- •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
Reason clauses
8.49 When you want to indicate the reason for something, you use a reason clause.
Here is a list of the main conjunctions used in reason clauses:
as |
because |
in case |
just in case |
since |
8.50 If you are simply indicating the reason for something, you use 'because', 'since', or 'as'.
I couldn't feel anger against him because I liked him too much.
I didn't know that she had been married, since she seldom talked about herself.
As Celia had gone to school, it seemed a good time for Lady Ravenscroft to invite her sister to stay.
8.51 You use 'in case' of 'just in case' when you are mentioning a possible future situation which is someone's reason for doing something. In the reason clause you use the simple present tense.
Mr Woods, I am here just in case anything out of the ordinary happens.
When you are talking about someone's reason for doing something in the past, you use the simple past tense in the reason clause.
Sam had consented to take an overcoat in case the wind rose.
8.52 'In that', 'inasmuch as', 'insofar as', 'and 'to the extent that' are used to say why a statement you have just made is true. These are formal expressions.
I'm in a difficult situation in that I have been offered two jobs and they both sound interesting.
Censorship is feeble inasmuch as it does not protect anyone.
We are traditional insofar as we do traditional sketches, but we try and do them about original ideas.
He feels himself to be dependent to the extent that he is not free to question decisions affecting his daily life.
8.53 People sometimes use reason clauses beginning with 'for' or 'seeing that'. 'For' means the same as 'because'. Its use in reason clauses is now considered to be old-fashioned.
We never see Henry these days, for Henry has grown fat and lazy.
'Seeing that' means the same as 'since'. It is used only in informal speech.
Seeing that you're the guest on this little trip, I won't tell you what I think of your behaviour last night.
'Now' and 'now that' are used to say that a new situation is the reason for something. Clauses beginning with 'now' or 'now that' are dealt with as time clauses. They are explained in paragraph 8.18.
Result clauses
8.54 When you want to indicate the result of something, you use a result clause. Result clauses always come after the main clause.
8.55 Result clauses usually begin with 'so that'.
You can use 'so that' simply to say what the result of an event or situation was.
My suitcase had become damaged on the journey home, so that the lid would not stay closed.
A great storm had brought the sea right into the house, so that they had been forced to make their escape by a window at the back.
Many wives shoulder the prime responsibility for running the home, so that in most families the loss of the wife is more devastating than the loss of the husband.
'So', 'and so', and 'and' can also be used.
The young do not have the money to save and the old are consuming their savings, so it is mainly the middle-aged who are saving.
She was having a great difficulty getting her car out, and so I had to move my car to let her out.
Her boy friend was shot in the chest and died.
With these result clauses, you usually put a comma after the main clause.
8.56 You can also use 'so that' to say that something is or was done in a particular way to achieve a desired result.
For example, 'He fixed the bell so that it would ring when anyone came in' means 'He fixed the bell in such a way that it would ring when anyone came in'.
Explain it so that a 10-year-old could understand it.
They arranged things so that they never met.
With these result clauses, you do not put a comma after the main clause.
8.57 'So that' is also used in finite purpose clauses. This use is explained in paragraph 8.47.
8.58 'So' and 'that' are also used in a special kind of structure to say that a result happens because something has a quality to a particular extent, or because something is done in an extreme way.
In these structures, 'so' is used as a modifier in front of an adjective or adverb. A 'that'-clause is then added as a qualifier. Modifiers and qualifiers are explained in Chapter 2. See paragraph 2.309 for similar structures to the one described in this paragraph.
The crowd was so large that it overflowed the auditorium.
They were so surprised they didn't try to stop him.
He dressed so quickly that he put his boots on the wrong feet.
She had fallen down so often that she was covered in mud.
Sometimes 'as' is used instead of 'that'. 'As' is followed by a 'to'-infinitive clause.
...small beaches of sand so white as to dazzle the eye.
I hope that nobody was so stupid as to go around saying those things.
8.59 'So' and 'that' can also be used in this way with 'many', 'few', 'much', and 'little'.
We found so much to talk about that it was late at night when we remembered the time.
There were so many children you could hardly squeeze in the room.
USAGE NOTE 8.60 When the verb in the main clause is 'be' or when an auxiliary is used, the normal order of words is often changed for greater emphasis. 'So' is put at the beginning of the sentence, followed by the adjective, adverb, or noun group. 'Be' or the auxiliary is placed in front of the subject.
For example, instead of saying 'The room was so tiny that you could not get a bed into it', you can say 'So tiny was the room that you could not get a bed into it'.
So successful have they been that they are moving to Bond Street.
So rapid is the rate of progress that advance seems to be following advance on almost a monthly basis.
8.61 'Such' and 'that' are also used to say that a result happens because something has a quality to a particular extent. You put 'such' in front of a noun group, and then add a 'that'-clause.
If the noun in the noun group is a singular count noun, you put 'a' or 'an' in front of it.
I slapped her hand and she got such a shock that she dropped the bag.
If you tell them I'm prepared to give evidence they'll get such a scare they'll drop the whole thing.
They obeyed him with such willingness that the strike went on for over a year.
These birds have such small wings that they cannot get into the air even if they try.
8.62 'Such' can be used in a similar structure as an adjective with the meaning 'so great'. The 'that'-clause goes immediately after it.
The extent of the disaster was such that the local authorities were quite unable to cope.
Sometimes 'such' is put at the beginning of a sentence, followed by 'be', a noun group, and the 'that'-clause. For example, instead of saying 'Her beauty was such that they could only stare', you can say 'Such was her beauty that they could only stare'.
Such is the power of suggestion that within a very few minutes she fell asleep.
8.63 You can also use 'such' as an adjective to say that a result is obtained by something being of a particular kind. 'Such' is followed by a 'that'-clause or by 'as' and a 'to'-infinitive clause.
The machine's design should be such that its internal parts could be employed in a variety of ways.
The improvements to our defence had been such as to put invasion right out of the question.
You can use the expression 'in such a way' to say that a result is obtained by something being done in a particularly way. It is followed by a 'that'-clause or by 'as' and a 'to'-infinitive clause.
She had been taught to behave in such a way that her parents would have as quiet a life as possible.
Is it right that this high tax should be spent in such a way as to give benefit mainly to the motorist?
8.64 You use 'otherwise', 'else', or 'or else' to say that a result of something not happening or not being the case would be that something else would happen or be the case.
For example, 'Give me back my money, otherwise I'll ring the police' means 'If you don't give me back my money, I'll ring the police'.
I'm not used to living on my own so I want a house I like, otherwise I'll get depressed.
I must have done something wrong, or else they wouldn't have kept me here.