- •Contents
- •Identifying what you are talking about: determiners 50
- •3 Making a message 111
- •Indicating possibility 168
- •8 Combining messages 245
- •9 Making texts 272
- •Introduction
- •Note on Examples
- •Guide to the Use of the Grammar
- •Introduction
- •Glossary of grammatical terms
- •Cobuild Grammar Chart
- •Contents of Chapter 1
- •Identifying what you are talking about: determiners 54
- •3 Making a message 115
- •Indicating possibility 172
- •8 Combining messages 250
- •9 Making texts 276
- •Identifying people and things: nouns
- •Things which can be counted: count nouns
- •Things not usually counted: uncount nouns
- •When there is only one of something: singular nouns
- •Referring to more than one thing: plural nouns
- •Referring to groups: collective nouns
- •Referring to people and things by name: proper nouns
- •Nouns which are rarely used alone
- •Sharing the same quality: adjectives as headwords
- •Nouns referring to males or females
- •Referring to activities and processes: '-ing' nouns
- •Specifying more exactly: compound nouns
- •Referring to people and things without naming them: pronouns
- •Referring to people and things: personal pronouns
- •Mentioning possession: possessive pronouns
- •Referring back to the subject: reflexive pronouns
- •Referring to a particular person or thing: demonstrative pronouns
- •Referring to people and things in a general way: indefinite pronouns
- •Showing that two people do the same thing: reciprocal pronouns
- •Joining clauses together: relative pronouns
- •Asking questions: interrogative pronouns
- •Other pronouns
- •Identifying what you are talking about: determiners
- •The specific way: using 'the'
- •The specific way: using 'this', 'that', 'these', and 'those'
- •The specific way: using possessive determiners
- •The general way
- •The general way: using 'a' and 'an'
- •The general way: other determiners
- •Contents of Chapter 2
- •Identifying what you are talking about: determiners 54
- •3 Making a message 120
- •Indicating possibility 176
- •8 Combining messages 254
- •9 Making texts 280
- •Describing things: adjectives
- •Information focusing: adjective structures
- •Identifying qualities: qualitative adjectives
- •Identifying the class that something belongs to: classifying adjectives
- •Identifying colours: colour adjectives
- •Showing strong feelings: emphasizing adjectives
- •Making the reference more precise: postdeterminers
- •Special classes of adjectives
- •Position of adjectives in noun groups
- •Special forms: '-ing' adjectives
- •Special forms: '-ed' adjectives
- •Compound adjectives
- •Comparing things: comparatives
- •Comparing things: superlatives
- •Other ways of comparing things: saying that things are similar
- •Indicating different amounts of a quality: submodifiers
- •Indicating the degree of difference: submodifiers in comparison
- •Modifying using nouns: noun modifiers
- •Indicating possession or association: possessive structures
- •Indicating close connection: apostrophe s ('s)
- •Other structures with apostrophe s ('s)
- •Talking about quantities and amounts
- •Talking about amounts of things: quantifiers
- •Talking about amounts of things: partitives
- •Referring to an exact number of things: numbers
- •Referring to the number of things: cardinal numbers
- •Referring to things in a sequence: ordinal numbers
- •Referring to an exact part of something: fractions
- •Talking about measurements
- •Talking about age
- •Approximate amounts and measurements
- •Expanding the noun group: qualifiers
- •Nouns with prepositional phrases
- •Nouns with adjectives
- •Nouns with non-finite clauses
- •Contents of Chapter 3
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 181
- •8 Combining messages 258
- •9 Making texts 284
- •Indicating how many participants are involved: transitivity
- •Talking about events which involve only the subject: intransitive verbs
- •Involving someone or something other than the subject: transitive verbs
- •Verbs where the object refers back to the subject: reflexive verbs
- •Verbs with little meaning: delexical verbs
- •Verbs which can be used in both intransitive and transitive clauses
- •Verbs which can take an object or a prepositional phrase
- •Changing your focus by changing the subject: ergative verbs
- •Verbs which involve people doing the same thing to each other: reciprocal verbs
- •Verbs which can have two objects: ditransitive verbs
- •Extending or changing the meaning of a verb: phrasal verbs
- •Verbs which consist of two words: compound verbs
- •Describing and identifying things: complementation
- •Describing things: adjectives as complements of link verbs
- •Saying that one thing is another thing: noun groups as complements of link verbs
- •Commenting: 'to'-infinitive clauses after complements
- •Describing as well as talking about an action: other verbs with complements
- •Describing the object of a verb: object complements
- •Describing something in other ways: adjuncts instead of complements
- •Indicating what role something has or how it is perceived: the preposition 'as'
- •Talking about closely linked actions: using two verbs together in phase
- •Talking about two actions done by the same person: phase verbs together
- •Talking about two actions done by different people: phase verbs separated by an object
- •Contents of Chapter 4
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 262
- •9 Making texts 289
- •Statements, questions, orders, and suggestions
- •Making statements: the declarative mood
- •Asking questions: the interrogative mood
- •'Yes/no'-questions
- •'Wh'-questions
- •Telling someone to do something: the imperative mood
- •Other uses of moods
- •Negation Forming negative statements
- •Forming negative statements: negative affixes
- •Forming negative statements: broad negatives
- •Emphasizing the negative aspect of a statement
- •Using modals
- •The main uses of modals
- •Special features of modals
- •Referring to time
- •Indicating possibility
- •Indicating ability
- •Indicating likelihood
- •Indicating permission
- •Indicating unacceptability
- •Interacting with other people
- •Giving instructions and making requests
- •Making an offer or an invitation
- •Making suggestions
- •Stating an intention
- •Indicating unwillingness or refusal
- •Expressing a wish
- •Indicating importance
- •Introducing what you are going to say
- •Expressions used instead of modals
- •Semi-modals
- •Contents of Chapter 5
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 266
- •9 Making texts 293
- •The present
- •The present in general: the simple present
- •Accent on the present: the present continuous
- •Emphasizing time in the present: using adjuncts
- •The past
- •Stating a definite time in the past: the simple past
- •Accent on the past: the past continuous
- •The past in relation to the present: the present perfect
- •Events before a particular time in the past: the past perfect
- •Emphasizing time in the past: using adjuncts
- •The future
- •Indicating the future using 'will'
- •Other ways of indicating the future
- •Adjuncts with future tenses
- •Other uses of tenses
- •Vivid narrative
- •Firm plans for the future
- •Forward planning from a time in the past
- •Timing by adjuncts
- •Emphasizing the unexpected: continuing, stopping, or not happening
- •Time expressions and prepositional phrases Specific times
- •Non-specific times
- •Subordinate time clauses
- •Extended uses of time expressions
- •Frequency and duration
- •Adjuncts of frequency
- •Adjuncts of duration
- •Indicating the whole of a period
- •Indicating the start or end of a period
- •Duration expressions as modifiers
- •Contents of Chapter 6
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 271
- •9 Making texts 297
- •Position of adjuncts
- •Giving information about manner: adverbs
- •Adverb forms and meanings related to adjectives
- •Comparative and superlative adverbs
- •Adverbs of manner
- •Adverbs of degree
- •Giving information about place: prepositions
- •Position of prepositional phrases
- •Indicating position
- •Indicating direction
- •Prepositional phrases as qualifiers
- •Other ways of giving information about place
- •Destinations and directions
- •Noun groups referring to place: place names
- •Other uses of prepositional phrases
- •Prepositions used with verbs
- •Prepositional phrases after nouns and adjectives
- •Extended meanings of prepositions
- •Contents of Chapter 7
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 275
- •9 Making texts 302
- •Indicating that you are reporting: reporting verbs
- •Reporting someone's actual words: quote structures
- •Reporting in your own words: report structures
- •Reporting statements and thoughts
- •Reporting questions
- •Reporting orders, requests, advice, and intentions
- •Time reference in report structures
- •Making your reference appropriate
- •Using reporting verbs for politeness
- •Avoiding mention of the person speaking or thinking
- •Referring to the speaker and hearer
- •Other ways of indicating what is said
- •Other ways of using reported clauses
- •Contents of Chapter 8
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 306
- •Adverbial clauses
- •Time clauses
- •Conditional clauses
- •Purpose clauses
- •Reason clauses
- •Result clauses
- •Concessive clauses
- •Place clauses
- •Clauses of manner
- •Relative clauses
- •Using relative pronouns in defining clauses
- •Using relative pronouns in non-defining clauses
- •Using relative pronouns with prepositions
- •Using 'whose'
- •Using other relative pronouns
- •Additional points about non-defining relative clauses
- •Nominal relative clauses
- •Non-finite clauses
- •Using non-defining clauses
- •Using defining clauses
- •Other structures used like non-finite clauses
- •Coordination
- •Linking clauses
- •Linking verbs
- •Linking noun groups
- •Linking adjectives and adverbs
- •Linking other word groups
- •Emphasizing coordinating conjunctions
- •Linking more than two clauses or word groups
- •Contents of Chapter 9
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Referring back
- •Referring back in a specific way
- •Referring back in a general way
- •Substituting for something already mentioned: using 'so' and 'not'
- •Comparing with something already mentioned
- •Referring forward
- •Leaving out words: ellipsis
- •Ellipsis in conversation
- •Contents of Chapter 10
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Focusing on the thing affected: the passive voice
- •Selecting focus: cleft sentences
- •Taking the focus off the subject: using impersonal 'it'
- •Describing a place or situation
- •Talking about the weather and the time
- •Commenting on an action, activity, or experience
- •Commenting on a fact that you are about to mention
- •Introducing something new: 'there' as subject
- •Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
- •Indicating your attitude to what you are saying
- •Stating your field of reference
- •Showing connections: linking adjuncts
- •Indicating a change in a conversation
- •Emphasizing
- •Indicating the most relevant thing: focusing adverbs
- •Other information structures Putting something first: fronting
- •Introducing your statement: prefacing structures
- •Doing by saying: performative verbs
- •Exclamations
- •Making a statement into a question: question tags
- •Addressing people: vocatives
- •Contents of the Reference Section
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Forming plurals of count nouns
- •Forming comparative and superlative adjectives
- •The spelling and pronunciation of possessives
- •Numbers
- •Cardinal numbers
- •Ordinal numbers
- •Fractions and percentages
- •Verb forms and the formation of verb groups
- •Finite verb groups and the formation of tenses
- •Non-finite verb groups: infinitives and participles
- •Forming adverbs
- •Forming comparative and superlative adverbs
- •Indirect object
- •Inversion
- •Verbal nouns
Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
10.56 There are many adjuncts that are used to indicate your attitude to what you are saying or to make your hearer have a particular attitude to what you are saying. These are dealt with in paragraphs 10.57 to 10.72.
Others are used to show a particular link between sentences. These are dealt with in paragraphs 10.73 to 10.81.
There are also some that are used to make a statement narrower or to focus attention on a particular thing that it applies to. These are dealt with in paragraphs 10.87 to 10.91.
All these adjuncts are called sentence adjuncts because they apply to the whole sentence they are in. They are sometimes called sentence adverbials or disjuncts in other grammars.
Sentence adjuncts are often placed at the beginning of a sentence. Some are also used in other positions, as shown in the examples given below, but they are usually separated from the words around them by intonation or by commas, to show that they apply to the whole sentence.
For more general information about adjuncts, see Chapter 6.
Indicating your attitude to what you are saying
10.57 One group of sentence adjuncts is used to indicate your reaction to, or your opinion of, the fact or event you are talking about.
Surprisingly, most of my help came from the technicians.
Luckily, I had seen the play before so I knew what it was about.
It is fortunately not a bad bump, and Henry is only slightly hurt.
Interestingly, the solution adopted in these two countries was the same.
The following adjuncts are commonly used in this way:
absurdly admittedly alas anyway astonishingly at least characteristically coincidentally conveniently curiously |
fortunately happily incredibly interestingly ironically luckily mercifully miraculously mysteriously naturally |
oddly of course paradoxically please predictably remarkably sadly significantly strangely surprisingly |
true typically unbelievably understandably unexpectedly unfortunately unhappily unnecessarily |
One of the uses of 'at least' and 'anyway' is to indicate that you are pleased about the fact you are giving, although there may be other less desirable facts.
At least we're agreed on something.
He fell back with a look of surprise-dead. It's quick, anyway, I thought.
USAGE NOTE 10.58 There are a small number of adverbs which are often followed by 'enough' when used to indicate your opinion of what you are talking about.
curiously |
funnily |
interestingly |
oddly |
strangely |
Interestingly enough, this proportion has not increased.
Funnily enough, old people seem to love bingo.
I find myself strangely enough in agreement with John for a change.
distancing and qualifying 10.59 There are a number of sentence adjuncts which have the effect showing that you are not completely committed to the truth of your statement.
Rats eat practically anything.
If was almost a relief when the race was over.
There are, in effect, still trapped in a history which they do not understand.
In a way I liked her better than Mark.
The following adjuncts are used in this way:
almost in a manner of speaking in a way in effect more or less practically |
so to speak to all intents and purposes to some extent up to a point virtually |
Note that 'almost', 'practically', and 'virtually' are not used at the beginning of a clause.
Expressions such as 'I think', 'I believe', and 'I suppose' are also used to indicate your lack of commitment to the truth of what you are saying.
indicating viewpoint 10.60 With adverbs such as 'luckily', 'fortunately', 'happily', and 'unfortunately', you can indicate whose viewpoint you are giving by adding 'for' and a noun group referring to the person.
'Does he do his fair share of the household chores?'—'Oh yes, fortunately for me.'
Luckily for me and them, love did eventually grow and flourish.
indicating quality of the agent 10.61 Another group of sentence adjuncts is used to indicate the quality you think someone showed by doing an action. They are formed from adjectives which can be used to describe people, and are often placed after the subject of the sentence and in front of the verb.
The League of friends generously provided about five thousand pounds.
Paul Gayner is rightly famed for his menu for vegetarians.
She very kindly arranged a beautiful lunch.
Foolishly, we had said we would do the decorating.
The following adverbs are used in this way:
bravely carelessly cleverly |
correctly foolishly generously |
kindly rightly wisely |
wrongly |
indicating your justification for a statement 10.62 If you are basing your statement on something that you have seen, heard, or read, you can use a sentence adverb to indicate this. For example, if you can see that an object has been made by hand, you might say 'It is obviously made by hand.'
His friend was obviously impressed.
Higgins evidently knew nothing about their efforts.
Apparently they had a row.
These are some common adverbs used in this way:
apparently clearly |
evidently manifestly |
obviously plainly |
unmistakably visibly |
10.63 People often use sentence adjuncts to persuade someone to agree with them. By using the adjunct, they indicate that they are assuming that what they are saying is obvious.
Obviously I can't do the whole lot myself.
Price, of course, is a critical factor.
The following adjuncts are often used in this way:
clearly |
naturally |
obviously |
of course |
plainly |
10.64 A number of adjuncts are used to indicate whether a situation actually exists or whether it merely seems to exist, or might exist.
Even sympathetic observers have said that what he's really doing is protecting his own interests.
Germs were allegedly scattered from airplanes.
Extra cash is probably the best present.
The following adjuncts are used like this:
actually certainly conceivably definitely doubtless hopefully |
in fact in practice in reality in theory maybe no doubt |
officially perhaps possibly presumably probably really |
unofficially ~ allegedly apparently nominally ostensibly |
potentially seemingly supposedly theoretically undoubtedly |
The adverbs in the second group are often used in front of adjectives.
We drove along apparently empty streets.
They pointed out that it would be theoretically possible to lay a cable from a satellite to earth.
10.65 If you want to make it clear what your attitude is to what you are saying, you can use a sentence adjunct.
Frankly, the more I hear about him, the less I like him.
In my opinion it was probably a mistake.
In fairness it should be said that he cannot be accused of a lack of objectivity.
Here is a list of some of the common adjuncts used in this way:
frankly honestly in all honesty |
in fairness in my opinion in my view |
in retrospect on reflection personally |
seriously to my mind |
10.66 Another way of indicating the sort of statement you are making is to use 'to be' followed by an adjective, or 'to put it' followed by an adverb.
I don't really know, to be honest.
To put it crudely, all unions have got the responsibility of looking after their members.
politeness 10.67 When someone who is making a request wants to be polite, they use the sentence adverb 'please'.
May I have a word with you, please?
Would you please remove your glasses?
Please be careful.