Noun Groups Post-modification Rankshifted clauses Class Activity:Red/Green Challenge English Grammar 1 Lecture 3 Jan 22,

1.Review key concepts 2.Noun groups a.Post modification b.Down-shifted clauses Lecture Plan 2

Text Joined clauses Single Clause Word group (joined words) Word Morpheme Grammatical Ranking 3

Review: Noun Groups 4

 A large Italian man drinking a cappuccino  Screaming loudly  Silly people with nothing better to do  Skipping briskly  An amazing insect with large scaly wings Which are Noun Groups? 5

 A large Italian man drinking a cappuccino  Screaming loudly  Silly people with nothing better to do  Skipping briskly  An amazing insect with large scaly wings Find the HEAD of the NG 6

An amazing insect with large scaly wings Noun Groups 7 The Head is the focal point of a word group on which other words ‘depend’, or which other words ‘point to’ or ‘add meaning to’.

 Modifiers tend to add information about the noun. Adjectives, other nouns, or participles, normally perform the function of Modifier before the Head noun, and relative clauses and prepositional phrases often function as Modifier after the Head noun. Modifiers: FUNCTION

POST- modification in NGs

 The Monarch is a common poisonous butterfly that eats poisonous milkweed in its larval stage.  How many NGs in the clause above?  The Monarch is a common poisonous butterfly that eats poisonous milkweed in its larval stage. Noun Groups 10

Identify the HEAD  The Monarch  a common poisonous butterfly that eats poisonous milkweed in its larval stage. Noun Groups 11

Identify the Pre-modifiers and label the FUNCTIONS (above) and CLASS (below)  a common poisonous butterfly Noun Groups 12 Functions: dr Pre-M 1 (etc) Head CLASS: dv Adj noun

Identify the POST modifier butterfly that eats poisonous milkweed in its larval stage. Noun Groups 13

Identify the POST modifier Label the CLASS (under the wording) H Post-M butterfly that eats poisonous milkweed in its larval stage. noun relative clause Noun Groups 14 The relative clause is functioning as the post modifier for the head, butterfly

 The Monarch is a common poisonous butterfly that eats poisonous milkweed in its larval stage.  Are there two clauses in this sentence?  [How many verbs are there?]  Are the two clauses functioning at the same level? Noun Groups 15

Text Joined clauses Single Clause Word group Word Morpheme 16 The Monarch is a butterfly… that eats poisonous milkweed

 The Monarch is a common poisonous butterfly that eats poisonous milkweed in its larval stage.  …that eats poisonous milkweed in its larval stage = a relative clause  What is its function in the sentence? Downshifted clause 17

 The Monarch is a common poisonous butterfly that eats poisonous milkweed in its larval stage.  The “that” clause ADDS information to the HEAD, butterfly  The “that” clause is giving the reader more insights about the butterfly.  It is not the main clause. It is downshifted; downranked; rankshifted 18

 Find examples of a word group (NG) with a rankshifted clause. Find the H; then Pre/Post modifiers  the course which is required for graduation  the course everyone fears Functioning within a word group 19

 Find examples of a word group (NG) with a rankshifted clause. (Find the HEAD)  Dr H Post-M  the course which is required for graduation   Dr H Post-M  the course everyone fears Functioning with a word group 20

 The first year students are taking the course which everyon e  The first year students are taking the course.  The first year students are taking the course which everyone fears.  (additional information about “course” which happens to contain a VERB and is therefore a clause but functioning at the word group level). NGs 21

 A rankshifted clause is one which is not functioning at Clause level. The rankshifted clause is functioning within a word group. Thus, the clause is ‘down-ranked’ from clause to word group level.  Other terms:  DOWN-SHIFTED  EMBEDD ED Rank-Shifted Clauses 22

Text Joined clauses Single Clause Word group Word Morpheme 23 The first year students are taking the course.. [which] everyone fears.

 This is my silly little dog who likes to sit on my foot. 24

 This is my silly little dog who likes to sit on my foot. dog 25 my silly little who likes to sit on my foot. Pre-M Post-M This is a NG. It has a HEAD. It has pre- modifications and post-modifications. CAN YOU ALSO SEE A CLAUSE?

 This is my silly little dog who likes to sit on my foot. dog 26 my silly little who likes to sit on my foot. Pre-M Post-M who likes to sit on my foot. What is the function of this clause? Is it the MAIN clause? Or is it serving another purpose?

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 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 28 What is the social purpose of this text?

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 29 EXPERIENTIAL MEANING: What words make up the field of the text? EXPERIENTIAL MEANING: Field: tarantulas, spider, poisonous, danger, bite, fatal, painful, carefully, kill, fragile

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 30 EXPERIENTIAL MEANING: Are the words primarily everyday, non-technical, or non- everyday and technical? Are they concrete or abstract? High or low frequency words?

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 31 EXPERIENTIAL MEANING: Logical meaning “but” is used two times; because

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 32 Interpersonal Meaning: Pronouns? Evaluative language (opinion)? Modality (degree of certainty)? Interpersonal Meaning: Pronouns? “they” reference to spider; “you” personal pronoun; somewhat personal reader-writer relationship Evaluative language (opinion)? Not too much more painful; carefully, important, very Modality (degree of certainty/usuality)? Not often; bare assertions

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 33 Find the most complex NG in the text above.

 Tarantulas are big hairy spiders that live mainly in the Southern Hemisphere. They are poisonous, but only bite if they sense they are in danger, and the bite is not often fatal. It is not too much more painful than a bee sting. It is important to handle tarantulas very carefully, not because they can kill you, but because they are very fragile. 34

 big hairy spiders that live mainly in the Southern Hemisphere Unpack the NG 35

 big hairy spiders that live mainly in the Southern Hemisphere Unpack the NG 36

a tiny little creature that I found in my shoe What is the HEAD? Unpack the complex NG 37

a tiny little creature that I found in my shoe Underline the pre-m Underline the post -m Unpack the complex NG 38

a tiny little creature that I found in my shoe Label the FUNCTIONS (above) Label the CLASS (below) Unpack the complex NG 39

Dr PreM Pre-M2 H Post-M a tiny little creature that I found in my shoe NG N Rel. clause Label the FUNCTIONS (above) Label the CLASS (below) Unpack the complex NG 40

A tiny little creature found in my shoe A tiny little creature hiding in my shoe A tiny little creature living under a rock Are there relative clauses above? Downshifted rel. clauses 41

A tiny little creature which I found in my shoe A tiny little creature which was hiding in my shoe A tiny little creature which is living under a rock These are called ELLIPSED clauses. Downshifted relative clauses 42

 The boy who is jumping on the bed is driving me crazy.  The girl singing along to the radio is off key.  I have one dog who loves to sit on my foot. Ellipsed relative clause? 43

ACTIVITY/Review (competition) 44

 Noun Groups  Modifiers  Head Nouns  Classes of Nouns  Functions of Noun Groups  Rank-shifted clauses What we covered 45

Pyramids The ancient Egyptians buried their pharaohs in tombs called pyramids. The most famous pyramids are those in Giza, near Cairo. Some pyramids are made of more than two million blocks of stone. They were dragged into place by teams of workers. The pyramids were built to house the body of the pharaoh. Inside each pyramid is a secret chamber. This is the tomb where the mummy of the pharaoh was laid. Most of these mummies have been stolen by robbers.  What is the purpose of the text? Everyday/non everyday NGs: ( Technical/non-technical; academic; simple or complex.) Give examples and explanation. Analyze the structure of ONE noun group by writing the Function above the wording and Class below the wording. Find one noun group which contains a downshifted relative clause ( as the post modification). Comment on the structure of the clauses. Are they simple/basic (no downshifted relative clauses; no logical connections such as and/but/or. Or are the clauses more complex? (Give evidence and an explanation). Comment on the suitability of this text for primary students referring to the analysis above. E.g. what words might need to be pre-taught (why?); what structures may be more complex and require pre- teaching and why? Homework 46

 You will be given a short text from which the quiz items are taken.  Clause constituents  Functions  Class  Deictic Reminder: Week 4 Quiz #1 During your Tutorials 47

Where can you go for extra practice? 48

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