II. Which of the following composite sentences are compound and which are complex? Why? How many clauses does each sentence consist of? What kind of syntactic relation is there between the clauses?

1. It is very good although it is cheap.

2. It is cheap but it is very good.

3. All you need is love.

4. I like these foreign pictures because I can believe in them.

5. Do you see what I mean?

6. New clinical trials show that including garlic in the diet can reduce cholesterol.

7. That it would be unpopular with students or colleges was obvious.

8. They’ve given me a position I could never have got without them.

9. That’s what I’ll do tomorrow.

10. Well, you pay for what you want.

11. I’m tense; excuse me if I talk too much.

12. It must be a forgery, or it would be in a museum.

13. I promise that we will take great care of him.

14. He looked as if he had seen a ghost.

15. What I can’t bear is her disobedience.

16. The programmer can establish when a transput operation is complete.

17. When you’re young, everything seems reversible, remediable.

18. At that age, which I judged to be near 50, he looked extremely young.

19. I’ve no idea why she said that she couldn’t call on us at the time I had suggested.

20. But all the books were so neatly arranged, they were so clean, that I had the

21. impression that they were very seldom read.

22. The golden rule is if you are reversing you must look behind you.

III. Define the relations between the clauses of the compound sentences:

1. One's mode of life might be high and scrupulous, but there was always an undercurrent of greediness, a hankering, and sense of waste.

2. She was outlined against the sky, carrying a basket, and you could see that sky through the crook of her arm.

3. You see my dilemma. Either I must find the man or else the examination must be postponed until fresh papers are prepared, and since this cannot be done without explanation there will ensue a hideous scandal, which will throw a cloud not only on the college, but on the university.

4. It was Saturday, so they were early home from school: quick, shy, dark little rascals of seven and six, soon talkative, for Ashurst had a way with children.

5. "You've got to come, or else I'll pull your hair!"

6. You were equipped with good insides so that you did not go to pieces that way, the way most of them had, and you made an attitude that you cared nothing for the work you used to do, now that you could no longer do it.

7. His heart, too sore and discomfited, shrank from this encounter, yet wanted its friendly solace - bore a grudge against this influence, yet craved its cool innocence, and the pleasure of watching Stella's face.

8. She remained faithful to the Elegy, and the Sonnet claimed much of her attention; but her chief distinction was to revive the Ode, a form of poetry that the poets of the present day somewhat neglect.

Seminars in theoretical grammar semester VIII

Seminar VII

SYNTAX OF THE SENTENCE.

1. Constituent analysis of the sentence.

The notion of a predicative line; simple sentence as a monopredicative construction. The traditional classification of notional parts (members of the sentence): principal (subject, predicate), secondary (object, attribute, adver­bial modifier), detached (apposition, address, parenthesis, inter­jection).\