- •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
Leaving out words: ellipsis
9.49 In English people often omit words rather then repeating them. This is called ellipsis. Some kinds of ellipsis only occur in coordinate clauses and coordinated groups of words. These are explained in paragraphs 8.140. to 8.164.
This section deals with ellipsis that occurs in subordinate clauses and separate sentences as well as in coordinate clauses. The second clause or sentence could be said or written by the same person, or it could be part of a reply or comment by someone else. The use of ellipsis in conversation is explained in paragraphs 9.63 to 9.69.
9.50 If you have just described an action or state and you want to introduce a new subject only, you do not need to repeat the rest of the sentence. Instead, you can use just an auxiliary.
There were nineteen- and twenty-year-olds on the paper who were earning than I was.
They can distinguish finer detail than we can.
9.51 If you only want to change the verb tense or modality, you use a new auxiliary, with a subject referring to the same person or thing.
They would stop it if they could.
How does the Department of the Environment ensure, as it says it must, that the quality of the operation remains high?
Very few of us have that tremendous enthusiasm, although we know we ought to.
I never did go to Stratford, although I probably should have.
...a topic which should have attracted far more attention from philosophers than it has.
9.52 If you choose no other auxiliary verb, you must usually use 'do', 'does', or 'did'.
Do farmers still warrant a ministry all to themselves? I think they do.
I think we want it more than they do.
'be' as a main verb 9.53 However, the link verb 'be' is repeated, in an appropriate form. For example, 'I was scared and the children were too'.
I think you're right.'—'I'm sure I am.'
If the second verb group contains a modal, you usually put 'be' after the modal.
'Bit of an unfair question to ask me, because I'm biased.'—'Thought you might be.'
'He thought that it was hereditary in his case.'—'Well, it might be.'
However, this is not necessary if the first verb group also contains a modal.
I'll be back as soon as I can.
'Be' is sometimes used after a modal in the second clause to contrast with another link verb such as 'seem', 'look', or 'sound'.
'It looks like tea to me.'—'Yes, it could be.'
'have' as a main verb 9.54 If the first verb is the main verb 'have', a form of 'have' is sometimes used instead of a form of 'do'.
She probably has a temperature—she certainly looks as if she has.
ellipsis with 'not' 9.55 You can make the second verb group negative by adding 'not' to the auxiliary. These combinations are contracted in informal speech and writing to 'don't', 'hasn't', 'isn't', 'mustn't', and so on (see paragraph 4.55 for a list of these contractions). You use the same forms for a negative response to a question.
Some managed to vote but most of them didn't.
'You're staying here!'—'But Gertrude, I can't, I mustn't!'
'And did it work?'—'No, I'm afraid it didn't.'
Widows receive state benefit: widowers do not.
He could have listened to the radio. He did not.
USAGE NOTE 9.56 With passives, 'be' is often, but not always, kept after a modal.
He argued that if tissues could be marketed, then anything could be.
However, with perfect passives, you can just use the auxiliary 'have' or 'has'. For example, you could say, 'Have you been interviewed yet? I have'.
Note that when a modal with 'have' is used for a passive or continuous verb group, 'been' cannot be omitted.
I'm sure it was repeated in the media. It must have been.
Priller noticed that they were not flying in tight formation as they should have been.
9.57 If the second verb group contains the auxiliary 'have' in any form, you can add 'done' to the group. For example, instead of saying 'He says he didn't see it but he must have', you can say 'He says he didn't see it but he must have done'.
When these questions are satisfactorily answered I might perhaps view their infantile behaviour more charitably than I have done to date.
It would have been nice to have won, and I might have done if my concentration hadn't lapsed.
Similarly, you can use 'do' after modals.
It makes a click like the lid of a tin may do.
Note that when the verb used in the first mention of an action or state is the main verb 'have', instead of using 'do' after a modal in the second mention, you often use 'have' instead.
'Do you think that academics have an appreciation of the administrative difficulties of running a University?'—'No, and I don't think they should have.'
9.58 Usually ellipsis occurs in a clause which comes after a clause in which the action or state has been mentioned with a main verb. Occasionally, however, for a deliberate effect, the clause containing the ellipsis comes before the clause explicitly mentioning the action or state.
If, as they should be, directors are themselves scholars, they wilt appreciate the language that scholars use.
9.59 If you want to be emphatic, you repeat the main verb, instead of using ellipsis.
It was the largest swarm of locusts that had ever been seen or that ever would be seen.
9.60 Note that if you want to contrast two different things affected by an action, or two different factors or circumstances, you can put a new object or adjunct in the second clause, with an auxiliary or form of 'be'.
Cook nettles exactly as you would spinach.
You don't get as much bickering on a farm as you do in most jobs.
People are not nearly so keen on the exhibiting side of things in Suffolk as they are in Yorkshire.
No one liked being young then as they do now.
However, the main verb is sometimes repeated.
Can't you at least treat me the way you treat regular clients?
9.61 You can omit a verb after the semi-modals 'dare' and 'need', but only when they are used in the negative.
'I don't mind telling you what I know.'—'You needn't. I'm not asking you for it.'
'You must tell her the truth.'—'But, Neill, I daren't.'
Similarly, the verb is only omitted after the modal expressions 'had rather' and 'would rather' when they are used in the negative. However, the verb is sometimes omitted after 'had better' even when it is used affirmatively.
'Will she be happy there?'—'She'd better.'
It's just that I'd rather not.
9.62 Ellipsis also occurs with 'to'-infinitive clauses. Instead of using a full 'to'-infinitive clause after a verb, you can just use 'to', if the action or state has already been mentioned.
Don't tell she if you don't want to.
At last he agreed to do what I asked him to.
You can also do this in conversation.
'Do you ever visit a doctor?' I asked her.—'No. We can't afford to.'
Note that there are some verbs, such as 'try' and 'ask', which are also often used on their own, without 'to'.
They couldn't help each other, and it was ridiculous to try.
Some water boards will replace washers free of charge, if you ask.