Delahunty and Garvey
cated.
(Note: Clause-combining, as in exercise (2), and clause-decombining
as in exercise (4), are valuable tools for teaching relative clauses. The
technique can also be used with other multi-clause sentence types.)
- The difference between written restrictive and non-restrictive rela-
tives is indicated through punctuation. How is it indicated in speech? - In the following sentences identify each relative clause and indicate
whether it can be restrictive or non-restrictive. (Punctuation has been
omitted intentionally.) If a sentence can be either, discuss the differ-
ence of meaning. Punctuate each sentence according to your interpre-
tations.
a. Everyone who viewed the exhibit was satisfied.
b. The visitors who viewed the exhibit were satisfied.
c. Wendy who comes from Wyoming knows a lot about ranching.
d. I hit the brakes which caused the car to fishtail.
Clauses that modify verbs (adverbial clauses)
Adverbial clauses are typically introduced by what have been traditionally
called subordinating adverbial conjunctions (SACs) and generally fulfill
the same functions as AdvPs, indicating such concepts as time, place, con-
dition, cause, and purpose. They appear in the positions typical of AdvPs
(initial, medial and final). Again we begin with finite adverbial clauses and
return to non-finite ones later.
Time clauses
(44) a. After you left the party, things really began to swing.
b. As soon as the mailman came, Terry ran to the door.
c. Before Bush was elected, there was more money for schools.
d. Since the shuttle crashed, NASA has been demoralised.
e. When she died, she left her pets $1,000,000.
Place clauses
(45) a. Wherever you find cotton, you will also find the boll weevil.
b. Double quotes should be used only where they are appropriate.