The Advanced Grammar Book - Jocelyn Steer, Karen Carlisi 1998

Chapter 7 Making a Difference

• Adjective Clauses

To Make A Difference: To have an influence or impact on the people around you or your environment.

DISCUSSION QUESTIONS

1. What is the difference between a celebrity and a hero? Name a living person who is a hero for you and explain why. Name a celebrity you enjoy.

2. How are you presently making or how do you hope to make a difference in the future?

3. How would you like to be remembered after you die?

Objectives

In this you will learn.

1. To combine sentences using adjective clauses

2. To distingust and punctuate restrictive and adjective clauses

3. To reduce adjective clauses

Preview

DIRECTIONS: Read the following text on the Live-Aid Concert to find out more about Bob Geldof. Then answer the questions that follow.

1 Rock concerts and benefits to raise money for good causes were quite common in the United States during the last two decades of the 20th century. One of the first well-known benefit concerts was the Live-Aid Concert in 1985.

2 On July 13, 1985, more than a billion people from all over the world were witness to a rock concert which hosted over sixty rock acts on two continents simultaneously. The person who was responsible for the Live-Aid Concert, as it was called, was Bob Geldof, an abrasive rock singer with the Boomtown Rats. Geldof had one objective in pulIing off the largest rock concert ever—he wanted to raise money for the famine relief effort. Geldof gave tirelessly to a project for which he did not receive even a penny.

3 It all began on a quiet evening when Bob and his girlfriend decided to stay in and catch a documentary on Ethiopia on T.V. It was a program that Geldof is not likely ever to forget. He watched as a relief worker had to choose 300 starving people out of 10,000 to receive a small ration of butter oil. Greatly moved by that experience, Geldof decided to do something for the hungry of the world. He wrote and recorded the single “Do They Know It’s Christmas,” which raised $ 11 million. The U.S. equivalent, “We are the World,” quickly followed, which raised even more money. Soon donations started pouring into the Live- Aid Foundation set up by Geldof from people whose conscience had been rattled by this rock singer’s dedication and commitment

4 However, the single act which Geldof will always be remembered for was, of course, the Live-Aid concert. Such well-known groups and musicians as Bob Dylan, Mick Jagger, Phil Collins, U-2, Tina Turner, and Madonna performed in the JFK Stadium in Philadelphia and Wembly Stadium in London. The concert brought in over $60 million for famine relief. It also brought the reality of starvation into the homes of viewers in 90 countries.

5. Even -how, well oyer a decade later, Geldof often wonders what would have happened if he hadn’t stayed home that night.

VOCABULARY

abrasive: unrefined, irritating in manner

to pull off: to achieve, to organize successfully

famine: a severe shortage of food

to stay in: to spend the time at home, to not go out

documentary: a film or T.V. program based on factual information

relief worker: a person working for a social project

single: a 45 r.p.m. record

donation: a gift of money or objects given to an organization

CULTURAL NOTE/DISCUSSION

The Live-Aid Concert of 1985 started a trend in which rock stars in the United States began to host benefit concerts to raise money for various social concerns, such as the situation of the farmer in the Midwest of the United States, the spread of AIDS, and human rights. Have you ever attended such a concert? What do you think of rock stars hosting such concerts?

Focus ON GRAMMAR

The following questions are based on the preview text and are designed to help you find out what you already know about the structures in this chapter. Some of the questions may be hard and some of them may be easy. Answer as many of the questions as you can. Work with a partner if your teacher tells you to do so.

1. The clauses in italics in the preview are all adjective clauses; that is, they modify nouns. Circle the noun being modified by each clause.

2. Compare the following clauses from paragraph 2.

a. “... a rock concert which hosted over 60 rock acts ...” and

b. “The person who was responsible for the Live-Aid Concert...”

Why is which used to introduce clause (a) and who used to introduce clause (b)?

3. Now look at the following clause from paragraph 3: "... a program that Geldof is not likely ever to forget.”

Does that refer to a person or a thing? Could that also refer to a person? For example, could you replace who in clause (b) in question 2 with that? Now, make a rule for the use of which, who, and that.

4. Compare the following clauses:

a. "... a project for which he did not receive even a penny.” (paragraph 2)

b. “... the single act which Geldof will always be remembered for ...” (paragraph 4)

Note the position of the preposition for in both clauses. Could for be moved to the end of the clause in (a)? Could it be placed before which in (b)?

Grammatical Patterns Part One

I. Adjective Clause: Form

An adjective clause is a group of words (relative word, subject, and verb) that comes after a noun and modifies and/or restricts that noun, which is called the antecedent noun. The adjective clause gets embedded in the main clause of the sentence; it becomes a subordinate clause within the main clause.

Note how the second sentences in (1) and (3) below are turned into an adjective clause and embedded in the sentence. (A = antecedent noun; RW = relative word, S = subject, and V = verb)

1. The person was Bob Geldof. He was responsible for the concert.

II. Types of Adjective Clauses

There are two types of adjective clauses.

Grammatical Patterns One will examine restrictive adjective clauses. Grammatical Patterns Two will look at nonrestrictive adjective clauses.

III. Restrictive Clauses: Relative Words

A relative word connects the adjective clause to its antecedent noun. Relative words can have many functions in the adjective clause, as outlined in the chart below. The relative word is in bold and the clause is in italics.

7.1 Written Drill: Amnesty International

DIRECTIONS: What do you know about the organization, Amnesty International? Read the following sentences to find out more. Fill in the blanks with any appropriate relative words (that, which, who, whom, or whose).Show all possibilities.

7.2 Written Activity: Adjective Clauses

DIRECTIONS: Imagine that you work for a very progressive company which allows workers to take six months off of their work every five years to participate in some activity that will benefit their country. Think about the kind of activity that you would get involved in to make your country a better place to live. Then answer the following questions using an adjective clause. You can use the noun in parentheses as the antecedent for the clause if you wish.

1. What type of work will you do? (a cause)

2. Who will benefit from your work? (the people)

3. What skills do you have to contribute? (the skills)

4. What problem will you solve? (the problem)

5. Whom will you go to for money? (the people)

6. How will you carry out your idea? (the plan)

A. Whose

An adjective clause can also show possession. In this case, the relative word (whose) replaces the possessive pronoun, as it does in the two sentences below.

I have a friend. His father works for Amnesty International.

I have a friend whose father works for Amnesty International.

7.3 Oral Drill: Whose

DIRECTIONS: You are the director of a relief organization that sends workers to developing countries. Decide if you would or would not hire the following people to go to Africa to develop their food supply and explain why. Lise whose in your response.

Example

CUE: His health is poor.

ANSWER: I wouldn’t hire a man whose health is poor, because he needs to be strong in order to do his job effectively.

CUE: Her degree is in anthropology.

ANSWER: I would hire a person whose degree is in anthropology because she would be familiar with foreign cultures.

1. His father is dying.

2. Her mother is a famous movie star.

3. His cross-cultural experience is limited.

4. Her husband can’t accompany her.

5. His university major was philosophy.

6. Her work experience is on a farm.

7. His age is 50.

8. Her appearance is sloppy.

9. His application was illegible and late.

10. Her skin is sensitive to the sun.

7.4 Paired Drill: Whose

DIRECTIONS: Discuss the following questions with a partner, using whose in your response. Be honest! Be prepared to share (and defend if necessary) one or two of your answers with the class.

1. What kind of person do you dislike?

2. What kind of man or woman will you (or did you) marry?

3. What kind of people do you like?

4. What do you look for in a friend?

5. What type of person would you never do business with?

6. Say something about the kind of mother you have.

7. Say something about the kind of father you have.

8. What kind of boss do you prefer?

9. What kind of friend do you need?

10. What type of government do you think is the best?

B. Object of Prepositions

Note how these two sentences can be combined in four different ways using an adjective clause. In both cases, the sentences are arranged from informal to formal use.

7.5 Oral Drill: Objects of Prepositions

DIRECTIONS: Combine these sentences in as many ways as possible. Use the second sentence as an adjective clause.

1. I went to an island in the Pacific for vacation. My travel agent had told me about it.

2. My brother has a pen pal. He has been writing to him for 20 years.

3. The student wrote an outstanding paper. She was awarded a prize for it.

4. The bus boycott was in Montgomery, Alabama. Martin Luther King was jailed for it.

5. King believed in Christian principles. He combined nonviolent passive resistance with them.

6. The speech was given in 1963 to 250,000 people. Martin Luther King was famous for it.

7. My sister volunteered to work for a homeless shelter. Ray Kroc of McDonald’s paid for the shelter.

8. The local AIDS organization started a food service. Many sick people benefit from it.

9. Many blacks helped slaves escape in the south in the 19th century. We know very little about them.

10. The donor gave over a million dollars to save the symphony orchestra from bankruptcy. The donor remains anonymous.

C. Relative Words of Place and Time

Adjective clauses can modify places and time in the following ways. Note that although the various constructions have the same meaning, they are not equal in degree of formality. The sentences are arranged from informal to formal.

7.6 Paired Activity: Place and Time

DIRECTIONS: Test your knowledge of dates and places. See if you can identify more than your partner. Take turns identifying these times and places by using an appropriate preposition and relative word. Do not use when or where.

Example

December 25

December 25 is the day on which Christians celebrate Christmas.

STUDENT A

1. February 14

2. July 4

3. The ninth month of the Muslim calendar

4. 1776

5. A nursing home

6. 10 Downing Street

7. Epcot Center

8. Mecca

STUDENTВ

1. Halloween

2. April 15

3. 1492

4. The fourth Thursday in November

5. The Forbidden City

6. A kennel

7. The Alamo

8. Angkor Wat

7.7 Written Activity: Using All Types of Adjective Clauses

DIRECTIONS: Combine the following sentences using the second sentence as an adjective clause. Write the sentences as a unified paragraph.

Mother Theresa

1. Mother Theresa was born into a family in Albania. Her family was very wealthy.

2. Her mother often took her daughter to visit the poor. Their miserable living conditions left a lasting impression on Mother Theresa.

3. She left the convent and started her own congregation. She had to obtain approval from the Vatican for it.

4. In 1954, Mother Theresa set up a home for the dying with 26 volunteers. The volunteers’ life was austere: no possessions and a 16-hour work day.

5. In 1979, she received the Nobel Peace Prize. She was criticized by some people for this. These people believed she had helped the poor but had not contributed to world peace. The Nobel Prize was intended for world peace.

6. She has also received criticism in the United States. There, some feminists disagree with her anti-abortion stance.

Harriet Tubman

1. Harriet Tubman was a slave. She escaped from her slave owner and then helped others to escape.

2. Harriet was born in Maryland in 1820. Slavery was legal then.

3. The plantation mistress was cruel. Harriet was owned by this mistress.

4. One night, Harriet escaped the plantation and went to Pennsylvania. Slavery was not legal there.

5. As a free woman, Harriet worked for the Underground Railroad to set the other slaves free. She could not forget those slaves.

6. She became the leader of the Underground Railroad and organized the workers. The workers referred to her as “General Tubman” because she was so strict.

D. Special Lises of Restrictive Adjective Clauses

1. To DEFINE

Restrictive adjective clauses are often used to define or describe as in the following examples. Note the use of the expressions:

one who or a person who (for persons)

a (time) in which (for periods of time or events)

• A philanthropist is one who gives large amounts of money to charitable causes.

• The 1950s was a decade in which conformity was very important.

• Capitalism is an economic system which endorses free enterprise.

7.8 Paired Activity: Defining

DIRECTIONS: Work with a partner to develop clear definitions or descriptions of the following terms and events. Use a dictionary for any difficult terms. Write a definition for each one, using an adjective clause. Then compare and discuss these with another pair of students.

Define these terms:

1. an altruist

2. a misogynist

3. democracy

4. culture shock

5. charity

6. a volunteer

7. a donation

8. a benefactor

9. schizophrenia

Characterize these times:

1. the 1990s

2. middle age

3. motherhood

4. adolescence

5. The Renaissance

6. The 1960s

7. The Middle Ages

2. To EMPHASIZE

The following construction (called a cleft sentence) is used when speakers or writers want to emphasize a certain point. Compare the following two sentences and note how (b) underscores the writer’s point:

a. Karl Benz first developed the automobile, but Henry Ford is remembered for making it affordable to the public.

b. Karl Benz first developed the automobile, but it is really Henry Ford who is remembered for making it affordable to the public.

7.9 Oral Activity: Emphasizing

DIRECTIONS: Your teacher will identify the following famous people or organizations by what they have done or invented. Some of the statements will be true and others will be false. See if you can identify the errors and correct them. Use the following constructions in your responses:

“Are you sure? I believe it was really ... who/when/where/that, etc.”

OR

“Oh, I think it was ... .”

Example

CUE: Thomas Edison

TEACHER: Thomas Edison invented the telephone.

STUDENT: NO, I believe it was really Alexander Graham Bell who invented the telephone.

• Marie Curie

• Charles Darwin

• Florence Nightingale

• Babe Ruth

• Pele

• Albert Einstein

• Neil Armstrong

• Mao Tse Tung

Grammatical Patterns Part Two

Preview

DIRECTIONS: How would you feel today if you had been somewhat responsible for the development of the atomic bomb? Read the following text on J. Robert Oppenheimer and answer the questions that follow.

The Father of the Atomic Bomb

1 J. Robert Oppenheimer, who was perhaps the most brilliant nuclear physicist of our century, is often referred to as “the father of the atomic bomb.” After receiving a bachelor’s and master’s degree at Harvard University in only three years, Oppenheimer went abroad for his doctorate in the “new” nuclear physics in Cambridge, England, and at the University of Gottingen, where he met other brilliant scientists. These scientists, who would later figure prominently in his life, included Edward Teller and Leo Szilard. After that, he taught in Holland, where he was affectionately given the name “Oppie,” which stuck for life.

2 In 1942, he was made director of the Manhattan District, a project for the development of the atomic bomb, which had not yet been produced by any country. Oppie gathered a coterie of brilliant scientists around him who eagerly and willingly worked at finding a way to build this bomb. Oppie had a powerful effect on the people who worked for him. They were amazed at his diverse interests and talents—physics, poetry, gourmet foods, and spiritual matters.

3 It is almost hard to believe that it was this brilliant lover of poetry and fine wine who inspired capable scientists to create the most destructive weapon on earth. In fact, after the bomb had been dropped on Hiroshima and Nagasaki, Japan in August of 1945, Oppie himself was disturbed by the power of his own creation. He then tried to establish a formal agreement between the United States and the Soviet Union which would forbid the production of such weapons. The United States and the Soviet Union, which by that time had begun making its own bombs, were unable to strike any such cooperative agreement. Thus, the arms race had begun.

VOCABULARY

to figure: to appear, to have a place

stuck: stayed

a coterie: a group of people

to strike: to make

Focus ON GRAMMAR

The following questions are based on the preview text. Answer as many of the questions as you can. Work with a partner if your teacher tells you to do so.

1. Underline all the adjective clauses in the text. (There are eleven.) Circle the noun that each clause modifies.

2. Compare the punctuation of the two clauses in sentences (a) and (b) below:

a. J. Robert Oppenheimer, who was perhaps the most brilliant nuclear physicist of our century, is often referred to as “the father of the atomic bomb.” (paragraph 1)

b. Oppie had a powerful effect on the people who worked for him. (paragraph 2)

Can you explain why the punctuation is different? Could you delete the adjective clause in sentence (a) and still have a meaningful sentence? Could you do that for sentence (b) and keep the same meaning?

3. Rewrite the following sentence, changing the phrase in bold to an adjective clause.

In 1942, he was made director of the Manhattan District, a project for the development of the atomic bomb.

I. Nonrestrictive Adjective Clauses

Nonrestrictive adjective clauses provide additional information that is not necessary to identify the noun being modified. These clauses, unlike restrictive clauses, are set off by commas in writing and pauses in speech.

7.10 Rapid Drill: Pronunciation of Clauses

DIRECTIONS: Your teacher will read a series of sentences. If there is a pause before and after the adjective clause, you will know that it is a nonrestrictive clause. If there is no pause, then it is restrictive. Circle the sentence in each pair you hear your teacher say. Note the different pronunciation patterns below. Then answer the comprehension questions that follow.

1. a. My friends, who are from Canada, will be at the party.

b. My friends who are from Canada will be at the party.

In which sentence are all his friends from Canada?

2. a. The students, who were attentive in class, passed the test.

b. The students who were attentive in class passed the test.

Which sentence states that only some of the students were attentive?

3. a. The tennis players, who were women, won the tournament.

b. The tennis players who were women won the tournament.

Which sentence states that all of the players were women?

4. a. My boyfriend, who is from France, is sitting over there.

b. My boyfriend who is from France is sitting over there.

Which sentence implies that she has more than one boyfriend?

5. In pairs, practice your own pronunciation. See if your partner can distinguish between the two types of intonation patterns.

A. Test for Restrictive and Nonrestrictive Clauses.

Here is a quick way to find out whether a clause is restrictive or nonrestrictive.

1. First identify the adjective clause.

• Martin Luther King who was a civil rights leader was assassinated in 1968.

• People who knew him were devastated.

2. Then take out the adjective clause and ask yourself: Does this sentence make sense without the clause?

• Martin Luther King was assassinated in 1968. (This sentence is OK without the clause; the sentence makes sense.)

• People were devastated. (This sentence is not OK without the clause. We don’t know which people were devastated. All of them? Some of them? We need the clause for the sentence to be clear and complete.)

3. If the sentence is OK without the clause, then it is nonrestrictive. In this case you need to put commas before and after the clause.

• Martin Luther King, who was a civil rights leader, was assassinated in 1968.

If the sentence is not OK without the clause, then it is restrictive and you don’t use commas.

• People who knew him were devastated.

7.11 Recognition Drill: Restrictive or Nonrestrictive?

DIRECTIONS: Read the following sentences and identify the underlined clause as R (restrictive) or NR (nonrestrictive). Insert commas where necessary.

Example NR Hillary Clinton, who was the First Lady in 1995, attended a women’s conference in Beijing.

1. Susan B. Anthony who was born in N.Y, is famous for her work in getting women the right to vote.

2. She was a schoolteacher who supported a woman’s right to vote.

3. Elizabeth Cady Stanton was the other founder of the National Woman Suffrage Association which was instrumental in changing the laws about women’s suffrage.

4. Elizabeth Blackwell was the first woman who graduated from a medical school in the United States.

5. She was not accepted by her teachers and later she was rebuffed by her friends who all ostracized her.

6. Eventually, she finished her coursework; she was the student who got the highest grades in her class.

7. She opened a hospital in New York. The hospital which was run by women later expanded to become a medical school.

8. When Shannon Faulkner applied in 1993 for acceptance to The Citadel which is a state- supported military school in Charleston, South Carolina she did not indicate that she was female.

9. The school which was all-male until 1995 did not ask if an applicant was male or female at the time because only men were allowed in the school.

10. When the school realized she was female, it withdrew its offer and Faulkner sued. She engaged in a legal battle that lasted several years but she finally won in 1995. The Citadel is no longer an all-male school.

II. When to Use Nonrestrictive Adjective Clauses

Use nonrestrictive clauses in the following cases.

7.12 Recognition Drill: Restrictive vs. Non restrictive Clauses

DIRECTIONS: Read the following sentences and underline all adjective clauses. Label the clauses as restrictive (R) or nonrestrictive (NR) and be ready to explain why. Insert commas before and after the nonrestrictive clauses.

1. A large group of people some of whom included members of Sophon’s family as well as Americans were anxiously waiting for these refugees to arrive.

2. The American volunteers who had organized this reunion included English teachers, retired physicians, politicians, and homemakers.

3. As Srey and Sophon walked through the gate, Channel 3 which was the local T.V. station quickly moved in to film and interview them.

4. Afterwards, everyone went to the apartment which had been rented for them. The apartment which was located in the middle of town was very small.

5. Sophon and his family were only one of many Indochinese refugee families who were resettled in Vermont.

6. Their children who are all in high school today barely remember that day.

7.13 Chapter Review

DIRECTIONS: Change each of the following sentences in parentheses into a relative clause and write it in the space provided. Insert commas where necessary.

III. Adjective Clauses That Modify Sentences

Compare the following sentences and note how an adjective clause can modify an entire sentence and not just a noun.

COMPARE:

1. I don’t like our uniform, which the principal picked out this year.

• In sentence (I), the nonrestrictive adjective clause modifies the noun, uniform.

2. This year students are required to wear uniforms, which I completely agree with.

• In (2) the nonrestrictive clause comments on the entire previous statement, “students are required to wear uniforms.”

PUNCTUATION

• A comma always precedes a sentence clause, just as in any nonrestrictive clause.

7.14 Oral Drill: Sentence Clauses

DIRECTIONS: Respond to the following statements with an adjective clause that comments on the statement and expresses your thoughts and feelings.

Example

CUE: Many workers in the United States don’t have health insurance, ...

ANSWER: ... which has become a serious problem.

1. The Berlin Wall was torn down quickly, ...

2. Nelson Mandela, a political prisoner in South Africa, was freed in 1990, ...

3. The environment has become a very serious political issue, ...

4. Computers have made information more accessible, ...

5. The United States allows the death penalty, ...

6. Most U.S. universities require a score of 550 on the TOEFL, ...

7. The greenhouse effect is making summers warmer in the Midwest of the United States, ...

8. Teachers earn low salaries in many states, ...

9. There are many more fax machines in the world, ...

10. Practically everyone in the United States has a T.V. now, ...

11. The rain forests in South America are rapidly being deforested, ...

12. Most urban areas have more and more homeless, ...

13. There is no known cure for AIDS, ...

14. United States citizens can own and carry handguns, ...

15. Stricter pollution laws have decreased smog in many cities, ...

IV. Nonrestrictive Clauses After Expressions of Quantity

Note how a nonrestrictive adjective clause can follow an expression of quantity such as both, many, much, some, and so on. In this case, the clause modifies all or a portion of the antecedent noun.

7.15 Oral Drill: Clauses After Expressions of Quantity

DIRECTIONS: Read the following sentences about motivations and explanations for human behavior. Combine the sentences using an expression of quantity.

Example

CUE: There are many theories about why people do what they do. The majority of them have some validity.

ANSWER: There are many theories about why people do what they do, the majority of which have some validity.

1. Sigmund Freud believed that people were driven by very basic drives of the pleasure principle and the death wish. Both of these drives originate in the unconscious.

2. B. F. Skinner maintained that the environment shapes our behavior. Any aspect of our behavior can be both learned and unlearned.

3. Carl Rogers firmly held the belief that humans are innately good. All people are motivated by a self-actualizing principle.

4. Abraham Maslow described several stages of human development. The highest stage is self­actualization.

5. There are many other psychologists. Many of their theories about motivation, however, are not well known.

7.16 Written Activity: Adjective Clauses After Expressions of Quantity

DIRECTIONS: Complete the following sentences using the expression of quantity given and and adjective clause.

Example

I have many interests, most which are not intellectual.

1. In my room there are many objects, the most expensive ...

2. There are many restaurants in this city, the majority ...

3. In this class there are many students, few ...

4. I have known many admirable people, the most ...

5. I have accomplished a number of things in my life, ...

6. My father has given me a lot of advice, some of ...

7. The government has instituted many changes, ...

8. We have had a lot of tests in this class, many ...

9. My best friend has many good qualities, all ...

10. I have made a lot of decisions in my life, many ...

7.17 Written Activity: Combining Sentences

DIRECTIONS: Write a short paragraph about the organization International Physicians for the Prevention of Nuclear War (IPPONW). Use the information listed below, and feel free to include some of your own thoughts about the existence of nuclear weapons in our world. In your paragraph use at least five different types of adjective clauses, including both restrictive and non restrictive, and underline them. Refer to the chart on page 152 at the beginning of the chapter for a comprehensive list of all types of clauses.

International Physicians for the Prevention of Nuclear War (IPPONW)

• a worldwide federation of medical doctors and health professionals

• founded in 1980 by two U.S. citizens and two Soviet citizens

• the objective of the organization is to consolidate medical opinion against the danger of nuclear arms

• has organized programs to warn the public of these dangers

• supports the following efforts:

- stopping nuclear testing

- putting a freeze on the development of atomic weapons

- not taking funding away from social programs to develop nuclear arms

• won the Nobel Peace Prize in 1985

V. Adjective Clause Reduction of Restrictive Clauses

Note how restrictive adjective clauses can be reduced (shortened).

7.18 Oral Drill: Restrictive Clause Reduction

DIRECTIONS: Reduce the adjectives clauses in the following questions; then answer the question with a reduced adjective clause.

Example

CUE: DO you believe that people who are honest can make a lot of money?

ANSWER: DO you believe that honest people can make a lot of money? Of course, honest people can make money.

1. Do you think that corporations that make a lot of money should sponsor charitable programs to benefit the poor?

2. Do you think a child who is forced to do chores in the home develops more responsibility?

3. Do you think that animals which are endangered should be protected?

4. Do you think that foods that are harmful to the body should be regulated?

5. Do you think that teenagers who are under 18 should be allowed to drive?

6. Do you think spouses who physically abuse their husband or wife should be put in jail?

7. Do you believe that students who skip class but who pass the tests should pass the course?

VI. Adjective Clause Reduction of Nonrestrictive Clauses

7.19 Oral Drill: Important American Women

DIRECTIONS: Reduce the adjective clauses in the following sentences to phrases.

1. Betty Friedan, who was the founder of the National Organization for Women, was one of the first women to recognize the need for a women’s organization.

2. Gloria Steinem, who had been a key player in the women’s movement, has a number of talents, which consist of brains, comic perception, and extremely good looks.

3. The woman who was given the first license to fly in the United States was Amelia Earhart.

4. Geraldine Ferraro, who is now living in New York City with her family, was the first female to run for vice-president of the United States.

5. At 19 months Helen Keller had a disease that was never diagnosed, and that left her unable to speak, hear, or see until she was helped by her teacher.

VII. Special Problems With Adjective Clause Use

7.20 Error Analysis

DIRECTIONS: Each of the following sentences has an error in adjective clause use. Find the errors and correct them. Refer to the above chart, but note that some errors may not be among the types listed there.

1. You wouldn’t believe the test that we had it in our structure class last week!

2. John went to see a friend that his father is the president of his college.

3. My husband adores lumpia that is an Indonesian-style egg roll.

4. There is an old bridge crosses the river in my town.

5. The class schedule that I got it yesterday has many errors on it, which I am going to complain to the administration.

6. My economics professor will let me take my final exam after vacation for that I am very grateful.

7. In my house I have all kinds of paintings, most of them are from the twentieth century.

8. This is the kind of plant that you usually have to fertilize it regularly.

9. I used to have this doctor that I’d never go back to her.

10. 96.5 F.M. is one radio station that I listen a lot.

11. I love Georgia O’Keeffe’s paintings that are all on exhibit in Los Angeles now.

12. She left her textbook on the table in the kitchen that she needs for class tomorrow.

13. I had an interesting talk with two students, both of them are from Turkey.

14. For my birthday I got a beautiful piece of crystal, which I love crystal.

15. Montpelier that is the capital city of Vermont has six months of winter.

16. I would never marry a man that his religion is different from mine.

17. The movie that Loretta and Jack went yesterday was Rain Man, which they loved.

18. The IPPONW, which was founded in 1980 by two Soviet and two United States citizens.

19. Their objective is to consolidate medical opinion against the danger of nuclear arms which have bad effects on people whose mental and physical are destroyed.

Focus on Writing

Sentence Combining

Learning to use a combination of full and reduced adjective clauses can assist you in becoming a better writer. For example, paragraph (I) below presents information in a loosely connected way, but paragraph (2) uses adjective clauses to combine ideas and tighten the sentence structure.

1 Marilyn Monroe was born in Los Angeles in 1926. Her face is perhaps the most famous face of a movie star. She attained stardom quickly. She could not deal with the stardom easily. In 1962, she committed suicide at home. She had just bought her home to begin a new life.

2 Marilyn Monroe, whose face is perhaps the most famous of all movie stars, was born in Los Angeles in 1926. Unfortunately, she could not deal with the stardom that she attained quickly. In 1962 she committed suicide in her home, which she had just bought to begin a new life.

7.21 Written Activity

DIRECTIONS: Read the following paragraphs written by a student about Marilyn Monroe. Although the paragraph is grammatically correct, it requires some editing to combine sentences with adjective clauses. Edit the paragraph to make the sentences tighter.

Marilyn Monroe was born in Los Angeles. Los Angeles is the home to many stars. Marilyn was well-loved by her movie fans. These fans did not know how unhappy Marilyn’s personal life was, however.

Marilyn’s early life was far from perfect Marilyn did not live with her family. Her family’s psychiatric problems were quite severe. She lived with a cold and rigid foster family. The foster family did not accept her as a full member of their family. This scarred Marilyn a great deal.

At six, Marilyn returned to live with her mother. Her mother had a mental breakdown after nine months. After that, Marilyn lived in a number of foster homes. None of the homes were nurturing.

It’s not surprising that Marilyn’s personal life was hard. She wanted to be loved and accepted. At 16, she married her first husband. He was a neighbor. Their marriage only lasted three years. That marriage was the first of many. Marilyn was on her way to becoming a star.

Composition Topics

1. Imagine that you were organizing a rock concert to benefit a good “cause,” similar to Live Aid described in the Preview section of this chapter. Write a letter to a musical group that you would like to invite to play at your concert. In the letter, explain why you are hosting this concert and try to persuade the musician(s) to play at little or no cost.

2. Each year Time magazine chooses the Man of the Year, a man or woman who has contributed a great deal to the world during that year. If you were on the staff of Time magazine and were asked to submit a recommendation for the year that has just passed, who would you recommend? In a short essay, explain why you think that individual deserves to be called the Man of the Year. Describe the person’s accomplishments and why you think he or she has made a difference.

3. Describe a person or an event that has made a difference in your life. Be specific in explaining how that person or event changed you.