- •Contents
- •Identifying what you are talking about: determiners 50
- •3 Making a message 111
- •Indicating possibility 168
- •8 Combining messages 245
- •9 Making texts 272
- •Introduction
- •Note on Examples
- •Guide to the Use of the Grammar
- •Introduction
- •Glossary of grammatical terms
- •Cobuild Grammar Chart
- •Contents of Chapter 1
- •Identifying what you are talking about: determiners 54
- •3 Making a message 115
- •Indicating possibility 172
- •8 Combining messages 250
- •9 Making texts 276
- •Identifying people and things: nouns
- •Things which can be counted: count nouns
- •Things not usually counted: uncount nouns
- •When there is only one of something: singular nouns
- •Referring to more than one thing: plural nouns
- •Referring to groups: collective nouns
- •Referring to people and things by name: proper nouns
- •Nouns which are rarely used alone
- •Sharing the same quality: adjectives as headwords
- •Nouns referring to males or females
- •Referring to activities and processes: '-ing' nouns
- •Specifying more exactly: compound nouns
- •Referring to people and things without naming them: pronouns
- •Referring to people and things: personal pronouns
- •Mentioning possession: possessive pronouns
- •Referring back to the subject: reflexive pronouns
- •Referring to a particular person or thing: demonstrative pronouns
- •Referring to people and things in a general way: indefinite pronouns
- •Showing that two people do the same thing: reciprocal pronouns
- •Joining clauses together: relative pronouns
- •Asking questions: interrogative pronouns
- •Other pronouns
- •Identifying what you are talking about: determiners
- •The specific way: using 'the'
- •The specific way: using 'this', 'that', 'these', and 'those'
- •The specific way: using possessive determiners
- •The general way
- •The general way: using 'a' and 'an'
- •The general way: other determiners
- •Contents of Chapter 2
- •Identifying what you are talking about: determiners 54
- •3 Making a message 120
- •Indicating possibility 176
- •8 Combining messages 254
- •9 Making texts 280
- •Describing things: adjectives
- •Information focusing: adjective structures
- •Identifying qualities: qualitative adjectives
- •Identifying the class that something belongs to: classifying adjectives
- •Identifying colours: colour adjectives
- •Showing strong feelings: emphasizing adjectives
- •Making the reference more precise: postdeterminers
- •Special classes of adjectives
- •Position of adjectives in noun groups
- •Special forms: '-ing' adjectives
- •Special forms: '-ed' adjectives
- •Compound adjectives
- •Comparing things: comparatives
- •Comparing things: superlatives
- •Other ways of comparing things: saying that things are similar
- •Indicating different amounts of a quality: submodifiers
- •Indicating the degree of difference: submodifiers in comparison
- •Modifying using nouns: noun modifiers
- •Indicating possession or association: possessive structures
- •Indicating close connection: apostrophe s ('s)
- •Other structures with apostrophe s ('s)
- •Talking about quantities and amounts
- •Talking about amounts of things: quantifiers
- •Talking about amounts of things: partitives
- •Referring to an exact number of things: numbers
- •Referring to the number of things: cardinal numbers
- •Referring to things in a sequence: ordinal numbers
- •Referring to an exact part of something: fractions
- •Talking about measurements
- •Talking about age
- •Approximate amounts and measurements
- •Expanding the noun group: qualifiers
- •Nouns with prepositional phrases
- •Nouns with adjectives
- •Nouns with non-finite clauses
- •Contents of Chapter 3
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 181
- •8 Combining messages 258
- •9 Making texts 284
- •Indicating how many participants are involved: transitivity
- •Talking about events which involve only the subject: intransitive verbs
- •Involving someone or something other than the subject: transitive verbs
- •Verbs where the object refers back to the subject: reflexive verbs
- •Verbs with little meaning: delexical verbs
- •Verbs which can be used in both intransitive and transitive clauses
- •Verbs which can take an object or a prepositional phrase
- •Changing your focus by changing the subject: ergative verbs
- •Verbs which involve people doing the same thing to each other: reciprocal verbs
- •Verbs which can have two objects: ditransitive verbs
- •Extending or changing the meaning of a verb: phrasal verbs
- •Verbs which consist of two words: compound verbs
- •Describing and identifying things: complementation
- •Describing things: adjectives as complements of link verbs
- •Saying that one thing is another thing: noun groups as complements of link verbs
- •Commenting: 'to'-infinitive clauses after complements
- •Describing as well as talking about an action: other verbs with complements
- •Describing the object of a verb: object complements
- •Describing something in other ways: adjuncts instead of complements
- •Indicating what role something has or how it is perceived: the preposition 'as'
- •Talking about closely linked actions: using two verbs together in phase
- •Talking about two actions done by the same person: phase verbs together
- •Talking about two actions done by different people: phase verbs separated by an object
- •Contents of Chapter 4
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 262
- •9 Making texts 289
- •Statements, questions, orders, and suggestions
- •Making statements: the declarative mood
- •Asking questions: the interrogative mood
- •'Yes/no'-questions
- •'Wh'-questions
- •Telling someone to do something: the imperative mood
- •Other uses of moods
- •Negation Forming negative statements
- •Forming negative statements: negative affixes
- •Forming negative statements: broad negatives
- •Emphasizing the negative aspect of a statement
- •Using modals
- •The main uses of modals
- •Special features of modals
- •Referring to time
- •Indicating possibility
- •Indicating ability
- •Indicating likelihood
- •Indicating permission
- •Indicating unacceptability
- •Interacting with other people
- •Giving instructions and making requests
- •Making an offer or an invitation
- •Making suggestions
- •Stating an intention
- •Indicating unwillingness or refusal
- •Expressing a wish
- •Indicating importance
- •Introducing what you are going to say
- •Expressions used instead of modals
- •Semi-modals
- •Contents of Chapter 5
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 266
- •9 Making texts 293
- •The present
- •The present in general: the simple present
- •Accent on the present: the present continuous
- •Emphasizing time in the present: using adjuncts
- •The past
- •Stating a definite time in the past: the simple past
- •Accent on the past: the past continuous
- •The past in relation to the present: the present perfect
- •Events before a particular time in the past: the past perfect
- •Emphasizing time in the past: using adjuncts
- •The future
- •Indicating the future using 'will'
- •Other ways of indicating the future
- •Adjuncts with future tenses
- •Other uses of tenses
- •Vivid narrative
- •Firm plans for the future
- •Forward planning from a time in the past
- •Timing by adjuncts
- •Emphasizing the unexpected: continuing, stopping, or not happening
- •Time expressions and prepositional phrases Specific times
- •Non-specific times
- •Subordinate time clauses
- •Extended uses of time expressions
- •Frequency and duration
- •Adjuncts of frequency
- •Adjuncts of duration
- •Indicating the whole of a period
- •Indicating the start or end of a period
- •Duration expressions as modifiers
- •Contents of Chapter 6
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 271
- •9 Making texts 297
- •Position of adjuncts
- •Giving information about manner: adverbs
- •Adverb forms and meanings related to adjectives
- •Comparative and superlative adverbs
- •Adverbs of manner
- •Adverbs of degree
- •Giving information about place: prepositions
- •Position of prepositional phrases
- •Indicating position
- •Indicating direction
- •Prepositional phrases as qualifiers
- •Other ways of giving information about place
- •Destinations and directions
- •Noun groups referring to place: place names
- •Other uses of prepositional phrases
- •Prepositions used with verbs
- •Prepositional phrases after nouns and adjectives
- •Extended meanings of prepositions
- •Contents of Chapter 7
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 275
- •9 Making texts 302
- •Indicating that you are reporting: reporting verbs
- •Reporting someone's actual words: quote structures
- •Reporting in your own words: report structures
- •Reporting statements and thoughts
- •Reporting questions
- •Reporting orders, requests, advice, and intentions
- •Time reference in report structures
- •Making your reference appropriate
- •Using reporting verbs for politeness
- •Avoiding mention of the person speaking or thinking
- •Referring to the speaker and hearer
- •Other ways of indicating what is said
- •Other ways of using reported clauses
- •Contents of Chapter 8
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 306
- •Adverbial clauses
- •Time clauses
- •Conditional clauses
- •Purpose clauses
- •Reason clauses
- •Result clauses
- •Concessive clauses
- •Place clauses
- •Clauses of manner
- •Relative clauses
- •Using relative pronouns in defining clauses
- •Using relative pronouns in non-defining clauses
- •Using relative pronouns with prepositions
- •Using 'whose'
- •Using other relative pronouns
- •Additional points about non-defining relative clauses
- •Nominal relative clauses
- •Non-finite clauses
- •Using non-defining clauses
- •Using defining clauses
- •Other structures used like non-finite clauses
- •Coordination
- •Linking clauses
- •Linking verbs
- •Linking noun groups
- •Linking adjectives and adverbs
- •Linking other word groups
- •Emphasizing coordinating conjunctions
- •Linking more than two clauses or word groups
- •Contents of Chapter 9
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Referring back
- •Referring back in a specific way
- •Referring back in a general way
- •Substituting for something already mentioned: using 'so' and 'not'
- •Comparing with something already mentioned
- •Referring forward
- •Leaving out words: ellipsis
- •Ellipsis in conversation
- •Contents of Chapter 10
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Focusing on the thing affected: the passive voice
- •Selecting focus: cleft sentences
- •Taking the focus off the subject: using impersonal 'it'
- •Describing a place or situation
- •Talking about the weather and the time
- •Commenting on an action, activity, or experience
- •Commenting on a fact that you are about to mention
- •Introducing something new: 'there' as subject
- •Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
- •Indicating your attitude to what you are saying
- •Stating your field of reference
- •Showing connections: linking adjuncts
- •Indicating a change in a conversation
- •Emphasizing
- •Indicating the most relevant thing: focusing adverbs
- •Other information structures Putting something first: fronting
- •Introducing your statement: prefacing structures
- •Doing by saying: performative verbs
- •Exclamations
- •Making a statement into a question: question tags
- •Addressing people: vocatives
- •Contents of the Reference Section
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Forming plurals of count nouns
- •Forming comparative and superlative adjectives
- •The spelling and pronunciation of possessives
- •Numbers
- •Cardinal numbers
- •Ordinal numbers
- •Fractions and percentages
- •Verb forms and the formation of verb groups
- •Finite verb groups and the formation of tenses
- •Non-finite verb groups: infinitives and participles
- •Forming adverbs
- •Forming comparative and superlative adverbs
- •Indirect object
- •Inversion
- •Verbal nouns
Position of adjuncts
6.7 The position of adjuncts within clauses is flexible, allowing many changes of emphasis and focus.
Adjuncts are normally placed at the end of the clause after the verb group, or after an object or complement if there is one.
She packed carefully.
They would go on talking for hours.
I enjoyed the course immensely.
These employers were famous for their meanness.
6.8 You can emphasize the adjunct by placing it at the beginning of the clause, in front of the subject.
Gently Fanny leaned forward and wiped the old lady's tears away.
In his excitement Billy had forgotten the letter.
The adjunct is often separated by a comma from the rest of the clause.
After much discussion, they had decided to take the coin to the jeweller.
This position is often used in written stories to draw attention to the adjunct. For more information, see paragraph 10.93.
Note that adverbs of degree are rarely used at the beginning of a clause: see paragraph 6.45.
between subject and verb 6.9 Adjuncts can also be placed between the subject and the main verb. This focuses on the adjunct more than when it is at the end of the clause, but not as much as putting it at the beginning of the clause. However, this position is much more common with adverbs than with prepositional phrases.
I quickly became aware that she was looking at me.
We often swam in the surf.
He carefully wrapped each component in several layers of foam rubber.
They happily tolerated the existence of opinions contrary to their own.
Note that in verb groups containing auxiliaries, the adjunct is still placed in front of the main verb.
I had almost forgotten about the trip.
We will never have enough money to provide all the services that people want.
It would not in any case be for him.
Long adjuncts in this position are usually separated by commas from the rest of the clause.
Fred, in his own way, was a great actor.
Adjuncts of place rarely occur in this position. For more information about adjuncts of place, see the section beginning at paragraph 6.53.
6.10 Some adjuncts are often placed in front of the main verb:
most adverbs of indefinite frequency (see paragraph 5.114)
always constantly continually continuously |
ever frequently hardly never |
normally occasionally ever rarely |
regularly repeatedly often sometimes |
usually |
some adverbs of indefinite time (see paragraph 5.41)
again already earlier |
finally first just |
last previously recently |
since |
some adverbs of degree (see paragraph 6.45), especially emphasizing adverbs (see paragraph 6.49)
absolutely almost altogether badly |
completely deeply entirely fairly |
greatly largely nearly perfectly |
quite rather really somewhat |
utterly virtually well |
focusing adverbs, when modifying a verb: see paragraph 10.90.
even just |
merely only |
really simply |
Note that some adjuncts have a different reference when placed in front of the main verb rather than at the end of the clause:
The Trade Unions have acted foolishly.
Baldwin had foolishly opened the door.
The first example means that the Unions acted in a foolish way. The second example means that opening the door was a foolish action, and not that the door was opened in a foolish way.
In some areas, like Islington in London, the drivers are paid generously.
Cram generously admitted afterwards that 'he's still faster than me'.
The first example tells us how well the drivers are paid, the second example indicates that Cram's admission was a generous action.
6.11 If the verb is a 'to'-infinitive, you usually put adjuncts after it, or after the object or complement if there is one.
He tried to leave quietly.
Thomas made an appointment to see him immediately.
Some people do put adverbs between the 'to' and the infinitive, but this use is not considered correct by some speakers of English.
'My wife told me to probably expect you,' he said.
Vauxhall are attempting to really break into the market.
6.12 If a clause has two adjuncts, and one is an adverb and the other is a prepositional phrase, you can usually place either of them first.
Miss Burns looked calmly at Marianne.
They were sitting happily in the car.
The women shouted at me savagely.
He got into the car quickly and drove off.
However, if the prepositional phrase is rather long, it is more common to place the adverb first, immediately after the verb.
He listened calmly to the report of his aides.
She would sit crosslegged in her red robes.
Similarly, if the verb group is followed by a long object, the adverb comes after the verb and before the object.
He could picture easily the consequences of being found by the owners.
She sang beautifully a school song the children had taught her when they were little.
6.13 In clauses with more than one adjunct, the meaning of the adjuncts can also affect their order. The usual order is adjunct of manner, then adjunct of place, then adjunct of time.
They knelt quietly in the shadow of the rock.
I tried to reach you at home several times.
He was imprisoned in Cairo in January 1945.
Parents may complain that their child eats badly at meals.
The youngsters repeat this in unison at the beginning of each session.
However, if a clause contains an adverb of manner and an adverb of direction such as 'down', 'out', or 'home', the adverb of direction is usually put in front of the adverb of manner.
Lomax drove home fast.
I reached down slowly.
6.14 Adjuncts of different types can be placed together, sometimes separated by a comma, but adjuncts of the same type, for example two adjuncts of manner, are usually linked by conjunctions such as 'and' and 'but', or structures such as 'rather than'. For more information about linking adjuncts with conjunctions, see paragraphs 8.176 and 8.180.
She sang clearly and beautifully.
They help to combat the problem at source, rather than superficially.
inversion after adjuncts 6.15 When clauses begin with an adjunct, the normal order of subject and verb group can sometimes be inverted. For example, after adjuncts of place the verb group usually comes before the subject. For more information about adjuncts of place, see the section beginning at paragraph 6.53.
Next to it stood a pile of paper cups.
Beyond them lay the fields.
This also happens when broad negative adverbs and some other negative words are placed at the beginning of the clause. For more information about these, see paragraphs 4.43 to 4.94.
Never in history had technology made such spectacular advances.
Seldom can there have been such a happy meeting.
Both these cases of inversion are particularly common in written stories. Inversion can occur after other adjuncts, but only in poetry or old-fashioned English. The following example is from a Christmas carol written in 1853:
Brightly shone the moon that night, though the frost was cruel.