The Advanced Grammar Book - Jocelyn Steer, Karen Carlisi 1998

Chapter 8 Making Choices

Chapter 8 Making Choices

• Adverb Clauses

DISCUSSION QUESTIONS

Read the poem on the next page. Then answer the following questions:

1. Do you believe in fate (destiny)? Do you believe you have the freedom to shape your life?
2. When you have an important decision to make, to whom do you talk?
3. If a close friend came to you for help in making a difficult decision (for example, a marriage or career choice), would you just listen or would you give him or her specific advice? Is there any danger in giving people advice?
4. In the Robert Frost poem, “The Road Not Taken,” what does it mean when he says, “Yet knowing how way leads on to way,/l doubted if I should ever come back”?

Objectives

In this chapter, you will learn:

1 To form and use adverb clauses of time, place, reason, result, direct contrast, opposition, purpose, and manner

2. To punctuate these clauses
3. To reduce adverb clauses

Preview

The Road Not Такеn

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black,

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence;

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.

       —Robert Frost

DIRECTIONS: Read the following letter that Joanne wrote to her friend Carole. Then answer the questions that follow.

Dear Carole,

1 At last I’ve got a moment to write to you! I really wish that we lived closer to each, other so that we could have lunch together once in a while. Although we’ve only seen each other twice in the past five years, you’re still my very best friend.

2 The baby is due in two months. Jack and I are truly excited! But, Carole, I’m so undecided about what to do after the baby arrives. Whenever I try to decide between staying home and continuing my job, I just get more confused. The dilemma has really come to a head now that my boss is putting on the pressure for a definite answer. Maybe you can help me, since you were always better than me at making decisions.

3 I think I know what you would advise me to do: make a list of the advantages and disadvantages and write them down. That’s what I did and here’s what I came, up with. While my heart tells me to stay home, my head tells me to go back to work. One side of me says, “How can you leave your beautiful baby at home while you trudge off to work all day?” The other side says, “Joanne, if you leave your job now, you won’t get another one that pays so well.” It’s true; I like working, and we could sure use the income. I also think I would like being with my baby. You know that it would be nearly impossible to survive on Jeff’s salary alone. However, we could probably manage it unless he gets laid off.

4 Please write and let me know what you think I should do. And Carole, I hope you’re planning a visit soon!

Love,

Joanne

VOCABULARY

to be due: will be born

a dilemma: a problem with two equally likely resolutions to come to a head: to reach a critical point

to put on the pressure: to demand immediately

my heart: my feelings

my head: my rational thinking

to trudge off: to go somewhere slowly and unwillingly

to get laid off: to lose one’s job

CULTURAL NOTE/DISCUSSION

Many mothers in the United States must choose between staying home with their baby and struggling financially or going back to work and putting the baby in daycare. Some mothers must work for financial reasons, but more fortunate ones can live on their spouse’s salary. What are the advantages and disadvantages of each alternative? What would you advise Joanne to do?

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 words in italics in the preview letter introduce adverb clauses. Which of those words have approximately the same meaning as the words below? Write them in the space provided.
2. at the same time as: ...
3. each time ...
4. if not ...
5. What type of relationships do the following words show between the ideas in the sentence (e.g., purpose, time, contrast/opposition, condition)?
6. although (paragraph 1) ...
7. so that (paragraph 1) ...
8. after (paragraph 2) ...
9. Locate and underline the two sentences in the letter that use the wordwhile. Does while have the same meaning in each sentence? If not, what is the difference?
10. Compare the punctuation of these two sentences. How do they differ? Can you explain why there is a difference?
11. “Although we’ve seen each other only twice in the past five years, you’re still my very best friend.”
12. “Maybe you can help me since you were always better at making decisions.”

Grammatical Patterns Part One

1. Adverb Clauses: Position and Punctuation

Adverb clauses are dependent clauses. As you will remember from Chapter 5, dependent clauses cannot stand alone. They require a main clause to complete them in a sentence. The words that introduce the adverb (dependent) clauses are called subordinating conjunctions.

In the example above, the adverb (dependent) clause (while my heart tells me to stay home) appears at the beginning of the sentence, introduced by the subordinating conjunction, while. The main clause (my head says otherwise) comes after the adverb clause in this sentence. This is not always the case, however. Adverb clauses can come after the main clause.

Note the position and punctuation of the adverb clauses below (in bold).

1. Summary Chart of Adverb Clause Use

Adverb clauses modify the verb or main clause in a sentence. These clauses express a relationship of time, place, reason, contrast, opposition, condition, purpose, and manner. They answer questions such as when, where, how, or why. Below is a list of these clauses and the subordinating conjunctions for each type. Since many of these may not be new to you, test yourself by covering the far left column and trying to identify the type of clause by looking at the example.

8.1 Recognition Drill: The Pros and Cons of Staying Home

DIRECTIONS: Below is the list that Joanne made of the advantages and disadvantages of staying home with her baby.

1. Underline theadverb clausesin each sentence.
2. Circle thesubordinating conjunctions and identify them by type (for example, time). Refer to the above chart for a complete list.
3. The mother can give her baby a great deal of attention as she will not be gone during the day.
4. Whenever the child is hungry the mother will be able to feed him or her.
5. The mother will be the primary caregiver so that the child will feel secure.
6. Although the mother won’t have the social contact she is used to at work she won’t be completely exhausted at the end of the day by trying to juggle what are in fact two full- time jobs.

The disadvantages of staying home:

1. Despite the fact that she must leave her child at day care the mother will be able to retain her position and salary at work.
2. The mother will lose her job unless she returns to work after the maximum six-week maternity leave.
3. Wherever you live there are many competent and caring day care workers who need the income.

4.While the baby is at day care he or she will have social contact with other babies and adults.

III. Time Clauses

The following chart summarizes adverb clauses of time.

8.2 Rapid Drill: Adverb Clauses of Time

DIRECTIONS: State what types of decisions you will make or have made before, during, or after these events. Use the subordinating conjunction in parentheses. Use the intensifiers listed above when appropriate.

Example

CUE: leave home (before)

ANSWER: Before I leave home, I must decide where to live.

1. have a baby (as soon as)
2. buy a house (long before)
3. look for a job (while)
4. enter the university (once)
5. change jobs (whenever)
6. retire (once)
7. travel to another city (immediately after)
8. get married (before)
9. get divorced (shortly before)
10. move to another city (whenever)
11. make a will (before)
12. ask my boss for a raise (as soon as)
13. have my parents live with me (by the time)
14. put my parents in a nursing home (as long as)
15. go to graduate school (when)

8.3 Written Drill: Verb Tenses with Adverb Clauses

DIRECTIONS: Fill in the blanks using any appropriate verb, paying careful attention to the use of the verb tenses.

Example Right after Bob brushes his teeth, he will go to bed.

1. Long before he was elected president, Ronald Reagan a movie actor.
2. Once I ... save up enough money, I can make a deposit to rent a nicer apartment.
3. As soon as an earthquake ..., you should run for cover.
4. As long as she ..., Mrs. Rose never missed having Sunday dinner with her children.
5. I ... when the telephone rang.
6. As Mr. Jones ... at Sweetwater’s restaurant, his wife was sitting at the Waterworks restaurant.
7. She ... since I have known her.
8. Whenever my teacher ..., I get really frustrated.
9. I will study English until I ...
10. I will retire from my job after I ...
11. We ... ever since class began.
12. Once ..., I will go and get some lunch.
13. When I was in elementary school, I ...
14. When I finished high school I (already) ...
15. My English ... since I came here.

8.4 Written Activity: A Life Story

DIRECTIONS: Write a composition in which you describe the major events in the life of one of your parents or grandparents. Use at least four adverb clauses of time. Underline the subordinating conjunctions.

1. Place Clauses

8.5 Rapid Drill: Place Clauses

DIRECTIONS: Complete these statements using a place clause.

1. I like to shop anywhere ...
2. I love restaurants where ...
3. I don’t go anywhere ...
4. Everywhere I look, ...
5. Wherever there are rich people,...
6. Anywhere there is political repression,...
7. I will always go wherever ...
8. In a movie theater, I always sit where ...
9. I will buy a house anywhere ...
10. Everywhere you go in this town, you can find ...
11. I can find an ATM anywhere ...
12. I need to find a place where ...
13. I will settle down anywhere ...
14. Everywhere I went, I ...
15. Wherever the movie star went ...
16. Reason Clauses

8.6 Paired Activity: Adverb Clauses of Reason

DIRECTIONS: First answer yes, no, or maybe to the following questions. Then discuss the reasons for your answers with a partner. Use other subordinating conjunctions than because!

Example Would you marry someone from a different culture than your own?

“Yes.”

“Of course I would marry someone from another culture, since it is not the person’s nationality that counts, but their personality.”

1. 1.Would you marry someone from a different religion than yours?
2. Would you put your parents in a nursing home when they get old?
3. Would you think of donating some of your money to a good cause?
4. If you couldn’t have children of your own, would you adopt one?
5. If a family member needed a kidney transplant, would you donate yours?
6. If you saw someone cheating on an important test, would you report that person?
7. If you saw a friend’s child shoplifting at a record store, would you report that child?
8. If you inherited a lot of money, would you donate some of it to your school?
9. Would you work in a foreign country if you were offered a job there?
10. Would you ever live on a farm? On a boat?

8.7 Written Activity: Adverb Clauses of Reason

DIRECTIONS: Choose one of the questions in exercise 8.6 and write a short paragraph explaining your decision. Use at least three adverb clauses of reason. Do not use because in your paragraph.

1. Result Clauses

Compare how result can be expressed in the two constructions below. A review of count and noncount nouns (Chapter 1) would be helpful at this point.

Note how so can be followed by an adjective or adverb only; such must be followed by a noun phrase.

1. Such ... That Constructions

1. So ... That Constructions

8.8 Written Drill: So or Such?

DIRECTIONS: Here are a few reasons people gave for choosing to marry their husbands and wives. Fill in the blanks with so or such, as appropriate.

1. Mark has ... beautiful eyes that I fell in love with him at first sight.
2. My wife is ... intelligent that she runs her own business now.
3. Jill and I had ... stimulating conversations that I was immediately attracted to her.
4. His family was ... a welcoming group of people that I immediately felt accepted.
5. … witty was my husband that I couldn’t stop laughing on our first date!
6. Jack had ... few financial difficulties that I found him very stable.
7. Rhonda had ... many friends that I was sure she was a special person.
8. I had ... an easy feeling around her that I knew I wanted to spend my life with her.
9. He was patient around children that 1 wanted him to be the father of my children.
10. We had a good time together that I fell in love.

8.9 Written Activity: Homeschooling

DIRECTIONS: Read the following paragraph about homeschooling. Then answer the questions using a so ... that or such ... that construction in each answer.

Bill and Laura Gold live in rural Ohio. They have three children. When it was time to send their children to school, Bill, and Laura decided that they wanted to teach their children at home, to do “homeschooling.” They made this decision because they didn’t want their children exposed to some of the negative aspects of public schools such as the poor food in the cafeteria, the possibility of drugs and violence, and the discipline problems in the classroom. In addition, Laura felt that because of the large number of students in each class, the children wouldn’t get enough attention. She believed that with more individual attention at home, the children would learn more quickly. She also thought that their children would have more confidence in their ability to learn if they studied at home with her in a nonthreatening atmosphere. In short, Laura felt that their children would get a better education if they were schooled at home. The only possible problem would be a lack of time. If Laura got too busy at home with other activities, she might not devote enough time to teaching.

1. Why did Laura and Bill decide to do homeschooling for their children?
2. In particular, how did Laura feel about the class size in the public schools?
3. What is the one problem Laura thinks she might have?
4. What is your opinion about homeschooling? What are some advantages or disadvantages?

8.10 Error Analysis: Clauses of Time, Place, Reason, and Result

DIRECTIONS: Find the errors in the following sentences and correct them clearly. Some sentences may not have any errors.

1. Alaska is such cold state that few people want to live there.
2. Earthquake insurance is such an important in some states that more and more homeowners are buying it.
3. I have so few good friends that I often get lonely.
4. I would really like to go to Egypt. Because I would like to see the pyramids there.
5. As the professor spoke about the causes of the greenhouse effect, he showed many slides.
6. Gloria and Jack will try a six-month separation before they will get divorced.
7. Gerald will move where are clean air and water.
8. Cheryl was talking to her mother during that the earthquake hit.
9. Because an imported car is very expensive, so I will buy a domestic one.
10. By the time 1 will get there, the plane already left.

8.11 Written Activity: Adverb Clauses of Time, Place, Reason, and Result

DIRECTIONS: Choose one of the following situations and write a letter. Use at least four adverb clauses of time, place, reason, and result and underline the subordinating conjunctions.

1. You are studying at a university in the United States. Your family expects you to return home at the end of this semester, but your academic department has asked you to stay for at least two years as a teaching assistant. You are torn between pleasing your family and pleasing yourself. You like the United States, you like the people in your department, and you think that you would learn a lot as a teaching assistant. Make a decision whether to stay or return home. Then write a letter to your family or to the department explaining the situation and your decision.
2. While you were in a distant city attending a training session in your field, you were asked to stay on for one month to help set up a new office there. Your employer in your own city completely agreed and encouraged you to take advantage of the opportunity. After one month, your colleagues liked your work so much, they asked you to take a job there in the new city. You love the challenge of the work and the people you work with, not to mention the increase in salary. However, you know it would be very hard for your elderly parents, who are not well physically, to have you live so far away. Make a decision and write a polite refusal letter either to your employer or the new employer, explaining your situation and your decision.

VII. Direct Contrast and Opposition Clauses

8.12 Rapid Drill: Contrast Clauses

DIRECTIONS: Transform the following sentences using an appropriate subordinating conjunction of contrast from the list above.

Example

CUE: It’s hot in Texas, but it’s bitter cold in Alaska right now.

ANSWER: While it’s hot in Texas, it’s bitter cold in Alaska right now. (This is a direct contrast, so use while.)

1. A high school diploma is very important, but many students drop out before they graduate.
2. Many wealthy families can afford to send their kids to private school, but they put them in public school.
3. Private school academic programs are excellent, but public school athletic programs are first-rate.
4. The long-term effects of homeschooling have not been determined, but many families feel that this is the best way to protect their children from negative influences found in public schools.
5. Some students graduate from high school, but they have difficulty reading and writing.

8.13 Rapid Drill: Contrast Clauses

DIRECTIONS: Gloria was engaged to Mike for one year. Two weeks before the wedding she decided that he was not the right person for her to marry. Below are some of the things that Gloria said to Mike. Transform them using the as ... as construction from the special note above.

Example

CUE: Although I enjoy your company very much, I don’t love you.

ANSWER: AS much as I enjoy your company, I don’t love you.

1. Although you are very wealthy, money isn’t the only factor.
2. Although you tried very hard to make me love you, I never fell in love.
3. Although you are good looking, I am not attracted to you.
4. Although you have been very kind to me, your parents never accepted me.
5. Although you love me very much, I don’t believe this marriage can work.
6. Although you are very ambitious, I don’t think I would be happy being moved around by your corporation.
7. Although I admire your drive, I believe that I would be happier with someone who is more relaxed.
8. Although I really wanted this relationship to work, deep down I don’t believe we were meant for each other.
9. Although I am openminded about religious differences, I would like to marry someone from my own faith.
10. (Add your own sentence.)

VIII. Reduction of Contrast and Cause Clauses to Prepositions

Note how the following clauses can be reduced to prepositional phrases.

1. CONTRAST Clauses

To change a clause into a prepositional phrase, reduce the subject verb group in the adverb clause (e.g., it rained) to a noun phrase (e.g., the rain). Replace the subordinating conjunction with an equivalent proposition (e. g., despite).

Clause: Despite the fact that it rained, we went to the game.

Phrase: Despite the rain, we went to the game.

Clause: In spite of the fact that the weather was bad, we held the picnic outdoors.

Phrase: In spite of the bad weather, we held the picnic outdoors.

Clause: Although he had planned it carefully, there were still some transportation problems.

Phrase: Regardless of his careful planning, there were still some transportation problems.

8.14 Written Drill: Despite or Despite the Fact That?

DIRECTIONS: Read the following statements made by public school teachers and fill in the blanks with despite or despite the fact that.

Example

CUE: I enjoy teaching at a public school despite the discipline problems.

1. ... the media often gives bad reports, many of my students are hardworking and honest kids.

2 ... the great dropout rate, many of our students go on to college and become professionals.

3 ... the low pay, I would never change my job.

4 ... they get an eight-week break in the summer, public school teachers get burned out easily.

5 ...

better working conditions, I would never teach at a private school.

6 ... Now transform the above sentences using the alternative form. That is, change despite + noun to despite the fact that + clause and vice versa.

Example

CUE: I enjoy working at a public school despite the discipline problems. (despite + noun)

ANSWER: I enjoy working at a public school despite the fact that I face discipline problems every day. (despite the fact that + clause)

1. CAUSE Clauses

Clauses of reason/cause can be reduced to prepositional phrases (e.g., as a result of, due to, in view of, and because of) in the following ways.

Clause: Because she worked hard, she got a promotion.

Phrase: As a result of her hard work, she got a promotion.

Clause: Because the economy was strong, business was good.

Phrase: Due to the strong economy, business was good.

Clause: Because the stock market was strong, she invested in stocks.

Phrase: In view of the strong stock market, she invested in stocks.

Clause: Because she got an important account, she won an award.

Phrase: Because of her getting an important account, she won an award.

8.15 Oral Drill: Reducing Clauses to Prepositional Phrases

DIRECTIONS: Below are a number of reasons Jack gave his family explaining why he chose not to go to college. Reduce these clauses to phrases using the prepositions provided.

Example

CUE: Jack doesn’t want to go to college because it is too expensive. (because of)

ANSWER: Jack doesn’t want to go to college because of the high cost.

Jack doesn’t want to go to college ...

1. ... because he got poor grades in high school. (because of)
2. ... because he doesn’t need a college degree for his work. (due to)
3. ... because he doesn’t like school. (in view of)
4. ... because his friends told him not to. (as a result of)
5. ... because he wants to make some money. (because of)
6. Now use prepositional phrases to explain to Jack why it is important for him to go to college.

8.16 Group Activity: The Death Penalty

DIRECTIONS: In some countries of the world, the death penalty is legal while in others it is not. In small groups, discuss the laws in your countries and the possible causes for these death penalty policies. Then take a personal stand on this issue. After your group discussion, complete the sentences that follow.

1. I believe the death penalty should ...
2. Despite ..., I believe ...
3. It is best that ... in view of ...
4. Because of ..., my ... country ...

8.17 Paired Activity: Using Although to Concede

DIRECTIONS: When you are presenting an argument either in writing or speaking, it is common to concede, or recognize, another point of view and then to point out the problems or flaws with this point of view. For example, if a teenage son wanted to persuade his parents to buy him a car, he might make the following argument.

“Although a car is very expensive, I will be able to do your errands for you and you will have more free time.”

Choose one of the following topics to discuss with your partner. Take opposing sides on the issue. Debate the issue, using although to concede to your partner’s opposing point of view. Be ready to write your ideas in a paragraph if instructed by your teacher.

1. Children should be required to wear uniforms to school.

Children should be able to choose what to wear to school.

2. A woman would make a fine president of the United States.

A woman would not be suitable as president of the United States.

3. Handguns should be available for individuals to buy.

People should not be able to buy handguns.

4. Men and women should sign financial agreements before getting married. Men and women should not sign financial agreements before getting married.
5. Purpose Clauses

Compare the following sentences.

1. John went on vacation to see his family. He ate more than he usually does, so he gained five pounds.

• John did not intend to gain weight. He did not do it on purpose. This is a result.

2. Jack went to the doctor, who told him he was too thin and needed to gain some weight. He ate a lot last weekso that he could gain some weight.

• Jack wanted to gain weight. He did it on purpose.

Paragraph 1 expresses a result. Paragraph 2 expresses purpose. It states why he ate a lot. When you want to talk about purpose, you can use the so ... that construction. Note how this construction and other expressions of purpose are used in the following examples.

1. Modal Choice with So That Constructions

The type of modal used in the so that clause depends on the verb tense used in the main clause. Note the examples below.

8.18 Written Drill: Can/Could or Will/Would?

DIRECTIONS: Fill in the blanks with can, could, will, or would, as appropriate.

1. He became a doctor so that he ... earn money.
2. She became a doctor so that she ... help people.
3. The government raised taxes so that it ... pay back its debts.
4. A bird protects its nest so that none of the chicks ... get hurt.
5. Mark studied hard so that he ... get an A.
6. The presidential candidate will campaign nonstop so that he ... win the election.
7. The policeman stopped the drunk driver so that no one ... get killed on the road.

8.19 Rapid Drill: You Are What You Eat

DIRECTIONS: Read the following sentences about food choices. Transform the in order to + infinitive phrase to a so that + modal construction.

Example

CUE: Jack drinks coffee in order to wake up in the morning.

ANSWER: Jack drinks coffee so that he can stay awake in the morning.

1. Early settlers in the United States dried fruits and vegetables in order to have something to eat in the winter.
2. Robert will go on a fruit fast in order to cleanse toxins from his system.
3. Some people give up dairy products in order to avoid winter colds.
4. Claire ate a box of chocolates this morning in order to feel better after her boyfriend left her.
5. David will eliminate sugar from his diet in order to lose some weight.
6. My mother fed us a lot of dairy products in order to strengthen our bones.
7. My husband eats a lot of leafy green vegetables in order to get enough calcium.
8. Many vegetarians don’t eat meat in order to spare animals from a brutal death.
9. Manner Clauses

8.20 Oral Drill: As If/As Though

DIRECTIONS: Work with a partner and write the answers to the following questions using as if or as though in your response.

Example

CUE: HOW does your house look after a party?

 ANSWER: It looks as though a hurricane swept through it.

1. How does your teacher look when you don’t do your homework?
2. How do you feel after a two-week break from school?
3. How do you look after taking a hard exam?
4. How do you feel after spending two hours in rush hour traffic?
5. How does a person look after falling asleep at the beach in the sun?
6. Jason is giving a presentation to the board of directors of his company. How should he speak to the group?
7. Georgette is singing at her opera debut tonight. How should she sing?
8. Ron is leaving for a' year in the army. How should he and his girlfriend spend their last day together?
9. Lydia is going to her first formal dance tonight. How should she dress?
10. Mark is running for mayor of his city and he is going to his first political rally tonight. How should he act there?

8.21 Paired Activity: All Adverb Clauses

DIRECTIONS: Roleplay the following situations with a partner. Use the subordinating conjunctions listed. Be ready to present your roleplay to the class if instructed by your teacher.

SITUATION 1: The director of personnel of IBM is interviewing a potential candidate for a job.

SUBORDINATING CONJUNCTIONS: since, so that, whenever

SITUATION 2: A boss has given his employee too much work. The employee is trying to complain politely but firmly to the boss.

SUBORDINATING CONJUNCTIONS: as soon as, before, in spite of the fact that, despite

SITUATION 3: A police officer has stopped a driver for speeding.

SUBORDINATING CONJUNCTIONS: while, once, as if

SITUATION 4: A tenant is complaining to his landlord about a leaky faucet.

SUBORDINATING CONJUNCTIONS: such that, everywhere, while

8.22 Section Review

DIRECTIONS: Fill in the blanks with any appropriate answer. There may be more than one correct answer.

1. ... his illness, Jack continued to work.
2. In spite of    c. Despite the fact that
3. Despite of    d.Inasmuch as
4. ... David tried, he couldn’t remember his first grade teacher’s name.
5. As hard as    c.Despite the fact that
6. Although     d.Due to the fact that
7. Many people decrease their fat intake so that they ... control their cholesterol.
8. can     c. could
9. will     d.would
10. Jack is leaving his job because his boss treats him asifhe ... his personal slave.
11. is c. were
12. was     d.had been
13. Frank had ... on his vacation that he didn’t want to return.
14. a so good time    c. such a good time
15. so much good time   d.so much fun
16. By the time the hurricane ... the coast of Florida, most of the people living there will be gone.
17. hit      c. will hit
18. has hit     d.hits
19. Although I’d like to travel, ...
20. but I don’t have enough money с. I don’t have enough money
21. I plan to leave soon   d.I can’t
22. We decided not to get married ... .
23. in spite of our love    c. despite we love each other
24. despite the fact we love each other d. because of we love each other.
25. Carmina stopped studying ...
26. after she went to bed   c. after she reading 100 pages.
27. after she had read 100 pages d. after she read 100 pages.
28. ..., she graduated with honors.
29. Because of her hard work  c. Because her hard work
30. Because she work hard  d.Because she worked hard

Grammatical Patterns Part Two

Adverb Clause Reduction

Preview

DIRECTIONS: Read the following letter written to Edith, an advice columnist. Find out what the writer’s problem is. Then answer the questions that follow.

Dear Edith,

I never thought I would find myself writing a “Dear Edith” letter, but I don’t know who else to turn to.

Four years ago my sister found out she had a degenerative disease for which there was no cure. Being optimistic, she lived her life normally. She believed that scientists would surely find some sort of treatment. Well, they haven’t. Last year while visiting friends in California, she had a serious attack and she had to be hospitalized. Upon returning to Des Moines, she came to me and told me how horrible her hospital visit had been. She said she wouldn’t want to endure that again. Having realized that her prognoses was тot good, she made me promise that when her condition worsened and she became nonfunctional, that I would have the doctors withdraw all life-support systems. Not really believing that such a situation could ever occur, I assured her that I wouldn’t let her suffer.

Edith, two months ago she relapsed into a coma. The doctors have told me that there is no hope for recovery. They also said that soon she will need a life-support system, and that she could go on living with that for quite a while. I don’t know what to do. Having promise my sister not to let her suffer, I feel that it is my duty to do what she asked. On the other hand, I believe that as long as there is time, there is hope.

I hope that you can help me with this very difficult decision.

Distressed in Des Moines

VOCABULARY

to turn to: to go for advice

a degenerative disease: an illness which gets worse and worse

a prognosis: a prediction about the future state of a disease

life-support systems: devices that perform bodily functions and allow a person to live

a coma: an extended period of unconsciousness caused by injury or disease

CULTURAL NOTE/DISCUSSION

There is an increasing number of patients in the United States who choose to refuse life-saving treatment in order to die naturally when all life-support systems are withheld. A patient who is still relatively healthy can sign a document (called a living will) making this request. What is your reaction to the dilemma stated in the letter? Do you agree that “... as long as there is time, there is hope?” What would you do in such a situation?

Focus ON GRAMMAR

1. All the phrases in italics in the “Dear Edith” letter are adverb clauses of time and reason that have been reduced (that is, shortened by omitting words). Work with a partner to transform these phrases into clauses.

Example

CUE: Being optimistic, she lived her life normallyю (reason)

ANSWER: Because she was optimistic, she lived her life normally.

1. Not really believing that such a situation could ever occur, I assured her that I wouldn’t let her suffer. (reason)

Since I ..., I assured her that I wouldn’t let her suffer.

1. Last yearwhile visiting friends in California, she had a serious attack and she had to be hospitalized. (time)

Last year ... she had a serious attack and she had to be hospitalized.

2. How did you change sentence (b) above from a phrase to a clause?
3. Compare these two sentences:
4. While she was visiting friends in California, she had a serious attack.
5. While she was visiting friends in California, her illness became worse.

Sentence (a) can be shortened to While visiting friends in California, she had a serious attack.

Sentence (b) cannot be shortened in this way. Can you guess why?

4. Compare these sentences from the preview:
5. Having realized that her prognosis wasn’t good, she made me promise that when her condition worsened and she became nonfunctional, 1 would have the doctors withhold all life-support systems.
6. Having promised my sister not to let her suffer, I feel that it is my duty to do what she asked. Which sentence best expresses a time relationship? A cause-effect relationship? Could either sentence express both relationships?
7. Adverb Clause Reduction: An Overview

Adverb clauses of time, reason, and opposition can be reduced to adverb phrases without any change in meaning. Below is a brief overview of adverb clause reduction. (The clauses are in bold and the phrases are in italics in the sentences below.)

Clauses of Time:

Clause: While she lived in the nursing home, she had good care.

Phrase: (While) living in the nursing home, she had good care.

Notes:

• The subjects of both clauses must be the same; other wise reduction is not possible. In the example above, she is the subject of both clauses, so reduction is possible.
• The subject (she) is deleted in the reduction.
• The verb form (lived) is changed to a participal “-ing” (living) in the reduced phrase.
• Keeping the subordinator (while) is optional in the reduction.

Clauses of Reason:

Clause: Because she was healthy, she didn’t need special care.

Phrase: Being healthy, she didn’t need special care.

Notes:

• The subject (she) and the subordinator (because) are deleted.
• The verb (was) is changed to verb-ing (being).
• Being healthy= because she was healthy.

Clauses of Opposition:

Clause: Although she was happy in the nursing home, she missed her house.

Phrase: Although happy in the nursing home, she missed her house.

Notes:

• The subject (she) and be are deleted.
• Keep the subordinator (although) and the adjective (happy).

All three types of reduction will be discussed in detail beginning on page 202.

8.23 Recognition Drill: Clause Reduction

DIRECTIONS: As previously stated, you may reduce a clause only if the subjects in the two clauses are the same. Read the following story about Mrs. Rose and underline the subjects in each sentence. Then put a check (✓) next to the sentences that can be reduced.

1. Before her husband died, Mrs. Rose was happy living in her Victorian house.
2. Because her house was so big, Mrs. Rose didn’t want to stay there alone after her husband’s death.
3. Her children found a very good nursing home for her because they were worried about her being alone in the house.
4. While she was well, Mrs. Rose was quite comfortable in the home.
5. After she had a heart attack, the doctors advised her to have a pacemaker implanted.
6. The pacemaker allowed her to lead a normal life while it was functioning well.
7. However, after she wore it for two years, she began to have heart problems again.
8. The doctors advised her to have a new one put in since the old one was not working well.
9. Mrs. Rose decided not to have a new pacemaker installed because she didn’t want to prolong her life.
10. Her children were outraged because they felt she should try to live as long as possible.
11. Reduction of Time Clauses

8.24 Oral Drill: Reduction of Time Clauses

DIRECTIONS: Reduce the following clauses whenever possible.

Example

CUE: Mrs. Rose had a heart attack while she was visiting her daughter.

ANSWER: Mrs. Rose had a heart attack while visiting with her daughter.

1. As soon as Lila discovered that she won the lottery, she called her mother.
2. While she was talking to her mother, a van from the T.V. station pulled up to her house.
3. Once the T.V. crew had set up their equipment, they knocked on Lila’s door.
4. Before they had a chance to ask her what she was going to do with the million dollars, Lila shut the door.
5. As soon as she got rid of the TV reporters, the telephone rang.
6. As she was talking to the newspaper reporter on the telephone, she heard the doorbell ring.
7. After Lila talked to 14 reporters that day, she decided she never wanted to win the lottery again.

8.25 Written Drill: Clause Reduction: Time

DIRECTIONS: Complete the following sentences using an adverbial clause of time. Then reduce the clause. Use each of the six subordinators listed in the chart on page 202 (i.e., before, after, since, as, while, as soon as).

Example:

CUE: ..., he decided to take a trip around the world.

ANSWER: After he got fired from his job, he decided to take a trip around the world.

After getting fired from his job, he decided to take a trip around the world.

1. She decided to quit school ...
2. He decided to paint his house ...
3. They decided to get married ...
4. The teacher decided to cancel the test ...
5. The student decided to cut class ...
6. The athlete decided to quit the team ...
7. The teenager decided to quit smoking ...
8. The employer decided to fire his worker ...
9. The man decided to lose weight ...
10. The woman decided to learn English ...
11. The old man decided to write a novel ...

8.26 Written Drill: Reduction of Time Clauses

DIRECTIONS: Turn to Exercise 8.3 on page 182 of this chapter. Decide which clauses in that exercise can be reduced and restate the full clauses with a reduced clause.

III. Clause Reduction: Reason

8.27 Rapid Drill: Reduction of Reason Clauses

DIRECTIONS: Below are some for and against statements about the right to refuse life-saving treatments in cases of terminal or severe illness. Reduce these clauses of reason to participial phrases whenever possible. (Remember that the subjects in both clauses must be the same to reduce adverb clauses.)

Example

CUE: Many people refuse such treatment because they don’t have the money to pay for it.

ANSWER: Not having the money to pay for it, many people refuse such treatment.

For

1. Since some patients are octogenarians, they feel that they have lived long enough.
2. Many patients don’t want to be a burden to their children so they choose not to have further treatment.
3. Other patients choose to die because the pain is intolerable.

Against

5. Many people disagree with a person’s right to die because they believe there is always hope for a cure.
6. Some doctors disagree with a person’s right to die since it can create serious legal complications for the hospital.
7. Because many people believe that only God can make such decisions, they oppose the right-to- die decision.

8.28 Reduction of Reason Clauses

DIRECTIONS: Turn to Exercise 8.27 on page 205. This time, complete the sentences by stating why the people made their decision using an adverb clause of reason. Then reduce the clause.

Example

CUE: ..., he decided to take a trip around the world. ANSWER: Because he liked to travel, he decided to take a trip around the world Liking to travel, he decided to take a trip around the world.

1. Clause Reduction: Opposition

8.29 Written Activity: Reduced Clauses of Opposition

DIRECTIONS: Read the following statements. Choose five that you do not completely agree with. Write a sentence for each one and present your ideas by using a reduced clause of opposition.

Example

CUE: The only way to learn English is by going to an English-speaking country.

ANSWER: Although extremely beneficial, going to an English-speaking country can be very expensive for students; they can also learn by taking classes in their town.

1. The English make the best cars.
2. Money is the root of all evil.
3. Mothers should stay home with their children.
4. Husbands should share equally in the housework and child care.
5. When people have personal problems, they should go to a psychologist.
6. Teenagers should not be allowed to own their own cars.
7. Capitalism is the best economic system in the world today.
8. The United Nations should have an army.
9. Large corporations should be obliged to donate 1 % of their profits to charity.
10. One day the world will solve its conflicts in ways other than war.

8.30 Written Activity: Reduced Clauses of Time, Reason, and Opposition

DIRECTIONS: Answer the letter to Edith found on page 199. Use at least four reduced clauses in your answer. Underline them.

1. Clause Reduction: Having + Past Participle

Having + past participle can express time or reason, or both.

8.31 Written Activity: Having + Past Participle

DIRECTIONS: Complete the following sentences to demonstrate your understanding of clause reduction.

1. After having lost the game, ...
2. Having lost the game, ...
3. The Berlin Wall came down ...
4. The United States and the Soviet Union signed an arms agreement ...
5. Having realized ...
6. Clause Reduction: The Passive

Note how passive adverb clauses can be reduced to phrases in the following sentences.

8.32 Written Activity: Clause Reduction

DIRECTIONS: Rewrite the statements in parentheses as reduced adverb clauses if it is possible. If it is not possible, simply write the full clause. Add subordinators when necessary. Pay special attention to punctuation.

VII. Special Problems With Adverb Clause Use

8.33 Error Analysis: Adverb Clauses

DIRECTIONS: Find any errors in the following sentences and correct them clearly. Do not change anything that is already correct.

1. Because coming from a very conservative family, Carlos was shocked at coeducational dormitories in the United States.
2. While painting the house, the thunder struck.
3. She slipped as walking to school.
4. Having been being an English teacher, Cheryl can explain grammar very well.
5. Before coming to the United States, Ali studied statistics.
6. Although schools on the east coast are prestigious and well-respected, but schools on the west coast are less expensive.
7. I know that I have a good friend when I was lonely.
8. As soon as I will fix my bike, I’ll ride over to your house.
9. I will trust a friend as long as that friend will be honest with me.
10. I must tell you that one condition of my scholarship is that once I graduated, I must return to my country.
11. I wish we could live together in the United States so that you should come to this country.
12. While my rational side tells me to go back, on the other hand, my mind tells me to stay here.
13. If I go back, I will have no job at home so I have to live far from you, so that 1 prefer to live in

Toledo than at home.

14. Even though I tried my best, but I didn’t pass the final examination.
15. Many people choose to die because of a lack of money or the medicine to cure them has not been found.

Focus on Writing

Sentence Combining

Using adverb clauses in your writing will express the relations among ideas more precisely. In the examples below, note how sentence (2) is clearer than sentence (1):

1. The streets were flooded. Traffic was backed up for miles.
2. Because of the flooded streets, traffic was backed up for miles.

8.34 Chapter Review

DIRECTIONS: Combine the following sentences using a subordinate conjunction from the list below:

so ... that  so that   while   whereas

inasmuch as now that  once   despite the fact that

1. I tied a string around my finger. I wanted to be sure to remember to mail my Mother’s Day card.
2. There aren’t many parking spaces. I had to drive around 15 minutes waiting for one.
3. This quiz is easy. The last one was extremely difficult.
4. I don’t have class on Thursday evenings any more. I can watch my favorite T.V. show.
5. Gladys will get 550 on her TOEFL. After that, she will begin her studies.

8.35 Discuss and Write: A Moral Dilemma—Kohlberg’s Theory

DIRECTIONS PART ONE: Read the following situation and think about the answers to the questions at the end. Discuss your answers in pairs or small groups if instructed by your teacher. This situation was used for a study, the results of which will be explained below.

A woman was dying of cancer. Only one drug could save her and that drug had just been discovered in the town where she lived. Her husband did not have the money to buy the drug, which cost 10 times as much as it did for the druggist to make. He was able to borrow only half of the money, so he went to the druggist to ask him if he would sell it to him at half price or let him pay for it later. The druggist refused, so the husband broke into the store and stole the drug to save his wife. Should the husband have done that? Why or why not?

Write your thoughts here: ...

Discuss your answers in small groups if instructed by your teacher.

DIRECTIONS PART TWO: How did you (and your classmates) evaluate the husband’s action? What made you approve or disapprove of his action? Read the following paragraphs about one psychologist who used this situation to identify several levels of moral reasoning. Then, rewrite the paragraphs below, combining sentences whenever it is possible and appropriate. Use a variety of adverb clauses and subordinators. You may change words, sentence structures, and sentence order.

1 The psychologist Lawrence Kohlberg studied moral behavior. He wanted to examine the reasoning of a person faced with a moral dilemma. In his experiment, Kohlberg first told his subjects a story with a moral dilemma. Then he asked his subjects to tell him how the person in the story should act and why. Kohlberg analyzed this data. Then he identified three levels of moral behavior. He found that an individual must pass through stage one. Then that individual can move on to stage two.

2 Level One: Preconventional (Early Childhood)

At this stage, the child is influenced by the outcome of his behavior. He does not analyze society’s standards. A child is punished, so the action is bad. A child is rewarded. The action is good.

3 Level Two: Conventional (Middle Childhood)

The child is influenced by the ideals of the social group (the family, peer group, country).

The desire for approval is strong. The child obeys society and authority.

4 Level Three: Postconventional (Adolescence to Adulthood)

The person separates himself from the identity of the group. This is in contrast to what the person does at level two. The individual has his or her own values at this stage but realizes that other values exist. The highest level of moral reasoning is Universal Orientation. The person at this stage has abstract and very broad and complete moral principles.

DIRECTIONS PART THREE: Write a paragraph in which you evaluate your group’s decisions in terms of Kohlberg’s theory. State what the members of your group thought about the situation in Part One, and identify that according to the levels described above. Give reasons to explain your categorization. Use a variety of adverb clauses in your paragraph.

Composition Topics

1. Respond to the Robert Frost poem on page 175 of this chapter. What does the poem say to you? Have you ever had a similar experience?
2. All people have experienced procrastination at some point in their lives. Why do people procrastinate? What are some techniques for avoiding procrastination?
3. The text that follows is a living will. Read it and decide if you would or could sign such a document. Then write a composition in which you argue for or against such legal documents.

To My Family, My Doctor, My Lawyer,

And All Others Concerned

Death is as real as birth, growing up, and getting old. In fact, it is the only certainty we have in this life. If the moment should arise when I am not able to make decisions about my future, let this document be an expression of my desires and directions while I am still of sound mind and body.

If there arises a time when no reasonable expectation of recovery exists for me, either from a physical or mental disability, then I direct that I be allowed to die and not be kept alive by medication or by heroic measures. I do wish that medication be given to me to relieve the intense suffering, even if this should shorten my life.

I have carefully considered everything before signing this document. It is in agreement with my convictions and beliefs. I wish that these instructions be carried out to the extent allowed by the law.

—Rosa Yans