1. Guess What?

2. Wuzzles Sssssssssshoes YYY MEN Tennis Shoes 10 “s” shoes Wise Men (y’s men)

3. March 4 th Adjuncts & Prepositional Phrases Text Grammar Red & Green! English Grammar 1 Lecture 7

4.  Mood  Modality Review

5.  Identify the mood of the following pairs of sentences: 1.Everybody sit down, please. 2.Everybody sits down. Mood

6. 1.Nobody says a word. 2.Nobody say a word. Mood cont’d

8. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. a.2 b.7 c.3 d.5 How many ADJUNCTS are there in the following?

9. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? 5

10. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? 4

11. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? 3

12. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? 2

13. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? 1

14. If at all possible I’ll see you tomorrow after the show with Pete and Susan outside the main entrance. How many ADJUNCTS are there in the following? ZERO!

15.  Circumstantial  Stance  Connective Adjuncts: 3 types

16.  Answer the question  Where?  When?  How?  Why? They express information about the circumstances of a process; they convey information about such matters as place, time, manner and the associated participants. Circumstantial Adjuncts

17.  She called me yesterday  She called me too late.  She called me from my office.  She called me this morning.  She called me while I was out. Realizations of Circumstantial Adjuncts

18.  She called me yesterday.  She called me too late.  She called me from my office.  She called me this morning.  She called me while I was out. Realizations of Circumstantial Adjuncts (how are they formed?)  Adverb  AdvG  PP  NG  *Finite Clause *Finite : a clause with a tensed verb; one that shows tense ( carries tense and/or modality) Non-finite: one that does not show tense

19. A  II I She I called I me I yesterday I II Adv A  II I She I called I me I from my office I II PP A  II I She I called I me I this morning I II NG Realizations of Circumstantial Adjuncts

20. A  II I She I called I me I this morning. I II NG This is a clause. It has ____ constituents. “She” is a NG. It is functioning as the ________. “Called” is a VG. It is functioning as ______ “Me” is a NG. It is functioning as _______ “This morning” is a NG. It is functioning as an ________ Realizations of Circumstantial Adjuncts

21. S F/P Od A  II I She I called I me I this morning. I II NG VG NG NG

22. STANCE Adjuncts

23.  These express the speaker’s evaluation or comment on the content of the message.  Viewpoint (Interpersonal Meaning) Stance Adjuncts

24.  What word can you add at the beginning of the following to show the writer’s stance/ point of view?  Ob______ly he’ll rely on you even more.  Ap_______ly the picture is a fake.  Am_______gly he won the gold medal.  (Downing p. 73) Stance Adjuncts

25.  Obviously he’ll rely on you even more.  Apparently the picture is a fake.  Amazingly he won the gold medal.  Compare:  Not surprisingly he won the gold medal.  (Downing p. 73) Stance Adjuncts

26.  Surely, obviously, frankly, honestly, hopefully etc.  In fact, in reality, of course etc.  To be honest, strictly speaking etc.  What grammatical resources are used in the above? (What grammar names can you use to describe them?) Realizations of Stance Adjuncts

27.  Surely, obviously, frankly, honestly, hopefully etc.  In fact, in reality, of course etc.  To be honest, strictly speaking etc. Realizations of Stance Adjuncts  PPs  Non-finite clause  Adverbs

28.  Circumstantial  Stance  Connective Adjuncts

29. Connective Adjuncts

30. First of all, Grammar 1 is full of metalanguage. That is to say, there are endless new vocabulary terms to be learned. On top of that there is a project, plus a final exam! Nevertheless, we must stay calm and we must not PANIC! Find the Connective Adjuncts Read the following silently. See if you can spot the connective adjuncts. Connective Adjuncts tell us how the speaker or writer understands the connection between utterances (pieces of text).

31. First of all, Grammar 1 is full of metalanguage. That is to say, there are endless new vocabulary terms to be learned. On top of that there is a project, plus a final exam! Nevertheless, we must stay calm and we must NOT freak out! Now read OUT LOUD together with your class. EACH time you read a connective adjunct RAISE YOUR HAND.

32. First of all, Grammar 1 is full of metalanguage. That is to say, there are endless new vocabulary terms to be learned. On top of that there is a project, plus a final exam! Nevertheless, we must stay calm and we must NOT PANIC! Connective Adjuncts

33.  These tell us how the speaker or writer understands the connection between to utterances (pieces of text).  These are realized through the following resources:  Adverbs (nevertheless, moreover, first, namely)  PPs (in other words, on top of that  Adjg (last of all, better still)  Finite Cl (what is more; that is to say)  THESE are identified (written) UNDER the wording because they are the grammatical resources. Connective Adjuncts

34. A S F P Cs II I Nevertheless I we I must stay I calm I II Adv NG VG Adj THESE are identified (written) UNDER the wording because they are the grammatical resources

35.  Are optional elements of a situation expressed by the clause.  Three main types:  Circumstantial  Provide information concerning time, place, manner, means.  Stance  Provide attitudinal comment by the speaker or writer.  Connective  They signal the semantic connections between one part of the discourse and another part. (E.g. discourse markers) Re-Cap: Adjuncts

36. Prepositional Phrases

37.  The basic grammatical function:  To establish a relationship between its complement and another element in a nearby element. (Pre/post modification)  PPs are a “grammatical resource”. So…where would you identify these in a clause/ NG? (Above or below the wording?) Prepositional Phrases

38.  cherries on the tree  off the record comments  the book on the lowest shelf Example 1: Where are the PPs?

39.  cherries on the tree  off the record comments  the book on the lowest shelf Example 1: How are they functioning? Step 1: Identify the HEAD.

40. H  cherries on the tree H  off the record comments H  the book on the lowest shelf Example 1:How are they functioning? Step 2: Identify the function of the PP

41. H Post-M  cherries on the tree Pre-M H  off the record comments H Post-M  the book on the lowest shelf Example 1:How are they functioning? Identify the CLASS (under the wording)

42. H post-m  cherries on the tree N PP Pre-M H  off the record comments PP N DR H post -m  the book on the lowest shelf dv N PP Example1 : How are they functioning? This is a word group. “Cherries” is a Noun. It is functioning as the HEAD of the NG. “On the tree” is a PP and is functioning as the post-modifier (of cherries)

43.  Prepositional Phrases can function as P____ Mo_________ and P_____ M________ of the H_____ in a Noun Group. “Rule”

44.  Prepositional Phrases can function as Pre Modifier and Post Modifier of the Head in a Noun Group “Rule”

45. GROUPS: Adjg NG Advg PP  He is a teacher of French literature.  My son is brilliant at mathematics.  They don’t live far from here.  A car accident on the motorway to London. PPs as embedded elements of groups

46.  He is a teacher of French literature.  My son is brilliant at mathematics.  They don’t live far from here.  A car accident on the motorway to London. Embedded as elements of groups What GROUPS are these?

47.  He is a teacher of French literature.  My son is brilliant at mathematics.  They don’t live far from here.  A car accident on the motorway to London. Embedded as elements of groups Where are the PPs?

48.  He is a teacher of French literature.  My son is brilliant at mathematics.  They don’t live far from here.  A car accident on the motorway to London. Embedded as elements of groups Where are the PPs?

49.  He is a teacher (of French literature).  My son is brilliant (at mathematics).  They don’t live far (from here).  A car accident on the motorway (to London). Embedded as elements of groups

50.  The basic grammatical function:  To establish a relationship between its complement and another element in a nearby element.  EXAMPLE 2 (to follow) Prepositional Phrases

51.  After dark is the only good time for fireworks.  I don’t consider next to the railway a good place to live.  Monica must be out of her mind to reject such an offer. (Monica must be mad). Example 2: Where are the PPs?

52.  After dark is the only good time for fireworks.  I don’t consider next to the railway a good place to live.  Monica must be out of her mind. (Monica must be mad). Example 2: Where are they?

53. Subject  After dark is the only good time for fireworks. Od (direct object)  I don’t consider next to the railway a good place to live. Cs (Subject complement)  Monica must be out of her mind. (Monica must be crazy).  Subject complements: describe the subject; following a relational process verb Example 2 : How are they functioning?

54.  His illness has left him without a job.  The train to London is now standing at the platform. Example 2 : Where are the PPs?

55.  His illness has left him without a job. PP  The train to London is now standing at the platform. PP Example 2: Where are the PPs?

56. Co (Object complement)  His illness has left him without a job.  Without a job describes HIM (the object) Cx (goal/locative complement)  The train to London is now standing at the platform  At the platform describes the location of where the train is. Example 2 : How are the PPs functioning?

57.  Prepositional phrases can also function at the clause level. They function as S______, D_______ ob______ and as c_________. “Rule”

58. What’s with all the C stuff? Cx? Cs? Co? C this and C that…..

59.  Cs = Complement of the SUBJECT  Follows a copular verb (BE)  She is wonderful.  Co = Complement of the OBJECT S F P Od Co  You are making me angry.  Cx = Goal/ locative complement  Some verbs require a locative complement:  *Put the dishes.  Put the dishes in the dishwasher The “C”s

60. Well that was ONE slide…. Uh…. Will there be more explanation?

61. Of course Dahlings…. Next lesson.

62. Lastly, PPs as Adjuncts!

63. But first….. BREAK TIME!!! 13 MINUTES

64. Lastly, PPs as Adjuncts!

65.  A prepositional phrase has two major roles: as Post modifier in a Nominal (noun) group and as an Adjunct in a clause. Examples:  Nearby is Chendor Beach, a popular ground for the giant leatherback turtles. (P-M)  […] a section of the road is closed from 7pm to midnight for the Saturday Night market. (A) PP: Post-M versus Adjunct

66. DR Ep class. H Post-M A popular nesting ground for the giant leatherback turtle A crude test for distinguishing between Adjunct and Post-M depends on the fact that usually the Adjunct can readily be moved whereas the P-M cannot. *For the giant leatherback turtles nearby is Chendor Beach… For the Saturday Night Market, a section of the road is closed… Bloor & Bloor p.141

67. Function above Class below S F P O I’ll see you after the show with Pete and Susan. NG VG NG PPs as Adjuncts

68. Function above Class below S F P O I’ll see you after the show with Pete and Susan. NG VG NG PPs as Adjuncts

69.  Circumstantial Adjuncts (typically initial or final position)  All this happened long before the war.  Behind us, we saw a huge line for the bus. PPs as Adjuncts

70.  Stance Adjuncts Adjunct  In all honesty, I don’t believe a word he said. PP  By all means, do whatever you think is best.  Connective Adjuncts  A: I’m leaving now.  B: In that case, I’ll go too. PPs as Adjuncts

72. One night, Otto Lowei awoke with an idea. The next night at three a.m. the idea returned. Identify the 4 Adjuncts (underline)

73. One night, Otto Lowei awoke with an idea. The next night at three a.m. the idea returned. Identify the 4 Adjuncts (underline)

74. One night, Otto Lowei awoke with an idea. The next night at three a.m. the idea returned. Identify the 4 Adjuncts (above the wording) The adjuncts used above are all CIRCUMSTANTIAL as they answer the question, who, where, why, when, how. Above the adjuncts you have underlined, write A cir (adjunct of circumstance)

75.  How are the Adjuncts realized? Write the CLASS beneath  A cir S F/P A cir One night, Otto Lowei awoke with an idea. A cir A cir S F/P The next night at three a.m. the idea returned.

76. How are the Adjuncts realized? Write the CLASS beneath  A cir S F/P A cir One night, Otto Lowei awoke with an idea. NG NG VG PP A cir A cir S F/P The next night at three a.m. the idea returned NG PP NG VG.

77.  Adjuncts are typically an adverbial group or prepositional phrase giving some kind of background information about the event or state. (Thompson, 2004, p. 20)  Adjuncts are readily omissible and express circumstantial meanings such as time, place and manner. (Collins and Hollo p. 266). Adjuncts: Summary

78. Red and Green

79. S F Cs A II IHe I is I brilliant I in many respects I II Is this correctly identified?

80. The PP below is functioning as a stance adjunct: In my opinion, he’s a brilliant mathematician. True (green) or False (red)?

81. S F/P A cir III The locations I filled I beyond capacity III NG VG NG Is this correctly identified?

82. S F P A cir II I The castle I was built I in 1603 I II Is this correctly identified?

83. S F/P A cir III The locations I filled I beyond capacity III NG VG PP

84. A F Cs III After dark I is I the only good time for fireworks I II Is the following identified correctly?

85. There is a bridge over the river where you can find apricots on the trees. The PPs in the following are functioning as post –modifiers of the HEAD of the NG.

86. S F Cs III After dark I is I the only good time for fireworks I II NG VG NG Is the following identified correctly?

87. S F Cs III After dark I is I the only good time for fireworks I II PP VG NG Is the following identified correctly?

88. In all honesty, I don’t believe a word he said. This is an example of a STANCE Adjunct.

89. Obligation Median Value Student should sleep at home; not at school. Modality: Is this correctly identified?

90. Obligation High Value She said she’ ll stay awake today. Modality: Is this correctly identified?

91. Behavioral She said she’ll stay awake today. Is the underlined verb correctly identified for process?

92. Students should sleep not sleep during class. Change: Positive polarity; imperative mood Sleep in class. Correct or not?

93. Sleeping in class is bad. Change to past tense, interrogative mood. Is sleeping in class bad? Correct or not?

94. Is this the last slide? Change to past tense, declarative mood This was the last slide. Correct or not?

95. The winner is…..

96.  PROJECT DUE: March 18 th  BEFORE the plenary.  Arrive early!!  Quiz #2 NEXT Tutorial  FOCUS:  Tensed/non-Tensed  Vs, Vo, Vi, Ved, Ven, Ving  Verbal Processes Reminders

97. MOOOoodle

98. Buh Bye