the uncommonly cold weather, the wounded
animals would have survived (but not *Hadn 7 it been for the
uncommonly cold winter...).
(iv) Conditional sentences are also used to compare two similar state-
ments. The main clause in this pattern often employs the adverb so or then,
and may have inverted word order:
• If she had her reasons for going on her own, then so had I.
• If fear and love are indivisible, so too are fear and hate.
(v) If is sometimes dropped at the beginning of a sentence, especially
when tiie speaker is making a stipulation or a threat. This sentence pattern is
restricted to the informal style of speaking:
• You want to get in, you pay like everyone else.
• You touch me again, I'll throw you out.
• (You) call the police, she 's dead.
This is probably a borderline case between a compound sentence and a
complex conditional sentence.
(vi)A Type 1 conditional clause can combine with an imperative main
clause:
• If you happen to see Mark, tell him to call me at once.
Also, the main clause can contain modal auxiliaries other than will:
• If it’s fine tomorrow, we can (could / may / might, etc.) go on a
picnic.
(vii) Sometimes the (^clause in a Type 2 sentence expressing doubt or
uncertainty is made negative; in other words, an additional not can be used in
formal expressions involving doubt. This type of sentence emphasizes the
uncertainty and does not add a negative meaning:
• I wouldn 7 be surprised if they didn’t get married soon (= ‘I think
they will get married soon’).
• I wouldn 7 be surprised if it didn’t rain (= ‘I think it will rain’/
The intonation falls on married and ram, respectively; there is no stress
on didn 7. I-
Adverbial clauses of reason (or cause) are used to give a reason for the
event or situation named in the main clause or to say why the statement ex-
pressed in the main clause is true.
Adverbial clauses of reason are introduced by the following one-
member and multi-member subordinates:
as now that seeing (that)
because in that inasmuch as [formal]
since for the reason that considering (that)
so long as due / о wing to the fact that insofar as [formal]
as long as in view of the fact that on the ground(s) that
USAGE NOTES
STRUCTURE AND MEANING
(i) Adverbial clauses of reason introduced by as can optionally have
inverted word order, with a predicative of the subordinate clause moved to the
front:
• Tired as she was, I didn 7 like to disturb her.
• As she was tired, I didn 7 like to disturb her.
(ii) In a formal literary style, an inverted construction joined by as can
be formed by fronting the participle of the notional verb and using the re-
quired tense form of the verb do after the subject of the subordinate clause:
♦ Bathing as he did three times a day, he could not get his hair to stay
down (= ‘As he bathed three times a day...’).
(iii)Note the sentence pattern with an adverbial clause of reason fol-
lowing the expression the more so:
• The existence of a single standard of English throughout the world is a
truly remarkable phenomenon, the more so because / since the extent
of uniformity has increased in the present century.
2.5.5. Adverbial Clauses of Purpose
Adverbial clauses of purpose are used to indicate the purpose of an ac-
tion.
Purpose clauses are introduced by the following conjunctions:
so that in order that lest [formal] that [old-fashioned]
so [informal] in case if for fear (that) [formal]
An adverbial clause of purpose normally follows the main clause and is
not punctuated:
• We sent them monthly reports in order that they may have full in-
formation about our progress.
• The police detained the suspect lest he (should) escape.
• I have arrived ahead of time so that I may / can / will get a good view
of the procession.
• Motorists should drive more slowly so that there is less pollution.
• Could you please slow down here so I can read the sign?
• I’ve bought a chicken in case your mother stays to lunch.
• If everyone is to hear you, you must speak up.
• We ought to redouble our efforts if the pollution of coastal waters is
to be controlled.
The subordinators lest and for fear (that) express a negative purpose:
they show that the doer of the action does not wish a particular thing to
happen. Therefore, the subordinate clauses they introduce are affirmative in
form:
• She never corrects her classmates for fear that they will think her
superior.
• He was extra polite lest a disgruntled client (should) make a com
plaint again.
Sometimes, in case expresses a negative purpose, too:
• You can take my umbrella with you in case you get wet.
In case is generally used to introduce a possible future action that
someone is taking precautions against (cf. Russ. ‘На тот случай, если’). It is
for this reason that in case-clauses are sometimes described as adverbial
clauses of precaution.
On the other hand, in case is also classed with conjunctions of reason on
the basis of a possible transformation: Гт putting the meat in the microwave
now in case my husband comes home early (= because my husband may come
home early). This shows that the conjunction in case has a syncretic nature.
Although in case is occasionally used to introduce clauses of condition
(especially in AmE), it is not interchangeable with if. Cf.:
• Г11 fix a meal if my son gets hungry (= ‘I won’t fix a meal unless my
son gets hungry’), [an adverbial clause of condition]
Г11 fix a meal in case my son gets hungry (= ‘I’ll fix a meal any
way, just in case’), [an adverbial clause of purpo
Note that if can convey the meaning of purpose only
when it Combines with the modal be + to-infinitive in the subordinate clause
and correlates
with a modal verb or a modal expression in the main clause:
• If violent disorders of this kind are to be prevented, the police should
be informed of any gatherings well in advance.
• We ought to redouble our efforts if the pollution of coastal waters is
to be controlled and eventually eliminated.
Lest, meaning ‘in order that...not’, is followed by should + infinitive or
by the present subjunctive:
• The boy hid lest the burglars should see him. [chiefly BrE]
• The notice should be put up on the front door lest it be ignored.
[chiefly AmE]
For fear that is usually followed by might, but the same idea can be
expressed more easily with in case plus simple past in past time contexts:
• I bought the car at once for fear (that) the owner might change his
mind.
• I bought the car at once in case the owner changed his mind.
USAGE NOTES
VERB FORMS
(i) As purpose clauses refer to hypothetical or future events, they often
employ a modal, a future verb or a subjunctive mood form. When the verb in
the main clause is in the present or future, or else in the imperative mood, the
purpose clause employs may, can or will. The simple present is also possible:
• Let us spend a few minutes in silence so that we remember the dead
heroes.
Besides, purpose clauses frequently employ the simple present if the
predicate of the main clause includes a modal verb:
• He should drive carefully so. (that) he doesn 7 get fined.
(ii) When the verb in the main clause is in the past tense, the purpose
clause employs might, could, should or would'.
• Before coming to class 1 put my name on the cover so that nobody
would grab my course book.
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) When the main clause accompanied by an adverbial clause of result
has a compound predicate, the word order can be inverted for greater em-
phasis. Compare:
• The storm was so terrible that the roofs were ripped off.
• So terrible was the storm that the roofs were ripped off.
(ii) The main clause has inverted word order if it opens with one of the
following expressions:
so great to such extremes to such length in / into such straits
to such an extent to such a degree to such a point in / to such a plight
• To such straits was he reduced by his own extravagance that he took
to begging.
• So great was her amazement that she could not utter a word.
(Hi) Apart from the basic patterns described above, we might as well
point out a few marginal cases. Notice, for instance, an interrogative pattern
with adverbial clauses of result lacking an explicitly expressed endorsing item
in the main clause:
• What have I done, that you should scold me?
• Who are professors that they should attempt to deal with a thing as
high and as fine as poetry?
These sentences have a special question structure and are often used as
rhetorical questions. The subordinate clauses, which combine the meanings of
result and reason, employ the “emotional” should.
(iv)Moving still farther away from the core pattern of the result clause,
we find another syncretic variant of the type:
• The elderly woman didn 7 notice me approach, so intent was she on
watering her plants.
Structurally, the second clause (so intent.,.) resembles a main clause that is
normally accompanied by a result clause. Indeed, the situation described in
the first clause results from that described in the second. However, an
asyndetic subordinate clause cannot stand in initial position (with the
exception of conditional clauses, where inverted word order clearly reveals
their function). On the basis of purely semantic criteria some grammarians
regard the second clause as an adverbial clause of reason. Whatever approach
might be accepted, this structure would be regarded as marginal.
(B) VERB FORMS
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) Adverbial clauses of manner joined by as can optionally have in-
verted word order, particularly when the subject is expressed by a long noun
phrase:
• The present owner collects tapestries, as did several generations of his
ancestors.
(ii) The meaning of manner as expressed by adverbial clauses often
implies comparison. However, clauses of manner differ structurally from
clauses of comparison in that they do not correlate with an endorsing item in
the main clause. Clauses of comparison, conversely, always require an
endorsing item (see below). Besides, clauses of manner can be used to
elaborate the meaning of an adverbial modifier of manner, in which case they
could be regarded as specifying adverbial clauses of manner, e. g.:
• Type this again carefully, as I showed you a minute ago.
(B) VERB FORMS
USAGE NOTES
(A) MEANING AND STRUCTURE
(i) There is a marginal variant of comparative clause that precedes the
main clause. It is the pattern which is introduced by as or just as and corre-
lates with the endorsing item so:
• Just as one gesture can have many different meanings, so many
different gestures can have the same meaning.
(ii) A structural type of dependent clause that consists of the conjunction as, a
plural noun without an article and the verb go closely approaches adverbial
clauses of comparison, although it is not traditionally classed
among the latter:
• As cats go, this one is quite well-behaved.
• Our house is quite inexpensive as houses go nowadays.
• He *s not bad as carpenters go.
The meaning of the verb go in this kind of structure is defined as ‘be
thought of, ‘be rated’. The subordinate clause means ‘compared to other Ns’,
with the implication that the person or thing mentioned in the main clause is
at least as good as most members of the same class.
(ill) Adverbial clauses of comparison can optionally have inverted word
order when, for stylistic reasons, a longer word group is shifted to end
position, e. g.:
• Lawyers and politicians are far more constrained by situational
factors than are poets, novelists and dramatists.
(iv) In a formal style, we often find comparative clauses with a finite
verb form but no subject, e. g.:
• She spent more money than was sensible.
• Their marriage was as stormy as had been expected.
(v) Comparative clauses joined by means of than and correlating with
not... any more... and no more... can be used for emphasis, e. g.:
• I could no more tell Mother about my failure than I could have
danced on a grave (= ‘I couldn’t possibly tell Mother about my
failure’).
• His smile wasn 7 warm or friendly, any more than his eyes were.
(в) VERB FORMS
The simple present is often used to refer to the future in adverbial
clauses of comparison:
• We 7/ be driving as fast as you do / will.
(C) SET EXPRESSIONS
Adverbial clauses of comparison are found in a number of proverbs and
idiomatic expressions:
• Ann is exhausted again. She ’s always biting off more than she can
chew (= ‘She’s always taking (on) more than she can deal with’).
• This detective has caught more criminals than you ’ve had hot din-
ners (used to praise a person for his/her great experience).
• There is more here / to it / in it than meets the eye. [a cliche]
• The devil is not so black as he is painted, [a proverb]
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) The order of the clauses cannot be reversed without disrupting the
meaning of the sentence. However, the end position of the subordinate clause
is possible when the subordinator the... the is used in a slightly different
structural pattern, with direct word order in the main clause:
• They praised him (the) less the harder he worked (= ‘They praised
him less when / if he worked harder’).
• The expression of grammatical meaning is more redundant the
greater the common knowledge between speakers.
(ii) The conjunction the... the can link two one-member clauses or else a
one-member and a two-member clause:
• The sooner, the better.
• The sooner we leave, the better.
• The higher the price, the fewer people will be able to afford the
commodity.
(В) VERB FORMS
(i) As has been shown above, in sentences of proportion with a future
time reference we normally find the simple present in the first clause and the
simple future in the second.
(ii) In sentences with the... the, continuous tenses are hardly ever used.
(C) SET EXPRESSIONS
Adverbial clauses of proportion are found in some idiomatic expres-
sions:
• The more, the merrier. I
USAGE NOTES
(A) STRUCTURE AND MEANING
(i) The structure of concessive clauses is highly varied. For example, the
sentence Although he is a good athlete and tries hard, he will never succeed
could be re-worded in the following ways, so that it means practically the
same:
• Good as he is, he will never succeed.
• Try as he may / might / does / will, he will never succeed.
• However hard-working he is, he will never succeed.
• However hard he tries, he will never succeed.
• However he tries, he will never succeed, [informal]
(B) VERB FORMS
(i) Adverbial clauses of concession very rarely employ future tenses.
The predicate of a concessive clause with a future time reference normally
stands in the simple present:
• However long it takes, I will do it myself.
(ii) The modal auxiliary may sometimes occurs in adverbial clauses of
concession without changing their meaning:
• Ingenious though these techniques may be, they can hardly be re-
garded as practical.
(Hi) In a formal style, the present subjunctive of the verb be is some-
times found in syndetically joined concessive clauses:
• Whatever be the reason for it, they conceal the facts.
(C) SET EXPRESSIONS
1. His words didn’t sound convincing. 2. That’s just the thing that I
feared! 3. My legal advisor outlined something that seemed to be the best
course of action. 4. The thing I hate is being ordered about. 5. The teacher
wanted to make sure that we remembered the material she had explained two
weeks before. 6. Would this be the thing you were telling me about? 7. Rita is
something that is known as a Nosey Parker — she’s always poking her nose
into other people’s business. 8. You ought to explain the idea that you have in
mind. 9. The old man is at a loss to explain his recent actions, though he
seems to remember quite clearly the events that happened years ago. 10.
Mind the things that you say in her presence', she’s very touchy about her
appearance.
1. She may say with good reason that the deal was unfair. Well
2. They didn’t realize that it was their last encounter. Little__
3. You have every reason to believe that your son has succeeded in busi-
ness. With good____.
4.
5.
6.
I well remember what happened on the day of their arrival. Well_____.
He did not suspect that the landlady had ransacked every comer of his room.
Little
We never thought that he was an artist of great renown. Little______.
You are justified in saying that the company is faced with financial
difficulties. With every_______ .
They couldn’t imagine that their holiday would be a disaster. Little .
You may be right in asserting that your suppliers are unreliable. Well
10. He did not know that they had paid him in forged money. Little______
Exercise 22. Paraphrase these sentences so as to use nominal clauses.
Begin and end the new sentences as shown.
1. His chances of qualifying as a lawyer are small. It is not________a law
yer.
2. You should own up to the embezzlement, rd rather________embezzle
ment.
3. I’m really sorry that my arguments sounded groundless. I wish
groundless.
4. She enjoys buying smart clothes. What____ for smart clothes.
5. He wants the committee to prepare two copies of the draft agreement.
His suggestion____ in duplicate.
6. The things that lay on the table were my brother Bill’s property. What
___to my brother Bill.
7. Either of the two companies that takes over the factory will have to pay a
large sum in taxes. Whichever _____ to pay a large sum in taxes.
8. Dividing the prize money between the two winners was only fair. It was
winners.
9. He had practically no hope that he would ever get the stolen painting
back. Little to him.
10. Filing a complaint against the tour leader was all they did. What____
against the tour leader.
11. If you discover any facts, they should be reported to the lice immedi
ately. Whatever______once.
12. I advise him to arrange to see his doctor. My advice___with his doc
tor.
1. Some people say that benefits will be curtailed. We tried to dispel this
notion. 2. Art should express noble feelings. This idea is shared by many. 3.
He believes that the earth is flat. Nothing can shake his belief.
4. Her family isn’t wealthy. She just created this erroneous impression.
5. The attack is to be resumed. Headquarters issued an order. 6. Some offi-
cials are corrupt. The newspaper emphasized this fact. 7. Television is
harmful to children. The principal expressed this firm conviction. 8. Her
husband has been promoted to colonel. Have you heard this news? 9. They
think that the case should be settled without litigation. They expressed this
thought. 10. She wanted her estate to be divided evenly. She left instructions
to her lawyer. 11. The poet has returned to this country. We have information
about it. 12. He thinks that a compromise can be reached. He expressed this
opinion. 13. We received an urgent message. It said that we were to return at
once. 14.1 suspected that he was guilty. These events confirmed my strong
suspicion.
Exercise 25. Combine each pair of sentences into a complex sentence
with an attributive appositive clause, using THE FACT as antecedent
Example:
• So many people have seen the new play. This just shows how popular it is.
=> The fact that so many people have seen the new play just shows how popular it
is.
Exercise 31. Point out attributive clauses, define their types and
comment on the way they are introduced.
1. He had booked a passage on the Saxonia, which sailed at three- thirty.
2. You sound pretty sure of yourself for a man who has lost a fortune.
3. That which was bitter to endure may be sweet to remember. 4. My two
aunts, neither of whom I have seen for years, are coming to stay for Christ-
mas. 5. The announcement that our project had been given top priority was
received with cheers. 6. He decided to annex another wing to his house, which
annoyed his neighbours. 7. The newspaper reporters are all raving about the
young singer’s performance, which has given the whole city such pleasure. 8.
Her premise that the results of the election were already decided proved to be
true. 9. The arguments he put forward just didn’t hold water.
10. We take care to correct such errors as we can trace. 11. Some people who
claimed to have seen a UFO were mental patients. 12. The rumour that Ted
had lost his job spread quickly. 13. Most English vowel sounds which are not
given weight in speech become reduced to a rather formless central vowel. 14.
The impression she gave her boss was quite favourable. 15. She created the
impression that she was an efficient advertising manager. 16. We entertained
the hope that the passengers and crew would survive.
17. All we can do is hope for the best. 18. It's about time he found himself a
full-time job. 19. I’d prefer a hospital whose nursing staff is more efficient.
20. The garden, which is south-facing, extends to the river. 21. The question
“How many types of clauses could there be?” boils down to the question
“What sorts of structures do we describe as clauses?” 22. I’ve pictured myself
translating literary material, which has not been the case at all.
Exercise 33. Fill in each numbered blank with ONE suitable word.
Point out attributive clauses.
Many advertisers have the belief (1)______headlines on a diagonal will
capture attention. Actually, this is (2)________so. (3)_______childhood, we
have been taught to read on horizontal lines; (4)_______, tilting a line slows
down the reader (5)______the eye orients (6)______to a new position. Any-
thing (7)________slows down reading is detrimental (8)______an advertise-
ment in (9)______it allows more distractions. Also, (10) that breaks
the normal pace of the eye in reading — and diagonal lines definitely dp that
— is unpleasant for (11)____________ eye and it becomes a greater task
(12)______keep receptive attention (13)_______the reader clear through the
message.