Real Grammar - Susan Conrad, Douglas Biber 2009

Pronouns Modified by Adjective Clauses
Unit 43 Is there anything I can do?

What have you learned from your grammar textbook?

Adjective clauses (also called “relative clauses”) are used to (1) modify a noun. They can also be used after (2) an indefinite pronoun or (3) the demonstrative pronoun those. The adjective clause usually begins with a relative pronoun, although it can sometimes be omitted.

1. The book that I read was very exciting, or The book I read was very exciting.

2. He saw someone who looked suspicious.

3. Those who failed the test should speak to the teacher.

What does the corpus show?

A

It is very common for certain pronouns to be modified by adjective clauses. The patterns vary in conversation and informational writing (newspaper and academic writing).

B

The indefinite pronoun one modified by an adjective clause:

C

Other indefinite pronouns (i.e., someone, somebody, something, etc.) modified by adjective clauses:

Be Careful! In conversation, “sentence relatives” are common after an indefinite pronoun. These clauses modify the entire sentence, not just the indefinite pronoun (see Unit 47).

• We try to control everything, which is pretty tough to do.

D

The demonstrative pronoun those modified by an adjective clause:

Activities

1 Notice in context: Read the conversation and the paragraph from an academic text. Circle indefinite or demonstrative pronouns and underline any adjective clauses that modify them.

1. Conversation: About the music at a party.

Nicole: Do you have something that’s a little more upbeat?

Kathi: There’s a bunch of CD’s over there.

Nicole: Uh, do you want to listen to anything?

Kathi: Yeah. There’s that really good one that we heard a few days ago.

2. Academic writing: About attitudes in the classroom.

As the teacher gets to know the class she should become aware of the individual personalities of the students. She should pay attention to those who are afraid in certain situations; the ones with few ideas who need help and to be given extra confidence and encouragement; the timid ones who need to be urged to take a leading role; and the students who respond well to a challenge. The teacher needs to observe whether or not these students are interacting in constructive ways that lead to learning.

2 Analyze discourse: Read the sentences and underline the adjective clauses that modify indefinite or demonstrative pronouns. Then explain the relative pronoun choice for each clause. Is the relative pronoun typical for the register (conversation or academic writing) and indefinite pronoun that it refers to? Write your explanation on the line.

1. He said criticism “is something that is uncomfortable, but it is something that I’ll have to live with.” (news)

2. I wonder if there’s somebody I could call. (conv.)

3. Teachers regard the activity as educational—one which supplements classroom education by exposing the students to diverse views. (news)

4. There was nothing that we wanted to watch on TV. (conv.)

5. They were faced with the impossible task of finding something that was cheap. (acad.)

6. Is this the one you’re looking for? (conv.)

3 Practice the structure: complete the paragraph from a newspaper article about a burglary. Fill out each blank with an adjective clause that modifies the boldfaced pronoun. Use the words in parentheses. When you are finished compare your story with a partner's.

4 Practice writing: write descriptions of the objects and people listed, use indefinite pronouns and those followed by adjective clauses. When you are finished, think of other objects or people to describe. Then with a partner, take turns guessing what is described.

1. jacket: It’s something that keeps you warm. I have one that has four pockets.

There are those that have hoods and those that do not.

2. telephone: ...

3. TV reporter: ...

4. teapot: ...

5. travel agent: ...

6. (other) ...

7. (other) ...

8. (other) ...

9. (other) ...

10. (other) ...