Grammar for Everyone - Barbara Dykes 2007

Noun clause
Introduction
Part II The parts of speech

Noun clauses are not difficult to recognise once they are seen as a unit performing the same function as a noun. As such, they form the subject, object or complement of a verb.

It is clear from the following examples that a noun clause is usually introduced by either a conjunction or a relative pronoun, so as with the other kinds of clause, ask yourself what function it is performing in the sentence.

For example:

• as the subject:

Where he hid the money is still a mystery.

• as the object of a verb:

They now know who the thief was.

• as the object of a preposition:

He will be punished for what he has done.

• as the complement:

This was how it was done.

26.3 Activities: clauses

(Identifying is a process of logical thinking.)

1. Students identify noun clauses in a passage, for example:

Three men were seen in the car park after dark. Who they were (s) was impossible to tell. We wonder what they were up to (o). That they were up to no good (s) was obvious, as they were wearing dark clothing with balaclavas over their heads. We called the police, but we didn’t know how long they would take to get here (o). We didn’t know what to do (o), so, shaking with fear, we hid behind a car that was parked nearby. We were relieved when they arrived. That is exactly what happened. (compl.)

2. Students list any other clauses they can find in the passage and state what kind they are, for example:

a. as they were wearing dark clothing ... [adverbial clause of reason (modifying the verb ’was’)]

b. so we hid behind a car .... [adverbial clause of result (modifying the verb ’know’)]

c. that was parked nearby ... [adjectival clause (qualifying the noun ’car’)]

d. when they arrived ... [adverbial clause of time (modifying the verb ’were relieved’)]

3. Students select all, or a stated number, of phrases from the passage, for example:

Adverbial:

in the car park (place)

after dark (time)

over their heads (place)

behind a car (place)

Adjectival:

with balaclavas ... qualifying (clothing)

shaking with fear ... qualifying (we)

parked nearby ... qualifying (car)

Noun:

what to do (object)

4. Students write their own short story including clauses or phrases as suggested. These should be identified. The clauses or phrases may come in any order and additional ones other than those specified may be included, for example:

a. two adverbial clauses and an adverbial phrase

b. one adjectival clause and one noun phrase

c. a noun clause and an adverbial clause

d. one noun clause, one adjectival clause and an adjectival phrase e. one adjectival clause, one noun clause and one adverbial phrase

Checklist: clauses

Students should now be able to

• define the term ’clause’

• differentiate between phrases and clauses

• identify clauses in written material and state the kind of each - adverbial, adjectival, noun

• identify the function of specific noun clauses, i.e. subject, object, complement

• add specific kinds of clause to simple sentences

• use clauses of all kinds correctly in their own composition