An adjective clause is a dependent clause that modifies a noun.

  It is possible to
combine the following two sentences to form one sentence containing an adjective
clause:              

The children are going to visit the museum.

They are on the bus.

The children who are on the bus are going to visit the museum.
                  | adjective clause |

In the sentence above, there are two other ways to write the sentence correctly using
the second sentence as the adjective clause. 

The children that are on the bus are going to visit the museum.
The children       on the bus       are going to visit the museum.

A clause is a group of words which acts as a single unit and is built round a verb

There are four types of sentence:

a. Simple
b. Compound
c. Complex
d. Minor

for example:

“he lives in America”

Compound and complex sentences contain two or more clauses:

Simple:

John is living in America.

Compound:

He lives in America, but his family is still in Wales.

Complex:
While his family is still in Wales, John’s staying with friends.

Minor: A minor sentence is one without a verb, e.g:

First, a word about sentences.

America, of all places!

Simple sentences and main clauses almost always have a subject and a verb, and sometimes
have an object:
a subject a verb an object

noun (or a verb chain) noun

pronoun pronoun

noun phrase noun phrase

The tall girl was kicking her desk.

The baby yawned.  

More complex clauses may also have:

adverbials a complement an indirect object

Adverbs Noun Noun

Adverb phrases Pronoun Pronoun

Preposition phrases Noun phrase Noun phrase

Noun phrases Adjective which stands between the verb

and the main object
Adverbial clauses Adjective phrase

Prepositional phrase

Clause

which 'completes' the verb

It rains in the winter. He felt quite ill Mum gave him a tablet.
 Joe left this morning. He was in a bad mood, or at He would never lend his son his
least he seemed it. car.

Verbs as heads of clauses

The verb is the most important word in the sentence because it is essential, whereas the subject
may sometimes be missed out (for example, in imperatives):

Hurry!

Come in!

In some languages, the subject can always be omitted; in Latin, for example, the verb dormio
means "I sleep", and dormit means "He sleeps" or "She sleeps". These words can be used as
complete sentences. The same is true of most of the languages derived from Latin (e.g. Spanish
and Italian), and many other languages.

In English, as in other languages, the rest of the sentence may be seen as an expansion of the
verb. If the verb is won, we know that the sentence is about an incident in which someone won
something. Each of the other elements in the sentence answers some question about the verb:

Who won? She won.

What did she win? She won the first race.

When did she win? She won yesterday.

How did she win? She won by cheating.

This is just like the relation between a phrase and its head; for example:

her victory in the first race

Here the head word is victory and the words her and in the first race modify its meaning by
answering the questions "whose victory?" and "victory in which event?". The verb is therefore
the head of its clause, so it stands at the top of structure diagrams:

Subject
Some of the simplest sentences and clauses consist of a verb and a noun, a pronoun or a noun
phrase acting as the verb's subject. The subject normally stands just before the verb.

SUBJECT VERB
She won.
The girl with brown hair slipped.
Moving my arm hurts.

Verbs and verb chains

The verb may be expanded into a chain of one or more auxiliary verbs followed by a main
verb.

SUBJECT VERB
She forgot.

She has forgotten.

She may have forgotten.

The little rabbit with floppy ears has been running.

Raising your arm may hurt.

Each verb in the chain is tightly connected to the verbs on either side, just like links in a chain.
See how forgot changes to forgotten when it follows has, and has changes to have after may.
This is because each verb in the chain decides the form of the next verb:

auxiliary verb form of next verb

have (has, had) past participle (e.g. been, forgotten)
be (is, are, was, etc.) present participle (e.g. running)
may (might) infinitive (e.g. have, hurt)

We can show these verb-verb bonds like links in a chain:

Object

The verb - or the last verb in a chain - may be accompanied by a second noun, pronoun or noun
phrase or clause. This is the verb's object, which normally follows the verb.

Indirect object

Sometimes a third noun, pronoun or noun phrase stands immediately between the verb and
the object. This is called the indirect object (because the action affects it less directly than it
affects the ordinary, or 'direct', object). It's convenient to abbreviate these labels, so s = subject, o
= (direct) object, i = indirect object.
Complement

Some verbs, for example be, seem appear, get, become, sometimes need their basic meaning to
be completed. This 'complement' (c) which 'completes' the verb normally follows both the verb
and the object (if there is one).

Adverbials
Many elements can modify the verb's meaning by adding information about time, place, manner
etc. Such elements are called adverbials (a)because this is the main role of adverbs. Adverbials
are not fixed to one position but move fairly freely: they can be at the start (a1), in the middle
(a2) or at the end (a3).

Notice how adverbs can split the verb chain, so will be becomes will probably not be.

Variations on the basic pattern of clause elements

We can, and often do, vary the basic pattern and you should be aware of these alternatives:

 variations according to purpose (interrogative, imperative, negative)

 passives

Variations according to purpose

The elements affected by these variations are the subject and the verb.

 The simplest clause form is called the declarative. Here the subject is before the verb as
in all the earlier examples:

You are my friend.

 'Yes/no' interrogative (expecting the answer 'yes' or 'no'). Here the subject follows the
first verb, which must be an auxiliary verb:

Have you seen it?

Did you see that?

Are you my friend?

Notice:

 how this change in the position of the subject splits the verb chain.
 how this rule shows that be is always an 'auxiliary' verb even when it is not
followed by another verb. For more on this, click here.

 'Wh' interrogative (introduced by an interrogative word spelt wh...). Here too the
subject follows the first auxiliary verb, unless it is itself the interrogative word.

Who are you meeting?

Who is your friend?

When shall we meet?

Why did you do it?

 Exclamative. Here too there is a 'wh-word' at the beginning, but the subject is in its
normal position before the verb.

What a friend you are!

What a shame!

How tall you are now.

 Imperative. Here the subject is usually hidden, but would otherwise be you; and the first
verb is in its basic form without any ending:

Be my friend!

Please be my friend.

Take 3 eggs. Whisk them in a large bowl.

  And whatever the purpose, a clause can also be negative, with either not or n't right after
the first auxiliary verb:

You are not my friend.

Aren't you my friend?

Why aren't you my friend?

Don't touch it!

KS3 pupils use all these variations in speech, but they may need to be encouraged to use them
more freely in their writing.

Passives

Many verbs can be either active or passive, a contrast which is traditionally called 'voice'.

Active: Sam built this house.

Passive: This house was built by Sam.

The information is the same but the focus is different.

The first sentence is about what Sam did, so Sam is the subject of the active verb. The second
sentence is about the house, and the house is the subject of the passive verb.

 Passive verbs have a different form (was built) from active verbs - see below.
 The active verb's object (the house) is the passive verb's subject.
 The active verb's subject (Sam) may be omitted in the passive, or may be included with
by.

See below for how to choose between active and passive clauses.

"Who done it?"

In an active clause the "doer" or agent is always clear:

Moriati shot the stranger.

But in a passive clause it is possible not to reveal "who done it":

The stranger has been shot.

Or a doer can be identified using by :

The stranger has been shot by Dr Watson.

The passive form is the same as the past participle, and is often combined with the auxiliary
be:

We saw it It was seen

I have mended it It has been mended

We must finish it It must be finished

David is painting it It is being painted by David

Sometimes we use get instead of be:

He got arrested.

When should the passive form be used?

( ... or perhaps, "when should you use the passive form?")

The thief was spotted by the policeman.

It is considered to be a good thing.

The official photographs will be taken by Josh.

The passive voice can sometimes sound pompous and impersonal.

Using the passive

Word processing software that includes grammar checking usually "corrects" any use of the
passive and suggests the active alternative. Most people agree that the passive should be avoided
unless there is a particular reason to use it.
When to use the passive

 In order to leave the actor unspecified, perhaps because we don’t know 'who done it', or
don’t want to say, or because the actor remains to be decided.

A report should be written …

Application forms must be returned.

I have been told about these rumours.

 To focus attention on the actor, by adding the by phrase, normally at the end of the
clause.

The best essay was written by the youngest pupil.

It was broken by vandals.

 To change the position of the natural subject and object, in order to link back to what
has gone before.

Q. Who ordered pizza and who wanted pasta?

A. The pizza was definitely ordered by John. I’m not sure about the pasta.

Many schools still prefer pupils to write science reports in the passive voice.

The substance was put into a test tube, which was held with forceps over a bunsen
burner until a red glow was observed.

Clause types
 main
 subordinate

Main clauses

A main clause is complete on its own. It may be a complete sentence written with a capital
letter and full stop (or ?!):

Alice saw a rabbit.

Anna is eating her favourite supper.

Finally, we arrived.

Simple sentences consist of just one main clause:

Hannah is eating her favourite supper.

Finally, we arrived.

Compound sentences consist of two or more main clauses – clauses of equal weight, joined
together by and, or, but, or so. (This relationship is called co-ordination, and is explained in a
separate unit.)

I’ve lost my school bag but the keys are here so I’m not locked out.

It’s late, so she’s not going.

I like reading and I love Hemingway.

Complex sentences contain one or more subordinate clauses.

Subordinate clauses

A subordinate clause is part of a larger clause.

He burns easily if he doesn’t use sun cream.

Where is the cup of tea that you promised to make?

Everything she buys is really expensive.

The class I taught last year all did quite well.

Because the subordinate clause is part of the larger clause, the remainder of this clause is not
itself a complete clause; so in the first example above the main clause is the entire sentence, not
He burns easily. For more on this idea click here.

Using subordinate clauses allows writers to vary pace and rhythm and to indicate the relative
importance of different ideas.

To learn more about subordinate clauses, click any of the following links:

 Subordination signals
 Finite and non-finite clauses
 Noun clauses
 Relative clauses
 Adverbial clauses
 Nested subordinate clauses

Subordination signals

You can usually recognise subordinate clauses easily because they are signalled:

 by a non-finite verb which is the clause's first or only verb:

We ate early, being excessively hungry.

To be ready in time, he did without supper.

Having eaten early, we watched the news.

We helped unpack the tent.

  or by a subordinating word:

They sat there until it started to rain.

He’s the one who started it.

After he arrived things started to happen.

They will walk out unless we give in to them.

However, some subordinate clauses have no signal at all, because the subordinating word -
which is always that - is omitted. They are harder to recognise, but can nearly always be
identified by replacing the missing that:

I know you are hiding something. (... know that you are ...)

Who says I am a coward? (... says that I am ...)

That man she likes is very tall. (... man that she likes ...)

The book I’m reading won a prize. (... book that I'm reading ...)

This is a common feature of writing at KS3, and pupils need to understand and be able to handle
it.

Finite and non-finite clauses

 Finite clauses have a finite verb as their head.

I know everyone sent their friends birthday cards this year.

 Non-finite clauses have a non-finite verb (i.e. an infinitive or a participle) as their head.

Everyone promised to send their friends birthday cards this year.

This important difference is always signalled by the first verb in the verb-chain:

I know everyone has sent their friends birthday cards this year.

Everyone hopes to have finished their projects by the end of the week.

Having already finished their projects, they can have a rest.

This difference also affects the ways in which these clauses can be used:
  Finite clauses may generally be used as complete sentences (once any subordinating
words have been removed):

Everyone sent their friends birthday cards this year.

 Non-finite clauses are always part of a larger clause:

They have made plans to send their friends birthday cards this year.

This is because the use of a non-finite verb such as to send is one of the main signals that a
clause is a subordinate clause.

This difference may also affect the meaning of sentences, often in a subtle way. For example,
compare:

 I remembered that I was responsible. (finite)

 I remembered to do it. (non-finite)

 I saw that you did it. (finite)

 I saw you do it. (non-finite)

These highlighted clauses are non-finite:

We really enjoy sailing our dinghy.

Spurred on by the crowd, they won the match.

He struggled to read the small type.

Changing the tense of the sentence doesn’t change the non-finite clause:

 We enjoyed sailing our dinghy.

 We will enjoy sailing our dinghy.

 He struggles to read the small type.

 He will struggle to read the small type.

 Spurred on by the crowd, they won the match.

 Spurred on by the crowd, they are winning the match.

Noun clauses

Noun clauses, like nouns, pronouns and noun phrases, can act as:
  the object of a verb: I know that Mary bought the dog.

 the subject of a verb: Why she bought it is a great mystery to

us all.

 the object of a Don't judge her by what she buys.

preposition:

 a complement She seems to be pleased with it.

If a clause fulfils the role of a noun in a sentence, it is a noun clause.

At Key Stage 3, pupils should be developing the use of expressions like these, where a noun
phrase is followed by a noun clause:

We discussed the idea that she had bought a cat.

We discussed the fact that she had bought a cat.

We discussed the possibility that she had bought a cat.

This structure is a useful tool to help thinking skills because it involves important distinctions
about the logical status of information - e.g. as facts, beliefs, suggestions, theories, and ideas.

Relative clauses

Relative clauses are adjectival because, like adjectives, they modify a nouns; but unlike
adjectives, they come after the modified noun:

Sam is the one who usually sits here.

The shop where I work is closing.

This computer, which I usually use, is faster.

Relative clauses usually start with a relative pronoun:

that, who, which, whom, whose

or a relative adverb:

when, where
Relative pronouns and relative adverbs act as subordinating words – they signal a subordinate
clause.

Using relative clauses allows KS3 writers to progress from co-ordination, producing more varied
and digestible prose:

Joe bought a dog and the dog barks all Co-ordinated main clauses
night and it keeps us awake.

The dog that Joe bought barks all night Relative subordinate clause
and keeps us awake.

Sometimes, the relative pronoun can be left out, but sometimes it can’t. Click here for details.

Adverbial Clauses

An adverbial subordinate clause modifies the meaning of the main clause in much the same way
as an adverb:

 Although I regret it, I must decline your invitation. (adverbial clause)

 Regrettably, I must decline your invitation. (adverb)

 They arrived before it started raining. (adverbial clause)

 They arrived promptly. (adverb)

Here are the main relationships expressed by adverbial subordinate clauses:

Time after, as, as soon as, before, once, since, until,

when and whenever, while

Place where, wherever

Reason as, because, since

Comparison as, as if, as though, than

Condition as long as, if, in case, provided, provided that

Negative condition if … not, unless

Concession although, as long as, even if, even though, though,

whereas, while

Purpose to, in order to, so that

Result so that, so … that, such … that

Notice that some of these words (those shown in bold) can be used to signal more than one
relationship.

Clauses within clauses

A subordinate clause can be at the beginning, in the middle, or at the end of a sentence:

While he was paying for his petrol, his car was stolen.

The teacher who has this group is away today.

His car was stolen while he was paying for his petrol.

Sentences can contain more than one subordinate clause:

While we were away, the girl who was looking after our cat heard that her grandmother had died.

Some of these clauses can be 'nested' one inside another, like Russian dolls or Chinese boxes.
For example,

He said that his father went to America because Kate is there.

contains the clause:

(that) his father went to America because Kate is there.

which in turn contains the clause:

because Kate is there.

Pupils can learn how to show nested subordinate clauses in a sentence:

 by underlining:

 or using "Chinese boxes":

Non-finite verbs

Here is a refresher on non-finite verbs; for more explanation click here.

Non-finite verbs:

 present participle: sailing

I was sailing (was is finite, sailing is non-finite)

 past participle: sailed

They have sailed (have is finite, sailed is non-finite)

 infinitive: to sail, sail

I learned to sail (learned is finite, sail is non-finite)

Watch him sail (watch is finite, sail is non-finite)

Subordinating words
subordinating conjunctions:

after, although, as, as if, as long as, as soon as, as though, because, before, if , in
case, in order to, in that, once, provided (that), since, so that, than, that, though,
until, unless, when, whenever, where, wherever, whereas, while ... and others.

relative or interrogative pronouns or adverbs

how, that, what, when, where, which, who, whom, whose, why; however, whatever ... and others.

When can a relative pronoun (that) be omitted?

The computer I use at home is faster. The computer crashed is outside. X

The lesson I like most is English. The lesson follows this is English. X

The Alice I know has red hair. The Alice usually sits next to me is
his sister. X

The bullet he saw was silver. The bullet killed him was silver. X

When the noun that the clause refers to is the object of the relative clause and the relative
pronoun would have been that, this pronoun can be omitted; but in Standard English it cannot
be omitted if it is the relative clause's subject.

What’s left when you remove the subordinate clause?

Look at this sentence:

He burns easily if he doesn’t use sun cream.

This is a main clause, which contains a subordinate clause:

if he doesn’t use sun cream

The meaning intended by the writer or speaker is conveyed by the whole main clause. One part
of this main clause is the subordinate clause if he doesn’t use sun cream.

But the remainder "He burns easily" is not a clause on its own; it is part of the whole main
clause: He burns easily if he doesn’t use sun cream.
Of course the words he burns easily could stand alone as a main clause in a different sentence,
or context, if they conveyed the writer’s full meaning; but in some cases the main clause is
grammatically incomplete if we remove the subordinate clause. For example:

He said that it was too late. (Remainder: He said.)

Why he did it is unclear. (Remainder: Is unclear.)

Definition conjunction:

The part of speech (or word class) that serves to connect words, phrases, clauses, or sentences.

The common conjunctions--and, but, for, or, nor, yet, and so--join the elements of a coordinate
structure.

A sentence style that employs many coordinate conjunctions is called polysyndeton. A sentence
style that omits conjunctions between words, phrases, or clauses is called asyndeton.

In contrast to coordinating conjunctions, which connect words, phrases, and clauses of equal
rank, subordinating conjunctions connect clauses of unequal rank.

See also:

 "But"--It's a Wonderful Word

 Compound Subjects and Practice in Identifying Compound Subjects
 Conjunct
 Conjunctive Adverb
 Coordinating Conjunction
 Coordinating Words, Phrases, and Clauses
 Correlative Conjunction
 Disjunction
 Oxford Comma
 Practice in Identifying Coordinating and Correlative Conjunctions
 Sentence Building With Coordinators
 Subordinating Conjunction

Etymology:

From the Greek, "joining"

Examples and Observations:

 "There was a time when a fool and his money were soon parted, but now it happens to
everybody."
(Attributed to Adlai E. Stevenson)

 "As it happens I am in Death Valley, in a room at the Enterprise Motel and Trailer Park, and it is
July, and it is hot. In fact it is 119 degrees. I cannot seem to make the air conditioner work, but
there is a small refrigerator, and I can wrap ice cubes in a towel and hold them against the small
of my back."
(Joan Didion, "On Morality." Slouching Towards Bethlehem, 1968)

 "There's a dark side to each and every human soul. We wish we were Obi-Wan Kenobi, and for
the most part we are, but there's a little Darth Vadar in all of us."
(Chris Stevens, Northern Exposure)

 "I have just been refining the room in which I sit, yet I sometimes doubt that a writer should
refine or improve his workroom by so much as a dictionary: one thing leads to another and the
first thing you know he has a stuffed chair and is fast asleep in it."
(E.B. White, "Progress and Change," 1939)

 "I am living at the Villa Borghese. There is not a crumb of dirt anywhere, nor a chair misplaced.
We are all alone here and we are dead."
(Henry Miller, Tropic of Cancer, 1934)

 Paired Conjunctions (Correlatives)

"A life spent making mistakes is not only more honorable but more useful than a life spent doing
nothing."
(Attributed to George Bernard Shaw)

 "I was taught that the way of progress was neither swift nor easy."
(Attributed to Marie Curie)
  Polysyndeton in Hemingway
"Maybe she would pretend that I was her boy that was killed and we would go in the front door
and the porter would take off his cap and I would stop at the concierge's desk and ask for the
key and she would stand by the elevator and it would go up very slowly clicking at all the floors
and then our floor and the boy would open the door and stand there and she would step out
and we would walk down the hall and I would put the key in the door and open it and go in and
then take down the telephone and ask them to send a bottle of capri bianca in a silver bucket
full of ice and you would hear the ice against the pail coming down the corridor and the boy
would knock and I would say leave it outside the door please."
(Ernest Hemingway, A Farewell to Arms. Scribner's, 1929)

"[T]he Hemingway sentence is what makes Hemingway. It's not the bullfights or the safaris or
the wars. it's a clear, direct, and vigorous sentence. It's the simple connective--the word 'and'
that strings together the segments of a long Hemingway sentence. The word 'and' is more
important to Hemingway than Africa or Paris."
(Don DeLillo, interview with David Remnick in "Exile on Main Street: Don DeLillo's Undisclosed
Underworld." Conversations With Don DeLillo, ed. by Thomas DePietro. Univ. Press of
Mississippi, 2005)

 Conjunctions and Style

"It is the good or bad Use of Conjunction, that constitutes the Essence of a good or bad Stile.
They render the Discourse more smooth and fluent. They are the helpmates of Reason in
arguing, relating and putting the other Parts of Speech in due order."
(Daniel Duncan, A New English Grammar, 1731)

 Coleridge on Connectives
"A close reasoner and a good writer in general may be known by his pertinent use of
connectives. . . . In your modern books, for the most part, the sentences in a page have the
same connection with each other that marbles have with a bag; they touch without adhering."
(Samuel T. Coleridge, Table Talk, May 15, 1833)

 Conjunction Junction
Backup singers: Conjunction Junction, what's your function?
Lead singer: Hookin' up words and phrases and clauses.
Backup singers: Conjunction Junction, how's that function?
Lead singer: I've got three favorite cars that get most of my job done.
Backup singers: Conjunction Junction, what's their function?
Lead singer: I got and, but, and or. They'll get you pretty far.
("Conjunction Junction," Schoolhouse Rock, 1973)

Pronunciation: cun-JUNK-shun
Also Known As: connective

Grammar Basics

 The Basic Parts of Speech

 Basic Sentence Structures
 Why Grammar Matters

Types of Conjunction

 Coordinating Conjunction
 Subordinating Conjunction
 Correlative Conjunction

Coordination

 Coordinating Words, Phrases, and Clauses

 Sentence Building with Coordinators
 Sentence Combining: The San Francisco Earthquake

Related Articles

 Practice in Identifying Conjunctions - Grammar Exercise - Coordinating and ...

 German Conjunctions Aber/Sondern - About German Conjunctions Aber/Sondern
 Conjunctions - An English Grammar - W. M. Baskervill
 Definition of Conjunctions
 Definition of 'Conjunction' - Grammar Glossary for Spanish and Engl...
Adjective clause

Adjective clauses perform the same function in sentences that adjectives do: they
modify nouns.

The teacher has a car. (Car is a noun.)

It’s a new car. (New is an adjective which modifies car.)
The car that she is driving is not hers.
(That she is driving is an adjective clause which modifies car. It’s a clause because it has
a subject (she) and a predicate (is driving); it’s an adjective clause because it modifies a
noun.)
Note that adjectives usually precede the nouns they modify; adjective clauses always
follow the nouns they modify.

B. A sentence which contains one adjective clause and one independent clause is the
result of combining two clauses which contain a repeated noun. You can combine two
independent clauses to make one sentence containing an adjective clause by following these
steps:

1. You must have two clauses which contain a repeated noun (or pronoun, or noun and
pronoun which refer to the same thing). Here are two examples:

The book is on the table. + I like the book.

The man is here. + The man wants the book.

2. Delete the repeated noun and replace it with a relative pronoun in the clause you want
to make dependent. See C. below for information on relative pronouns.

The book is on the table. + I like which

The man is here. + who wants the book

3. Move the relative pronoun to the beginning of its clause (if it is not already there). The
clause is now an adjective clause.

The book is on the table. + which I like

The man is here. + who wants the book

4. Put the adjective clause immediately after the noun phrase it modifies (the repeated
noun):
The book which I like is on the table.
The man who wants the book is here.

C. The subordinators in adjective clauses are called relative pronouns.

1. These are the most important relative pronouns: who, whom, that, which.

These relative pronouns can be omitted when they are objects of verbs. When they are
objects of prepositions, they can be omitted when they do not follow the preposition.

WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and
pronouns that refer to animals or things. It can be the subject of a verb. In informal writing
(but not in academic writing), it can be used as the object of a verb.

WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and
pronouns that refer to animals or things. It can be the object of a verb or preposition. It
cannot be the subject of a verb.

WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace
nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the
object of a verb or preposition.

THAT replaces nouns and pronouns that refer to people, animals or things. It can be the
subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a
preposition; whom, which, and whose are the only relative pronouns that can follow a
preposition).

2. The following words can also be used as relative pronouns: whose, when, where.

WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in
Correction Symbols Two). It can refer to people, animals or things. It can be part of a
subject or part of an object of a verb or preposition, but it cannot be a complete subject or
object. Whose cannot be omitted. Here are examples with whose:

The man is happy. + I found the man’s wallet. =

The man whose wallet I found is happy.
The girl is excited. + Her mother won the lottery. =
The girl whose mother won the lottery is excited.

WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be
omitted. Here is an example with when:
I will never forget the day. + I graduated on that day.=
I will never forget the day when I graduated.

The same meaning can be expressed in other ways:

I will never forget the day on which I graduated.

I will never forget the day that I graduated.
I will never forget the day I graduated.

WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It

can be omitted but a preposition (at, in, to) usually must be added. Here is an example with
where:

The building is new. + He works in the building. =

The building where he works is new.

The same meaning can be expressed in other ways:

The building in which he works is new.

The building which he works in is new.
The building that he works in is new.
The building he works in is new.

D. Adjective clauses can be restrictive or nonrestrictive.

1. A restrictive adjective clause contains information that is necessary to identify the noun
it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of
the main clause changes. A restrictive adjective clause is not separated from the main
clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of
adjective clauses above are restrictive. Here is another example:

People who can’t swim should not jump into the ocean.

2. A nonrestrictive adjective clause gives additional information about the noun it

modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is
removed from a sentence, the meaning of the main clause does not change. A
nonrestrictive adjective clause is separated from the main clause by a comma or commas.
The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative
pronoun cannot be omitted from a nonrestrictive clause. Here is an example:

Billy, who couldn’t swim, should not have jumped into the ocean.
 E. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be
the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases
in two different ways depending on the verb in the adjective clause.

1. RP + BE = 0

People who are living in glass houses should not throw stones. (clause)
People living in glass houses should not throw stones. (phrase)
Mary applied for a job that was advertised in the paper. (clause)
Mary applied for a job advertised in the paper. (phrase)

2. RP + OTHER VERB (not BE) = OTHER VERB + ing

People who live in glass houses should not throw stones.(clause)

People living in glass houses should not throw stones. (phrase)
Students who sit in the front row usually participate more. (clause)
Students sitting in the front row usually participate more. (phrase)

 Updated Thursday, January 11, 2007 at 9:26:11 AM by John

Fleming - flemingjohn@fhda.edu
Login | Logout

Pengertian Adjective Clause

 Adjective clause atau relative clause adalah dependent clause yang berfungsi sebagai
adjective dan menjelaskan tentang noun atau pronoun pada main clause dari
suatu complex sentence (kalimat yang terdiri dari independent clause dan satu atau lebih
dependent clause).
 Posisi adjective clause selalu mengikuti noun atau pronoun yang diterangkannya. Di
dalam kalimat, noun atau pronoun itu berfungsi sebagai subject atau object.
  Adjective clause dimulai dengan suatu kata yang disebut relative pronoun (who, whom,
etc) yang berfungsi menjembatani hubungan dengan noun atau pronoun yang
diterangkan. 

Contoh Adjective Clause pada Complex Sentence:

Simple
Complex Sentence Keterangan
Sentence
The book: noun (phrase),
that: relative pronoun,
The book that he
The book is that he has read: adjective clause yang menjelaskan the
has read is
interesting. book. Merupakan klausa karena terdiri dari subject (he) dan
interesting.
verb (has read) dan merupakan adjective clause karena
menjelaskan noun.

Rumus Adjective Clause

Complex Sentence:

Independent Clause + Adjective Clause

Adjective Clause:

Relative Pronoun +/- S*+V

Keterangan: *Relative pronoun (who, which, that) dapat berfungsi sebagai subject jika tidak
ada subject.

Fungsi Relative Pronoun pada Adjective Clause

Beberapa fungsi relative pronoun di dalam adjective clause berikut contohnya adalah sebagai
berikut.

Contoh Adjective
Fungsi Relative Pronoun Pembuktian
Clause
that was made of coba substitusi dengan “It” (subjective
Subject who, that, which
cheddar cheese. personal pronoun)
whom, that, coba substitusi dengan “it” (objective
Object* whom I want to buy
which, who personal pronoun)
whose house has burned coba substitusi dengan “his” (possessive
Possessive whose
down personal pronoun)

*Dapat dihilangkan pada defining relative clause.

Punctuation (Tanda Baca) pada Adjective Clause
Saat menerangkan subject, posisi adjective clause akan berada di tengah kalimat. Klausa tersebut
dapat diapit koma ataupun tidak, tergantung pada penting atau tidaknya informasi tambahan
yang dibawanya. Informasi tersebut dinilai essential (penting) atau restrictive jika akan
mengubah makna kalimat jika dihilangkan. Pada situasi tersebut, koma tidak digunakan. Klausa
yang membawa informasi essential tersebut dinamakan defining clause. Sebaliknya, jika
informasi non-essential (tidak penting) atau non-restrictive karena dapat dihilangkan tanpa
merubah makna kalimat, maka koma digunakan. Klausa yang membawa informasi non-essential
tersebut dinamakan non-defining clause.

Contoh Complex Sentence:

 Essential: People who chew well may have healthy digestion.

 Non-essential: Yulia, who does exercise regularly, has a positive body image.

Contoh Adjective Clause

Adapun contoh adjective clause dengan berbagai relative pronoun dapat dilihat pada tabel
sebagai berikut.

Relative
Contoh Kalimat Adjective Clause Keterangan
Pronoun
He is the man who works hard to support their
Adjective clause  menerangkan
daily needs.
who noun (the man) yang berfungsi
(Dia pria yang bekerja keras untuk
sebagai subject complement.
menanggung kebutuhan sehari-hari mereka.)
The woman whom you saw last night is my Adjective
sister. clause menerangkan noun (the
whom
(Wanita yang kamu lihat tadi malam adalah woman) yang berfungsi
saudara saya.) sebagai subject kalimat.
The man whose car is antique works as a Adjective
lecturer. clause  menerangkan noun (the
whose
(The man yang punya mobil antik itu bekerja man) yang berfungsi
sebagai dosen.) sebagai subject kalimat.
Adjective
Mueeza, which is very faithful, is my cat.
clause  menerangkan noun (Mueeza)
which (Mueeza, yang sangat setia, adalah kucing
yang berfungsi sebagai subject
saya.)
kalimat.
Bandar Lampung is a city where I was born. Adjective clause menerangkan noun
where (Bandar Lampung adalah kota dimana saya (a city) yang berfungsi sebagai
dilahirkan.) subject complement.
that It is the car that I have dreamed for many Adjective clause
years ago. menerangkan noun  (the car) yang
 (Ini mobil yang telah saya impikan sejak berfungsi sebagai subject
beberapa tahun yang lalu.) complement.

Auxiliary verbs are also known as 'helping verbs'.

The three most common auxiliary verbs are:

be, do and have

I am leaving = Leaving is the main verb. Am is the auxiliary.

She has arrived = Arrived is the main verb. Has is the auxiliary.

Do you smoke? = Smoke is the main verb. Do is the auxiliary.

Do / does / did
Do is common for forming questions and making negatives.

Did is used for do and does in the past tense. Do and does is never used for the past.

In statements

I do my homework.

You do the laundry.

We do the washing up.

They do yoga.

He/she does the cleaning.

In questions

Do I know you?

Do you live here?

Do we have time?

Do they come from Vietnam?

Does he/she drive to work?

In negative sentences

I do not. (I don't)

You do not. (you don't)

We do not. (we don't)

They do not. (they don't)

He/she does not. (he/she doesn't)

Be = am / is / are
Be can be used as an auxiliary verb or the main verb in a sentence.

Is tells us that an action is happening now or is going to happen in the future.

Be is also used to make passives.

Are is used for they and we.

Was is used for the past tense of am and is.

Were is used for the past tense of you, we and they.

In statements

I am 21.

You are Indian.

We are waiting.

They are excited

He/she is cool.

In questions
Am I in the right place?

Are you my new boss?

Are we nearly there?

Are they the best players on the team?

Is he/she old enough to go to bars?

In negative sentences

I am not. (I aren't)

You are not. (you aren't)

We are not. (we aren't)

They are not. (they aren't)

He/she is not. (he/she isn't)

Have = has / had

Have is used to make the present perfect tense (it is always followed by the past participle).

Has is used for the third person singular.

Had is used for past tenses especially the past perfect tense. It describes an action that began in
the past and continues into the present or that occurred in the recent past.

In statements

I have a dog.

You have something on your shirt.

We have seen it before.

They have called me three times.

He/she has lived in America.

In negative sentences
I have not. (I haven't/ I've not)

You have not. (you haven't/you've not)

We have not. (we haven't/we've not)

They have not. (they haven't/they've not)

He/she has not (he/she hasn't)

Others
Other common auxiliary verbs are:

can, could, may, might, must, ought, should, and would.

These are also known as modal verbs. We use them to show obligation, possibility and
necessity.

For example:

Jack is late. He might be sleeping. (possibility)

I should clean my room today. (obligation)

I must wear a tie to school. (necessity)

Answering questions
Auxiliary verbs are useful in giving short answers to questions.

Basically, your answer can end with the auxiliary verb.

The following examples are natural and completely acceptable ways to answer questions:

Do you like reading?

Yes, I do (like reading)

Can you speak English?

Yes, I can (speak English)

Do you have a sister?

No, I don't (have a sister)

'have and has' - more practice

 I'm not coming tomorrow,___ I?

should

do

is

am

 ___ you seen the Mona Lisa?

Can

Has

Do

Have

 ___ your family celebrate Easter?

Does

Has

Have

Do

 They ___ opened yet.

 haven't

don't

hasn't

did

 ___ everyone ready?

Are

Does

Is

Has

 The Russian tourists ___ in the museum.

is

been

had

were

 Which floor ___ they live on?

 does

do

is

are

 I'm using your pen, ___ I?

aren't

isn't

was

is

 She ___ already finished the project before he asked for it.

have

has

is

had

 He ___ brought it yet

has

hasn't

haven't

had