Grammar- Syntax

Question 1

What is Syntax?

Answer 1

• The order in which the elements of the sentence are placed

Question 2

What is a clause?

Answer 2

Group of words that contains a verb (usually other components too)

Question 3

What are a Complex Sentence?

Answer 3

• Link two or more ideas within a clause.
• Consist of a main clause (e.g. we played on the beach)
• And one or more subordinate clauses (e.g. despite the cold)
• Example- We played on the beach, despite the cold.

Question 4

What are Compound Sentences?

Answer 4

• When we link two sentences (main clauses) together with a conjunction.
• I like chocolate. I like cake.
  becomes…
  I like chocolate and I like cake.

Question 5

What are Positive Sentences?

Answer 5

Will not have any negative terms/ negating particles. Affirms proposition rather than negates it.

Question 6

What are Negative Sentences?

Answer 6

Has negative expressions, negating particles.

Question 7

What are Conditional Sentences?

Answer 7

One part of a sentence (clause) depends on the events/outcome of other part of the sentence. Connected with a conjunction, e.g. if, when.

Question 8

Why are Simple Sentences used?

Answer 8

To create a straightforward, accessible style. May also be used selectively to achieve impact or emphasis, and for imperatives or exclamations.

Question 9

Why are Complex Sentences used?

Answer 9

To include more detail and can create atmosphere, build up to a climax.

Question 10

Why are Compound Sentences used?

Answer 10

Place equal importance on each clause. Word ‘and’ suggests an additive relationship, whereas ‘but’ suggests a contrastive relationship.

Question 11

What are Active and Passive Voices?

Answer 11

• Active- subject is doing the action (active subject). They are doing/have done something to somebody/something. More concise and easier to understand. (e.g. ‘Emma wrote an essay’.)
• Passive- subject is receiving the action; subject is not the actor. They have had or are having something done to them. (passive subject) Deflects responsibility. (e.g. ‘The ball was kicked’, ‘An essay was written’)

Question 12

What is the Agent/Actor and what is the Affected?

Answer 12

• Agent- person/thing doing the verb
• Affected- person/thing to whom the verb is done.

Question 13

What are Left-Branching Sentences?

Answer 13

Subordinate clause comes before the main clause
- Builds up anticipation
- Supports main clause

Question 14

Define Progressive Aspect.

Answer 14

• Where the action described by the verb is continuous, by adding -ing on the end of the main verb, also need the verb ‘be’ as an auxiliary (am, is, was, were)
• Present progressive: e.g. ‘A dog is barking’
• Past progressive: e.g. ‘A dog was barking’

Question 15

Define Perfect Aspect.

Answer 15

• Perfect aspect: where the action described by the verb is or has been completed, requires an -ed on the end of the main verb + the verb ‘have’, used as an auxiliary.
-Present perfect: ‘I have made a coffee’
-Past perfect: ‘I had visited Paris’

Question 16

Define the Direct + Indirect Object.

Answer 16

• Direct Object: the part of the clause that is directly acted upon by the subject
• Indirect object: receives the action

Question 17

Define a Discourse Marker.

Answer 17

• Marks a change in direction in an extended piece of written or spoken text
• e.g. ‘nevertheless’, ‘to sum it up’, e.t.c.

Question 18

Define a Complement.

Answer 18

• Clause element that tells you more about the subject or the object
• e.g. ‘She seemed ‘Upset’

Question 19

Define a Simple Sentence.

Answer 19

• Has only one clause
• Must have a verb.

Question 20

Define a Subordinate Clause.

Answer 20

• Depends on the main clause to exist

Question 21

Define a Main Clause.

Answer 21

• Can stand on its own grammatically

Question 22

Define a Non-Finite Subordinate Clause.

Answer 22

• A clause in which the verb is not ‘finished; + the tense is therefore not shown
• e.g. clauses with to- infinitives like ‘TO buy some cheese’ or with an -ing form of the verb such as ‘runnING down the road’

Question 23

Define a Minor Sentence.

Answer 23

• A sentence that has some missing elements, such as the subject or the verb, making it ungrammatical

Question 24

Define a Coordinate Clause.

Answer 24

• A clause beginning with a coordinating conjunction

Question 25

Explain what it means if a Sentence is in Declarative Verb Mood.

Answer 25

- A statement - Type of sentence which gives information - Where the subject typically comes in front of the verb (e.g. ‘Two fish are in a tank’)

Question 26

Explain what it means if a Sentence is in Interrogative Verb Mood.

Answer 26

- A question - Type of sentence indicated by the swapping round of subject + verb - e.g. ‘Are you happy?’ instead of ‘You are happy’ - By the use of question words, or simply by the use of a question mark (e.g. ‘You’re coming by train?’)

Question 27

Explain what it means if a Sentence is in Imperative Verb Mood.

Answer 27

- A command - Type of sentence where the subject is usually left out + the verb is in its bare form - e.g. ‘Give that to me.’

Question 28

Explain what it means if a Sentence is in Exclamatory Verb Mood.

Answer 28

- An exclamation - e.g. ‘Help!’

Question 29

Define a Tag Question.

Answer 29

- An interrogative clause added to the end of a sentence in declarative verb mood to make it into a question - e.g. ‘We’re meeting for lunch today, aren’t we?’

Question 30

Define Conjunctional Openings/Fronted Conjunctions.

Answer 30

* Placement of a conjunction at start of a sentence/clause. * Typically done for emphasis, dramatic effect, or stylistic variation. * Common in creative writing, speeches, and conversational styles. * Examples: “And then it all fell apart.”, “But she refused to give up.”

Question 31

Define Asyndetic Listing.

Answer 31

* List of words, phrases, or clauses presented without coordinating conjunctions (like and/or) between items. * Instead, commas are used to separate elements. * Technique can create a sense of speed, fast-pace, urgency, or a piling-up of ideas. * Feels more dynamic + dramatic, while also drawing attention to each individual element in list. * Commonly used in creative writing, rhetoric, + poetry to enhance tone or mood. * Example: “The room was cold, dark silent, empty.

Question 32

Define Right-Branching Sentences.

Answer 32

* Main clause comes first, followed by additional information in form of subordinate clauses/phrases that ‘branch out’ to right. * Allows sentence to expand + develop ideas after main point has been established. * Easy for reader to follow + more common in English. * Example: “The cat sat on the mat, watching the rain fall outside, waiting for the door to open.”

Question 33

Define **Rhetorical Schemes.**

Answer 33

* Deal with patterns of structure or syntax. * Example: anaphora, antistrophe.

Question 34

Define **Parallelism.**

Answer 34

* Repetition of similar grammatical structures for emphasis or rhythm. * Example: ‘I care, I saw, I conquered’

Question 35

Define **Polysyndeton.**

Answer 35

* Deliberate use of multiple conjunctions for effect. * Example: ‘I laughed and cried and danced and sang.’

Question 36

Define **Asyndeton**

Answer 36

* Omission of conjunctions between clauses for a more dramatic/fast-paced effect. * Example: “I came, I saw, I conquered”

Question 37

Define **Hypotaxis.**

Answer 37

* Use of subordinating clauses to show relationships between ideas. * Example: “Because it was retaining, we stayed inside.”

Question 38

Define **Parataxis.**

Answer 38

* Use of clauses placed side by side without clear subordination. * Example: “It was raining; we stayed inside”

Question 39

Define **Syndetic Listing.**

Answer 39

* List in which conjunctions (such as and/or/nor) are used to connect items. * Creates slower, more deliberate pace + often emphasises final items in list. * Often feels balanced + formal- creating sense of completeness or equality among listed items, while conjunction adds natural rhythm to sentence. * Example: “I bought apples and oranges and bananas”.