STRUCTURE AND WRITTEN EXPRESSION

9. One of the largest and most powerful birds 10 . creation of such a community was a
of prey in the w orld,_____ a six-foot desirable step, the requisite political
wingspan and legs and talons roughly the upheaval had to be accepted.
size of a man’s arms and legs.
(A) Since the
(A) so the harpy has (B) The
(B) the harpy having (C) Later, the
(C) with the harpy having (D) It was the
(D) the harpy has

MORE SENTENCES W IT H M ULTIPLE CLAUSES-----------------------

A s w c saw in S k ills 6 th r o u g h 8 , m an y s e n te n c e s in E n g lish have m o r e th a n o n e c la u se . In

Sk ills 9 th r o u g h 12, w e w ill se e m o r e p a tte rn s for c o n n e c tin g th e cla u ses in s e n te n c e s with
m u ltip le cla u ses. B e ca u se th ese p attern s a p p ear fr eq u e n tly in E n g lish a n d o n th e T O EFL
test, y o u s h o u ld b e very fam iliar w ith th e m .

S k ill 9: USE N O U N CLAUSE C O N N E C T O R S CORRECTLY

A n o u n c la u se is a clau se th at fu n c tio n s as a n o u n ; b e c a u se th e n o u n c la u se is a n o u n , it is
u s e d in a s e n te n c e as e ith e r an o b je c t o f a verb , an o b je c t o f a p r e p o sitio n , or th e su b ject
o f th e se n te n c e .

I know when he will arrive.

NOU N CLAUSE AS OBJECT OF VERB

I am concerned about when he will arrive.

N O U N CLAUSE AS OBJECT O F PREPOSITION

When he will arrive is not important.

N OU N CLAUSE AS SUBJECT

In th e first e x a m p le th e r e are tw o cla u se s, I know an d he w ill arrive. T h e se two cla u ses are
j o in e d w ith th e c o n n e c to r when. W hen c h a n g e s th e c la u se he w ill arrive in to a n o u n clau se
th a t fu n c tio n s as th e o b je c t o f th e verb know.
In th e s e c o n d e x a m p le th e tw o c la u se s I am concerned an d he w ill arrive are also j o in e d
by th e c o n n e c to r when. W hen c h a n g e s th e c la u se he w ill arrive in to a n o u n c la u se th a t fu n c­
tio n s as th e o b je c t o f th e p r e p o sitio n about.
T h e th ird e x a m p le is m o r e d ifficu lt. In th is e x a m p le th e r e are two clau ses, b u t they
are a little h a r d e r to r e c o g n iz e . H e w ill arrive is o n e o f th e cla u ses, a n d th e c o n n e c to r when
c h a n g e s it in to a n o u n clau se th at fu n c tio n s as th e su b je ct o f th e se n te n c e . T h e o th e r
c la u se h a s th e n o u n cla u se when he w ill arrive as its su b ject an d is as its verb.
T h e fo llo w in g e x a m p le sh ow s h o w th e se s e n te n c e p a tte rn s c o u ld b e te sted in th e
S tr u c tu r e se c tio n o f th e T O E F L test.
 STRUCTURE

E x am p le
was late caused many problems.
(A) That he
(B) The driver
(C) There
(D) Because

In th is e x a m p le th e r e are tw o verb s ( was a n d caused) , a n d e a c h o f th e s e v e rb s n e e d s a su b ­

j e c t. A n sw er (B ) is w r o n g b e c a u se the driver is o n e su b ject, a n d tw o su b je cts are n e e d e d .
A n sw ers (C ) a n d (D ) are in c o r r e c t b e c a u se there a n d because a re n o t su b jects. T h e b e st an­
sw er is an sw er (A ). I f y o u c h o o s e an sw er (A ), th e c o m p le te d s e n te n c e w o u ld be: T h a t he
was late caused m a n y problems. In th is s e n te n c e he is th e su b je c t o f th e verb was, a n d th e
n o u n c la u se that he was late is th e su b je ct o f th e verb caused.
T h e fo llo w in g c h a r t lists th e n o u n c la u se c o n n e c to r s a n d th e s e n te n c e p a tte r n s u se d
w ith them :

NOUN CLAUSE CONNECTORS

• what, when, where, why, how • whatever, whenever whether, if • that

N O U N CLAUSE AS OBJECT

S V (noun connector) S V

/ know what you did.

N O U N CLAUSE AS SUBJECT

(noun connector) S V V . •' / "

W h at you did was wrong.

EX E R C ISE 9: E a ch o f th e fo llo w in g s e n te n c e s c o n ta in s m o r e th an o n e c la u se . U n d e r lin e

th e su b je cts o n c e a n d th e verb s tw ice. C ircle th e c o n n e c to r s . P u t b o x e s a r o u n d th e n o u n
cla u ses. T h e n in d ic a te i f t h e s e n t e n c e s are c o r r e c t (C ) o r in c o r r e c t (I).
C (W hen)the season starts is determ ined by the weather.

2. T he manual (how)the device should be built.

3. The schedule indicated if the teams would be playing in the final gam e.

4. He refused to en ter a plea could not be determ ined by the lawyer.

5. Talked about where we should go for lunch.

6. Why the condition o f the patient deteriorated so rapidly it was n ot explained.

7. W hether or n o t the new office w ould be built was to be determ ined at the m eeting.

8. That the professor has n o t yet decided when the paper is due.

9. T he contract will be awarded is the question to be answered at the m eeting.

10. H e always talked with w hom ever he pleased and did whatever he wanted.
 STRUCTURE AND WRITTEN EXPRESSION

S k il l 10: USE N O U N CLAUSE CO NNECTO R/SUBJECTS CORRECTLY

In Sk ill 9 w e saw th a t n o u n c la u se c o n n e c to r s w ere u s e d to in tr o d u c e n o u n su b ject cla u ses

o r n o u n o b je c t clau ses. In Skill 10 w e will se e th a t in so m e c a se s a n o u n cla u se c o n n e c to r
is n o t ju s t a c o n n e c to r ; a n o u n clau se c o n n e c to r can also b e th e su b je ct o f th e cla u se at
th e sa m e tim e.

N OU N CLAUSE AS SUBJECT

In th e first e x a m p le th e r e are two clauses: I do not kn o w an d w hat is in the box. T h e se two

c la u se s are j o in e d by th e c o n n e c to r w hal. It is im p o r ta n t to u n d e r sta n d that in this se n ­
te n c e th e w o rd w hat se rv es two fu n c tio n s. It is b o th th e su b je ct o f th e verb is a n d th e c o n ­
n e c to r that j o in s th e two clau ses.
In th e s e c o n d e x a m p le th e r e are two cla u ses. In th e first c la u se we is th e su b ject o f are.
In th e s e c o n d cla u se who is th e su b ject o f w ill do. W ho also se rv es as th e c o n n e c to r th a t
jo in s th e tw o clau ses. T h e n o u n c la u se who w ill do the work fu n c tio n s as th e o b je c t o f th e
p r e p o sitio n about.
In th e last e x a m p le th ere are also two clau ses: whoever is th e su b ject o f th e verb is com­
ing, a n d th e n o u n cla u se whoever is com ing to the party is th e su b ject o f m ust bring. T h e w ord
whoever se rv es two fu n c tio n s in the se n te n c e : It is th e su b ject o f th e verb is coming, an d it is
th e c o n n e c t o r th at jo in s th e two clau ses.
T h e fo llo w in g e x a m p le sh ow s h o w this s e n te n c e p a ttern c o u ld b e te sted in th e Struc­
tu re se c tio n o f th e T O E F L test.

E xam ple
was on television made me angry.
(A) It
(B) The story
(C) What
(D) When

In th is e x a m p le y o u sh o u ld n o tic e im m e d ia te ly th at th e r e are two verb s, was a n d made,

a n d e a c h o f th o s e verb s n e e d s a su bject. A n sw ers (A) a n d (B) are in c o r r e c t b e c a u se it an d
the story c a n n o t b e th e su b ject fo r b o th was a n d m ade a t th e sa m e tim e. A n sw er (D ) is in ­
c o r r e c t b e c a u se w hen is n o t a su bject. In answ er (C ) w hal s e r v es as b o th th e su b ject o f th e
verb w as a n d th e c o n n e c to r th a t jo in s th e tw o c la u se s to g e th er ; th e n o u n cla u se w hat was
on television is th e su b ject o f th e verb made. A n sw er (C ) is th e r e fo r e th e b e st answer.
 STRUCTURE

T h e fo llo w in g c h a r t lists th e n o u n c la u se c o n n e c to r /s u b j e c ts a n d th e s e n te n c e pat­

te rn s u sed w ith th em :

NOUN CLAUSE CONNECTOR/SUBJECTS

who what which

'■
whoever whatever whichever
............. . ■■ ■ ■

N O U N CLAUSE AS OBJECT

S V | (noun connector/subject) V

/ know w hat happened.

NO U N CLAUSE AS SUBJECT

| (noun connector/subject) V] V

W hat happened was great.

EX E R C ISE 10: E ach o f th e fo llo w in g s e n te n c e s c o n ta in s m o r e th a n o n e c la u se . U n d e r ­

lin e th e su b jects o n c e a n d th e verb s tw ice. C ircle th e c o n n e c to r s. P u t b o x e s a r o u n d th e
n o u n cla u ses. T h e n in d ic a te i f th e s e n te n c e s are c o r r e c t (C ) o r in c o r r e c t (I ).

_____ 3. The em ployee was unhappy about what was added to his jo b description.

_____ 4. W hoever wants to take the desert tour during spring break signing up at the office.

_____ 5. The m otorist was unable to discover who he had struck his car.

_____ 6. The voters should elect w hichever o f the candidates seem s best to them .

_____ 7. It was difficult to distinguish what was on.sale and what was m erely o n display.

-------- 8. You sh ould buy whatever the cheapest and m ost durable.

_____ 9. What was written in the letter angered him beyond belief.

--------- 10. You can spend your time with whoever im portant to you.

S kill 11: USE ADJECTIVE CLAUSE C O N N E C TO R S CORRECTLY

A n a d jectiv e cla u se is a cla u se th a t d e sc r ib e s a n o u n . B e ca u se th e cla u se is a n a d jectiv e, it
is p o s itio n e d d irectly a fter th e n o u n th a t it d escrib es.

T he woman is filling the glass that sh e put on the table.

ADJECTIVE CLAUSE

r
T he glass that she put on the table contains milk.
ADJECTIVE CLAUSE
 STRUCTURE AND WRITTEN EXPRESSION

In th e first e x a m p le th e r e are tw o clau ses: w om an is th e su b je ct o f th e v e rb is fillin g , an d

she is th e su b ject o f th e verb pu t. T h a t is th e ad jective c la u se c o n n e c to r th a t j o in s th e se two
c la u se s, a n d th e a d jectiv e c la u se that she p u t on the table d e sc r ib e s th e n o u n glass.
In th e s e c o n d e x a m p le th e r e are also two clauses: glass is th e su b je ct o f th e verb con­
tains, a n d she is th e su b je ct o f th e verb p u t. In th is s e n te n c e a lso , th a t is th e a d jectiv e cla u se
c o n n e c to r th at j o in s th e se two c la u se s, a n d th e ad jective c la u se th a t she p u t on the table d e ­
scrib es th e n o u n glass.
T h e fo llo w in g e x a m p le sh ow s h o w th e se s e n te n c e p a tte rn s c o u ld b e te ste d in th e
S tru ctu re s e c d o n o f th e T O E F L test.

E xam ple
The g ift_____ selected for the bride was rather expensive.

(A) because
(B) was
(C) since
(D) which we

In th is e x a m p le y o u s h o u ld n o tic e q u ick ly th at th e r e are two c la u se s, g ift is th e su b je ct o f

th e verb was, a n d th e verb selected n e e d s a su b ject. B e ca u se th e r e are tw o c la u se s, a c o n ­
n e c to r is also n e e d e d . A nsw ers (A ) a n d (C ) have c o n n e c to r s, b u t th e r e are n o su b jects, so
th e se answ ers are n o t c o rr ec t. A n sw er (B ) c h a n g e s selected in to a passive verb; in th is case
th e s e n te n c e w o u ld have o n e su b je ct a n d two verbs, so answ er (B ) is n o t c o r r e c t. T h e b est
answ er to th is q u e s tio n is answ er ( D ) . T h e c o r r e c t s e n te n c e sh o u ld say: T he g ift w hich we se­
lected fo r the bride was rather expensive. In th is se n te n c e g ift is th e su b ject o f th e verb was, we is
th e su b ject o f th e verb selected, a n d th e c o n n e c to r which j o in s th e s e two c la u se s.

T h e fo llo w in g ch a rt lists th e ad jective c la u se c o n n e c to r s a n d th e s e n te n c e p attern s

u se d w ith them :

ADJECTIVE CLAUSE CONNECTORS

whom which that

(for people) (for things) (for people o r things)

S V |(agiective^ gggggg>T) S V

I liked the book which you recommended.

S |(adjective connector) S V |V

The book which you recommended wot Interesting.

NOTE: The adjective connectors can be omitted.This omission Is very common In spoken English or in casual
written English. It is not as common in formal English or in the Structure section of the TOEFL test.
 STRUCTURE

E X ER C ISE 11: E ach o f th e fo llo w in g s e n te n c e s c o n ta in s m o r e th an o n e c la u se . U n d e r ­

lin e th e su b je cts o n c e a n d th e verb s tw ice. C ircle th e c o n n e c to r s. P u t b o x e s a r o u n d th e
ad jective cla u se s. T h e n in d ic a te if th e s e n t e n c e s are c o r r e c t (C ) o r in c o r r e c t (I).

3. I ju st finished reading the novel whom the professor suggested for my book report.

4. T h e plane that h e was schedu led to take to Hawaii was delayed.

5. T h e movie which we watched on cable last nigh t it was really frightening.

6. I m ade an appointm ent with the doctor whom you recom m ended.

7. T he enthusiasm with which he greeted m e m ade me fe el welcom e.

8. T he story that you told m e about Bob.

9. T h e m en with w hom were having the discussion did n ot seem very friendly.

10. I’m not really sure about taking part in the plans that we m ade last night.

S k i l l 12: USE ADJECTIVE CLAUSE CONNECTOR/SUBJECTS CORRECTLY

In Sk ill 11 w e saw th a t a d je c tiv e c la u se c o n n e c to r s w e re u sed to in tr o d u c e c la u se s th a t d e ­

scrib e n o u n s . In Sk ill 12 w e w ill se e th a t in s o m e c a ses a n a d jectiv e c la u se c o n n e c to r is n o t
ju s t a c o n n e c to r ; an ad je c tiv e c la u se c o n n e c t o r can a lso b e th e su b je c t o f th e c la u se a t th e
sa m e tim e.

ADJECTIVE CLAUSE

In th e first e x a m p le th e r e a re tw o clau ses: w om an is th e su b je c t o f th e verb is fillin g , a n d

that is th e su b je c t o f th e v e rb is. T h e s e tw o c la u se s are j o in e d w ith th e c o n n e c t o r that. N o ­
tice th a t in th is e x a m p le th e w o rd th a t se r v es tw o fu n c tio n s a t th e sa m e tim e: it is th e su b ­
j e c t o f th e verb is, a n d it is th e c o n n e c to r th a t j o in s th e two c la u se s. T h e a d je c tiv e c la u se
th a t is on the table d e sc r ib e s th e n o u n glass.
In th e s e c o n d e x a m p le , th e r e a re also tw o clau ses: glass is th e su b je c t o f th e verb con­
tains, a n d th a t is th e su b je c t o f th e v e rb is. In th is e x a m p le th a t also se r v e s tw o fu n c tio n s : it
is th e su b je c t o f th e v e rb is, a n d it is th e c o n n e c to r th a t jo in s th e two c la u se s. B e c a u se th a t
is on the table is an a d je c tiv e c la u se d e sc r ib in g th e n o u n glass, it d irectly fo llo w s glass.
 STRUCTURE AND WRITTEN EXPRESSION

T h e fo llo w in g e x a m p le sh ow s h o w th e se s e n te n c e p a ttern s c o u ld b e te sted in th e

S tru ctu re s e c tio n o f th e T O E F L test.

E xam ple
is on the table has four sections.
(A) The notebook
(B) The notebook which
(C) Because the notebook
(D) In the notebook

In th is e x a m p le you sh o u ld n o tic e im m e d ia te ly that th e s e n te n c e has two verbs, is an d has,

a n d e a c h o f th e m n e e d s a su b ject. (You k n ow th a t table is n o t a su b ject b e c a u se it follow s
th e p r e p o sitio n on; table is th e o b je c t o f th e p r e p o sitio n .) T h e on ly answ er th a t has two
su b jects is an sw er (B ), so answ er (B ) is th e c o r r e c t answer. T h e c o r r e c t s e n te n c e sh o u ld
say: T he notebook which is on the table has fo u r sections. In this se n te n c e notebook is th e su b ject
o f th e verb has, a n d which is th e su b ject o f th e verb is. W hich is also th e c o n n e c to r that
jo in s th e two clau ses.

T h e fo llo w in g ch a rt lists th e a d jecu v e c la u se c o n n e c t o r /s u b je c ts an d th e s e n te n c e

p a tte rn s u se d w ith them :

ADJECTIVE CLAUSE CONNECTOR/SUBJECTS

who which that

(for people) (for things) (for people or things)

S V |(adiective connector/subject) VI

She needs a secretary who types fast.

S |(adjective connector/subiect) V I V

A secretary who types fast is invaluable.

EX ER C ISE 12: E ach o f th e fo llo w in g s e n te n c e s c o n ta in s m o r e than, o n e c la u se. U n d e r ­

lin e th e su b jects o n c e a n d th e verbs tw ice. C ircle th e c o n n e c to r s. P u t b o x e s a r o u n d th e
ad je c u v e cla u ses. T h e n in d ic a te if th e s e n te n c e s are c o r r e c t (C ) o r in c o r r e c t (I).

C 1. The ice cream (that) is served in the restaurant has a sm ooth, creamy texture.

2. T he cars are trying to enter the freeway system are lined up for blocks.

3. I have great respect for everyone who on the D ean’s List.

4. It is going to be very difficult to work with the man which just began working here.

5. The door that leads to the vault it was tightly locked.

6. T he neighbors reported the man who was trying to break into the car to the police.
 STRUCTURE

7. T hese plants can only survive in an environm ent is extrem ely hum id.

8. T he boss m eets with any production workers w ho they have surpassed their quotas.

9. The salesclerk ran after the woman w ho had left her credit card in the store.

10. T h e shoes which m atched the dress that was on sale.

EX ER C ISE (S k ills 9 - 1 2 ) : E ach o f th e fo llo w in g s e n te n c e s c o n ta in s m o r e th a n o n e c la u se .

U n d e r lin e th e su b je cts o n c e a n d th e verb s tw ice. C ircle th e c o n n e c to r s . P u t b o x e s a r o u n d
th e cla u ses. T h e n in d ic a te if th e s e n te n c e s are c o r r e c t (C ) o r in c o r r e c t (I).

-------- 1. N o on e explained to m e w hether was com ing or not.

-------- 2. T he part o f the structure that has already b een built needs to be torn down.

-------- 3. T h e girl who she ju st jo in e d the softball team is a great shortstop.

-------- 4. I have no idea about when the m eeting is supposed to start.

-------- 5. We have b een told that we can leave w henever want.

-------- 6. T h e racquet with w hom I was playing was too big and too heavy for me.

-------- 7. I will never understand that he did.

-------- 8. H e was still sick was obvious to the entire m edical staff.

-------- 9. W'hat is m ost im portant in this situation it is to finish on time.

-------- 10. T h e newspapers that were piled up on the front porch were an indication that the
residents had not b een h om e in som e time.

T O E F L E X E R C ISE (S k ills 9—12): C h o o s e th e lette r o f th e w o rd o r g r o u p o f w ord s th a t

b e st c o m p le te s th e s e n te n c e .

1. Dolphins form extremely complicated 3. The Apollo I I astronauts_____ of the

allegiances a n d -------- continually change. Earth’s inhabitants witnessed on the
,., ... , famous first moonwalk on July 20, 1969,
(A) enmities that .. „ .. ..
. ... were Neil Armstrong and Buzz Aldnn.
(B) that are enm ities
(C) enmities that are (A) whom
(D) that enmities (B) whom millions
(C) were some
2. Scientists are now beginning to conduct (D) whom some were
experiments o n _____ trigger different
sorts of health risks. 4. At the end of the nineteenth century, Alfred
,., . .... Binet developed a test for measuring
(A) noise pollution can . . , . 6 r
in
(B)\ .u
that. noise
• pollution
li .• intelligence---------
, . served as the basis of
• m odem IQ tests.
(C ) how noise pollution
(D) how noise pollution can (A) has
(B) it has
(C) and
(D) which has
 STRUCTURE AND WRITTEN EXPRESSION

8. _____ will be carried in the next space

5 . _____ have at least four hours of hazardous
materials response training is mandated by shuttle payload has not yet been
announced to the public.
federal law.
(A) All police officers (A) It
(B) All police officers must (B) What
(C) That all police officers (C) When
(D) For all police officers (D) That

6. A clouds reservoir of negative charge 9. During free fa ll,_____ up to a full minute,

extends upward from the altitude a t -------- a skydiver will fall at a constant speed of
the freezing point. 120 m.p.h.

(A) temperatures hit (A) it is

(B) hit temperatures (B) which is
(C) which temperatures hit (C) being
(D) which hit temperatures (D) is

7. In a 1988 advanced officers' training 10. The fa ct_____ the most important ratings
program, Sampson developed a plan to period is about to begin has caused all
incorporate police in enforcing three networks to shore up their schedules.
environmental protection laws whenever is that
(A)
feasible. of
(B)
(A) it is (C) that
(B) is (D) what
(C) has
(D) it has

T O E F L REVIEW EX ER C ISE (S k ills 1 -1 2 ): C h o o se th e lette r o f th e w o rd o r g r o u p o f

w ord s th a t b e st c o m p le te s th e s e n t e n c e .

1 . _____ loom high above the north and 4. The benefit_____ the study is that it
northeastern boundaries of the expanding provides necessary information to anyone
city of Tucson. who needs it.

(A) The Santa Catalina mountains (A) of

(B) Because the Santa Catalina (B) which
mountains (C) that
(C) The Santa Catalina mountains are (D) because
(D) That the Santa Catalina mountains
5. The same symptoms that occu r--------
2. Radioactive_____ provides a powerful way occur with cocaine.
to measure geologic time. (A) amphetamines can
(A) it (B) with amphetamines can
(B) dates (C) so amphetamines
(C) dating (D) with amphetamines they
(D) can
6. Many companies across the country have
3. _____ contained in the chromosomes, and molded the concepts_____ describes into
they are thought of as the units of heredity. an integrated strategy for preventing stress.

(A) Genes which are (A) and Wolf

(B) Genes are (B) that Wolf
(C) When genes (C) what Wolf
(D) Because of genes (D) so Wolf
 STRUCTURE

7. in the first draft of the budget will 9. A need for space law to include
not necessarily be in the final draft. commercial concerns has been recognized
inasm uch_____ been expanding
(A) Although it appears drastically in recent years.
(B) It appears
(C) What appears (A) the commercial launch industry
(D) Despite its appearance (B) the commercial launch industry has
(C) as has the commercial launch
8. If a food label indicates that a food is industry
mostly carbohydrate, it does not mean (D) as the commercial launch industry has
is a good food to eat.
10. The report on the nuclear power plant
(A) and it indicated that when the plant had gone on
(B) and line ___ _ unsafe.
(C) that it
(D) when (A) and it had been
(B) it had been
(C) had been
(D) that it had been

SENTENCES W IT H R ED U C ED CLAUSES.

It is p o ssib le in E n g lish fo r a c la u se to a p p e a r in a c o m p le te fo r m o r in a r e d u c e d form .

My friend sh ould be o n the train lafych ^ arriving at the station now.

Although w^s not realty difficult, the exam took a lot o f tirae.

T h e first s e n t e n c e sh o w s an a d je c tiv e c la u se in its c o m p le te fo r m , w hich is a rr iv in g at the

station now, a n d in its r e d u c e d fo r m , a r r iv in g a t the sta tio n now. T h e s e c o n d s e n t e n c e sh ow s
an adverb c la u se in its c o m p le te fo r m , although it was n o t really difficu lt, a n d its r e d u c e d
fo r m , although n o t really difficu lt.
T h e two typ es o f c la u se s th a t c a n r e d u c e in E n g lish are: (1) a d je c tiv e c la u se s a n d (2)
adverb c la u se s. It is im p o r ta n t to b e c o m e fa m ilia r w ith th e se r e d u c e d c la u se s b e c a u s e
th ey a p p e a r fr e q u e n tly o n th e T O E F L test.

S k i l l 13: USE RED U C ED AD JEC TIVE CLAUSES CORRECTLY

A d jective c la u se s c a n a p p e a r in a r e d u c e d fo r m . In th e r e d u c e d fo r m , th e a d je c tiv e c la u se
c o n n e c to r a n d th e ¿«-verb th a t d ir e c d y fo llo w it are o m itte d .

T h e wom an ntyo if waving to us is the tour guide.

T h e letter whfch likis written last week arrived today.
T h e pitcher t\a t on the table is full o f iced tea.

E ach o f th e se s e n t e n c e s m ay b e u s e d in th e c o m p le te fo r m o r in th e r e d u c e d fo r m . In th e
r e d u c e d fo r m th e c o n n e c to r who, which, o r th a t is o m itte d a lo n g w ith th e ¿>e-verb is o r was.
If th e r e is n o be-\erb in th e a d je c tiv e c la u se , it is still p o ssib le to h ave a r e d u c e d fo r m .
W h en th e r e is n o ¿»e-verb in th e a d je c tiv e c la u se , th e c o n n e c to r is o m itte d a n d th e verb is
c h a n g e d in to th e -¿n gform .
 STRUCTURE AND WRITTEN EXPRESSION

appearing
I d o n ’t understand the article wftych apfcars in today’s paper.

In th is e x a m p le th e r e is n o fte-verb in th e ad jective c la u se which appears in today's paper,

so th e c o n n e c to r w hich is o m itte d a n d th e m ain verb appears is c h a n g e d to th e -in g form
appearing.
It sh o u ld b e n o te d th a t n o t all ad jective c la u se s can a p p ea r in a r e d u c e d fo r m . A n ad­
je c tiv e c la u se ca n a p p ea r in a r e d u c e d form o n ly i f th e ad jective c la u se c o n n e c to r is fo l­
lo w e d d irectly by a verb . In o th e r w ords, an ad jective cla u se c a n o n ly b e r e d u c e d if th e
c o n n e c to r is a lso a su b ject.

T he woman that I ju st met is the tour guide. (does not reduce)

T he letter which you sent me arrived yesterday. (does not reduce)

In th e s e two e x a m p le s th e ad jective cla u ses c a n n o t b e r e d u c e d b e c a u se th e adjective

c la u se c o n n e c to r s th a t a n d which are n o t d irectly fo llo w e d by verbs; th a t is directly fo l­
lo w ed by th e su b ject I, a n d which is d irectly fo llo w e d by th e su b ject you.
A fin al p o in t to n o te is th at so m e ad jective cla u ses are set o f f from th e rest o f th e s e n ­
te n c e w ith c o m m a s, a n d th e se ad jective cla u ses can also b e r e d u c e d . In a d d itio n , w h en an
ad jective c la u se is se t o f f w ith c o m m a s, th e r e d u c e d ad jective cla u se can a p p ea r at th e
fr o n t o f th e s e n te n c e .

T he W hite H ouse, which is located in Washington, is the hom e o f the president.

T he W hite H ouse, heated in Washington, is the hom e o f the president.
Located in Washington, the W hite House is the hom e o f the president.

T he president, who is now preparing to give a speech, is m eeting with his advisors.
T he president, now preparing to give a speech, is m eeting with his advisors.
Now prefmring to give a speech, the president is m eeting with his advisors.

In th e s e two e x a m p le s , th e ad jective cla u ses are set o f f from th e rest o f th e s e n te n c e w ith

c o m m a s, so e a c h s e n te n c e can b e str u c tu r ed in th r e e d iffe r e n t ways: ( 1 ) w ith th e c o m ­
p le te c la u se , (2 ) w ith th e r ed u c e d c la u se fo llo w in g th e n o u n th at it d e sc r ib es, an d (3)
w ith th e r e d u c e d c la u se at th e b e g in n in g o f th e s e n te n c e .
T h e fo llo w in g e x a m p le sh ow s h o w r e d u c e d ad jective c la u se s c o u ld b e te sted in the
S tru ctu re se c tio n o f th e T O E F L test.

Exam ple
_____ on several different television programs, the witness gave
conflicting accounts of what had happened.
(A) He appeared
(B) Who appeared
(C) Appearing
(D) Appears

In th is e x a m p le , answ er (A) is in c o r r e c t b e c a u se th ere are two clau ses, H e appeared. . . an d

the w itness g a v e . . . , a n d th ere is n o c o n n e c to r to jo in th e m . A nsw er (B) is in c o r r e c t b ecau se
 STRUCTURE

an ad jective c la u se su c h as w ho appeared . . . c a n n o t a p p ea r at th e b e g in n in g o f a s e n te n c e
(u n le ss it is in a r e d u c e d fo r m ). A n sw er (C ) is th e c o r r e c t an sw er b e c a u se it is th e re­
d u c e d fo r m o f th e c la u se w ho appeared, a n d th is r e d u c e d fo r m can a p p e a r at th e fr o n t o f
th e s e n te n c e . A n sw er (D ) is n o t th e r e d u c e d fo rm o f a verb; it is m e r e ly a verb in th e p r e ­
s e n t ten se; a verb su c h as appears n e e d s a su b je c t a n d a c o n n e c to r to b e c o r r e c t.
T h e fo llo w in g c h a r t lists th e str u c tu r e fo r r e d u c e d ad jective c la u se s a n d r u le s fo r h o w
a n d w h e n r e d u c e d fo r m s c a n be u sed :

REDUCED ADJECTIVE CLAUSES

with a be-verb in the (ADJECTIvrtrONNECÎOR/SyBiEGT)— "

adjective clause __ __——fwfio which tfrat)~—

with no be-verb in the (AOJECTTvTtTONNtCIgR^yBJECT)---^'''^ ” (VERB + INC)

adjective clause -— (wfio which Vrai)'—

• To reduce an adjective clause, omit the adjective clause connector/subject and the be-verb.
• If there is no be-verb, omit the connector/subject and change the main verb to the -ing form.
• Only reduce an adjective clause if the connector/subject is directly followed by the verb.
• If an adjective clause is set off with commas, the reduced clause can be moved to the front of the
sentence.

E X E R C ISE 13: E ach o f th e fo llo w in g s e n te n c e s c o n ta in s a n a d je c tiv e c la u se , in a c o m ­

p le te o r r e d u c e d fo r m . U n d e r lin e th e ad jective cla u se s. T h e n in d ic a te i f th e s e n te n c e s
are c o r r e c t (C ) o r in c o r r e c t (I).

__ —_ 1. We will have to return the m erchandise purchased yesterday at the Broadway.

__ L___ 2. T he children sat in the fancy restaurant found it difficult to behave.

_____ 3. Serving a term o f four years, the mayor o f the town will face reelection n ext year.

_____ 4. T h e brand new Cadillac, purchasing less than two weeks ago, was destroyed in the
accident.

_____ 5. T he fans who supporting their team always com e out to the gam es in large num bers.

___ 6. T he suspect can be seen in the photographs were just released by the police.

_____ 7. T h e food placing on the picnic table attracted a large num ber o f flies.

_____ 8. Impressed with everything she had heard about the course, Marie sign ed her
children up for it.

_____ 9. T h e passengers in the airport waiting room , heard the an n ou n cem en t o f the
canceled flight, groaned audibly.

_____ 10. Dissatisfied with the service at the restaurant, the meal really war not enjoyable.
 STRUCTUREANDWRITTEN EXPRESSION

S kill 14: USE REDUCED ADVERB CLAUSES CORRECTLY

A d verb c la u se s can also ap p ea r in a r e d u c e d fo r m . In th e r e d u c e d fo r m , th e adverb c o n ­

n e c to r rem a in s, b u t th e su b ject a n d ¿e-verb are o m itte d .
Although hp k rather unwell, the speaker will take part in the seminar.

W'hen \\m ready, you can begin your speech.

T h e s e tw o e x a m p le s m ay b e u sed in e ith e r th e c o m p le te o r r e d u c e d fo r m . In th e r ed u c ed
fo r m , th e ad verb c o n n e c to r s although a n d when rem ain ; th e su b jects he a n d you as w ell as
th e ¿e-verbs is a n d are are o m itted .
I f th e r e is n o ¿e-verb in th e adverb c la u se , it is still p o s sib le to h ave a r e d u c e d form .
W h e n th e r e is n o ¿e-verb in th e adverb c la u se, th e su b je ct is o m itte d a n d th e m a in verb is
c h a n g e d in to th e -¡r e fo r m .

feeling
Although \e fetys rather sick, the speaker will take part in the seminar.
giving
When yhu gfyeyour speech, you should speak loudly and distinctly.

In th e first e x a m p le th e adverb c la u se although he feels rather sick d o e s n o t in c lu d e a ¿everb;

to r e d u c e th is c la u se , th e su b ject he is o m itte d a n d th e m a in verb feels is c h a n g e d to feeling.
In th e s e c o n d e x a m p le th e adverb c la u se w hen you give y o u r speech also d o e s n o t in c lu d e a
¿e-verb; to r e d u c e th is c la u se , th e su b ject you is o m itte d a n d th e m a in verb give is c h a n g e d
to g iving.
T h e fo llo w in g e x a m p le sh ow s h ow this s e n te n c e p a tte r n c o u ld b e te sted in th e Struc­
tu re s e c tio n o f th e T O E F L test.

E xam ple
W hen_____ , you are free to leave.
(A) the finished report
(B) finished with the report
(C) the report
(D) is the report finished

In th is e x a m p le you sh o u ld n o tic e th e adverb c o n n e c to r when, a n d y o u sh o u ld k n ow th at

th is tim e w ord c o u ld b e fo llo w e d by e ith e r a c o m p le te cla u se o r a r e d u c e d c la u se. A n ­
sw ers (A ) a n d (C ) c o n ta in th e su b jects the fin ish e d report an d the report a n d n o verb, so
th e se an sw ers are in c o r r e c t. In answ er (D ) th e su b je ct a n d verb are in v e rte d , a n d this is
n o t a q u e s tio n , so an sw er (D ) is in c o r r e c t. T h e c o r r e c t answ er is answ er (B ); th is answ er
is th e r e d u c e d fo r m o f th e cla u se when you are fin ish e d w ith the report.
It sh o u ld b e n o te d th at n o t all adverb c la u se s can a p p ea r in a r e d u c e d fo r m , an d a
n u m b e r o f ad verb c la u se s can o n ly b e r e d u c e d i f th e verb is in th e passive form .
Once you submit your thesis, you will graduate. Once ^ submitted., your thesis will be reviewed,
(active — does not reduce) (passive — does reduce)

In th e first e x a m p le , th e adverb clau se once you subm it y o u r thesis d o e s n o t r e d u c e b e c a u se

c la u se s in tr o d u c e d by once o n ly r e d u c e i f th e verb is passive, a n d th e verb subm it is active.
In th e s e c o n d e x a m p le , th e adverb cla u se once it is subm itted d o e s r e d u c e to once subm itted
b e c a u se th e c la u se is in tr o d u c e d by once an d th e verb is subm itted is passive.
 STRUCTURE

T h e fo llo w in g c h a r t lists th e str u c tu r es for r e d u c e d adverb c la u se s a n d w h ic h adverb

c la u se c o n n e c to r s c a n b e u s e d in a r e d u c e d form :

- R E D U C E D A D V ER B C lA U S E S

w ith a be-verb in (a d verb c o n n ecto r) X

the ad verb clause

w ith no be-verb in (ADVERB CONNECTOR) (VERB + ING)

the adverb clause

T im e C o n d itio n C o n tra s t Place M a n n er

reduces in a c t iv e after although

before unless though
since whether
while
when

reduces in pa ssiv e once if although where as

until unless though wherever
when whether
whenever

• To red u ce an ad verb clause, o m it th e subject and the be-verb fro m the ad verb clause.
• If th e re is no be-verb, then o m it th e subject and change the ve rb to the -ing form .

E X ER C ISE 14: E ach o f th e fo llo w in g s e n te n c e s c o n ta in s a r e d u c e d ad verb c la u se . C ircle

th e ad verb c o n n e c to r s . U n d e r lin e th e r e d u c e d c la u se s. T h e n in d ic a te i f th e s e n t e n c e s are
c o r r e c t (C ) o r in c o r r e c t (I).

—— 1 . (if) not com pletely satisfied, you can return the product to the manufacturer.

— !— 2. Steve has had to learn how to cook and clean (since) left hom e.

-------- 3. T h e ointm ent can be applied where needed.

-------- 4. Tom began to look for a job after com pleting his master’s degree in engineering.

-------- 5. A lthough n e t selectin g for the team, he attends all o f the gam es as a fan.

-------- 6. W hen purchased at this store, the buyer gets a guarantee on all items.

-------- 7. T h e m edicine is not effective unless taken as directed.

-------- 8. You should negotiate a lot before buy a new car.

-------- 9. O n ce purchased, the swimsuits cannot be returned.

-------- 10. T h ou gh located near the coast, the town does not get m uch o f an ocean breeze.
 STRUCTURE AND WRITTEN EXPRESSION

EX ER C ISE (Sk ills 1 3 -1 4 ): E ach o f th e fo llo w in g s e n te n c e s c o n ta in s a r e d u c e d c la u se.

U n d e r lin e th e r e d u c e d c la u se s. T h e n in d ic a te i f th e s e n te n c e s are c o r r e c t (C ) o r in c o r ­
r e c t (I).

-------- 1. T hough was surprised at the results, she was pleased with what she had don e.

_ — 2. Wearing only a light sweater, she stepped out into the pouring rain.

-------- 3. T he family stopped to visit m any relatives while driving across the country.

_____ 4. T he com pany president, n eed ed a vacation, boarded a plane for the Bahamas.

_____ 5. When applying for the jo b , you should bring your letters o f reference.

_____ 6. She looked up into the dreary sky was filled with dark thunderclouds.

____ _ 7. Feeling weak after a long illness, Sally wanted to try to get back to work.

_____ 8. Before decided to have surgery, you should get a second opinion.

_____ 9. T he construction material, a rather grainy type o f wood, gave the room a rustic
feeling.

_____ 10. The application will at least be reviewed if submitted by the fifteenth o f the m onth.

T O E F L EXER CISE (S k ills 1 3 -1 4 ): C h o o s e th e le tte r o f th e w ord o r g r o u p o f w ord s th at

b e st c o m p le te s th e s e n te n c e .

1. W hen_____ nests during spring nesting 4. --------- benind government secrecy for
season, Canadian geese are fiercely nearly half a century, the Hanford plant in
territorial. central Washington produced plutonium
for the nuclear weapons of the Cold War.
(A) building
(B) are building (A) It is hidden
(C) built (B) Hidden
(D) are built (C) Which is hidden
(D) The plant is hiding
2. In 1870, Calvin, along with Adirondack
hunter Alvah Dunning, made the first 5. U n til--------incorrect, astronomers had
known ascent of Seward M ountain,_____ assumed that the insides of white dwarfs
far from roads or trails. were uniform.
(A) a remote peak (A) they
(B) it is a remote peak (B) their proof
(C) a remote peak is (C) the astronomers recently proven
(D) which a remote peak (D) recently proven

3. Kokanee salmon begin to deteriorate and 6. --------- artifacts from the early Chinese
die so o n _____ at the age o f four. dynasties, numerous archeologists have
explored the southern Silk Road.
(A) they spawn
(B) after spawning (A) They were searching for
(C) spawn (B) It was a search for
(D) spawned the salmon (C) Searched for
(D) Searching for
 STRUCTURE

7. In Hailey, th e best-know n lectu rer was 9. in N orth Am erican w aterw ays less
w om en’s rights activist Abigail Scott th an a decade ago, zebra m ussels have
Duniway o f P ortland, Oregon, w ho could already earned a nasty rep u tatio n for th eir
usually be persu ad ed to sp e a k _____ tow n expensive h abit of clogging w ater pipes in
visiting h e r son. the Great Lakes area.
(A) she w as in (A) The first sighting
(B) while in (B) Although first sighted
(C) why le she was (C) Zebra m ussels w ere first sighted
(D) was in (D) First sighting

8. The N ational R e sta u ra n t_____ 10. Sm all com panies m ay take th eir goods
W ashington, says th a t federal efforts to abroad for trad e show s w ithout paying
regulate w orkplace sm oking w ould lim it foreign value-added taxes by acquiring
re stau ra n ts’ ability to respond to the an ATA carnet.
desires of th e ir patrons.
(A) a docum ent calls
(A) Association in (B) a docum ent called
(B) Association is in (C) calls a docum ent
(C) A ssociation w hich is in (D) called a docum ent
(D) Association, based in

T O E F L R EV IEW E X E R C ISE (S k ills 1 -1 4 ): C h o o se th e lette r o f th e w o r d o r g r o u p o f

w ord s th a t b e st c o m p le t e s th e s e n te n c e .

1. In the United S tates_____ approximately 5. --------a cheese shop has since grown into a
four million miles of roads/streets, and small conglomerate consisting of a
highways. catering business and two retail stores.
(A )there (A) In the beginning of
(B) is (B) It began as
(C) they (C) Its beginning which was
(D) there are (D) What began as

2 . _____ twelve million immigrants entered 6. Primarily a government contractor,_____

the United States via Ellis Island. preferential treatment from government
agencies as both a minority-group member
(A )More than
and a woman.
(B) There were more than
(C) Of more than (A) receives Weber
(D) The report of (B) Weber receives
(C) the reception o f Weber
3. The television,_____ so long been a part o f (D) according to Weber's reception
our culture, has an enormous influence.
7. Because the project depends o n _____ at
(A )has
the federal level, the city and county may
(B) it has
have to wait until the budget cutting ends.
(C) which
(D) which has (A) it happens
(B) which happening
4. Psychologists have traditionally (C) what happens
maintained that infants cannot formulate (D) that it happens
long-term m emories u n til_____ the age of
eight or nine months.
(A )they
(B) they reach
(C) to reach
(D) reach
 STRUCTURE AND WRITTEN EXPRESSION

8. definitive study of a w estern h a rd ­ 10. _ early approaches for coping with

rock m ining com m unity cem etery appears w orkplace stress dealt w ith the problem
to have been done is in Silver City, Nevada. only after its sym ptom s had appeared.

(A) Most (A) Although well intending

(B) The m ost (B) Although it is a good intention
(C) W here m ost (C) Although a good intention
(D) W here the m ost (D) Although well intended

One of the areas of m ultim edia th a t is

growing quickly is sound.
(A) yet is easily overlooked
(B) is easily overlooked
(C) it is easily overlooked
(D) th at is easily overlooked

SENTENCES W IT H INVERTED SUBJECTS A N D VERBS-----------

S u b jects a n d verb s are in v e rte d in a variety o f situ a tio n s in E n g lish . In v erted su b jects an d
verb s o c c u r m o st o fte n in th e fo r m a tio n o f a q u e s tio n . T o fo r m a q u e s tio n w ith a h e lp in g
verb (be, have, can, could, will, would, e t c .) , th e su b ject a n d h e lp in g v erb are in verted .

H e can go to th e movies.
C an h e go to th e movies?

You w ould tell m e the tru th .

W ould you tell m e th e tru th ?

She was sick yesterday.

Was she sick yesterday?

To fo r m a q u e s tio n w h e n th e r e is n o h e lp in g verb in th e se n te n c e , th e h e lp in g verb do is

u sed .

H e goes to the movies.

D oes h e go to th e movies?

You to ld m e th e tru th .
D id you tell m e th e tru th ?

T h e r e are m a n y o th e r situ a tio n s in E n g lish w h e n su b je cts a n d verb s are in v e rte d , b u t if

y o u j u s t r e m e m b e r th is m e th o d o f in v e rtin g su b jects a n d verb s, y o u w ill b e a b le to h a n d le
th e o th e r situ a tio n s. T h e m o st c o m m o n p r o b le m s w ith in v e rte d su b jects an d verb s o n th e
T O E F L te st o c c u r in th e fo llo w in g situ ation s: (1 ) w ith q u e s tio n w ord s su ch as what, when,
where, why, a n d how; (2) a fter so m e p la c e e x p r essio n s; (3) a fter n e g a tiv e ex p ressio n s; (4)
in s o m e c o n d itio n a ls; an d (5 ) after s o m e c o m p a r iso n s.