LESSON 2.

CLAUSES

Learning Outcomes

At the end of the lesson the students must have:

a. showed understanding on the different types of clauses;
b. differentiated the two types of clauses;
c. written sentences or paragraphs using the two types of clauses; and
d. corrected sentence errors.

LESSON PROPER

The Clauses

Clauses are units of grammar that contain at least one predicate (verb) and a subject. This
makes a clause different from a phrase; because a phrase does not contain a verb and a subject.

The essential component of a clause is the verb -- and a clause only contains one verb or verb
group. A verb group can consist of a single word (such as "played," "cooked," and "swam") or contain
helping verbs (as in "will excel" and "has been dreaming").

If we look at a simple sentence, we see it only contains one clause. Here are some examples of
simple sentences that consist of just a single clause:

• Darby played.
• Jamie cooked the dinner.
• A man in Cincinnati swam in the river.
• Sammy will excel on the varsity team.
• Jennifer has been dreaming during class.

TYPES OF CLAUSES

Independent Clause

An independent clause is a group of words that contains a subject and verb and expresses a
complete thought. An independent clause is a sentence.
➢ Jim studied in the Sweet Shop for his chemistry quiz.

Dependent Clause

A dependent clause is a group of words that contains a subject and verb but does not express
a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked
by a dependent marker word.

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 ➢ When Jim studied in the Sweet Shop for his chemistry quiz . . . (What happened when he
studied? The thought is incomplete, thus, it is not a sentence.)

Dependent Marker Word

A dependent marker word is a word added to the beginning of an independent clause that
makes it into a dependent clause.
➢ When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy.

Some common dependent markers are: after, although, as, as if, because, before, even if,
even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and
while.

Take note, dependent marker words signal that the clause is not a sentence but a dependent
clause.

Connecting independent clauses

There are two types of words that can be used as connectors at the beginning of an
independent clause: coordinating conjunctions and independent marker words.

1. Coordinating Conjunction

The seven coordinating conjunctions used as connecting words at the beginning of an

independent clause are and, but, for, or, nor, so, and yet. When the second independent clause in a
sentence begins with a coordinating conjunction, a comma is needed before the coordinating
conjunction:
➢ Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to concentrate because
of the noise.

2. Independent Marker Word

An independent marker word is a connecting word used at the beginning of an independent

clause. These words can always begin a sentence that can stand alone. When the second independent
clause in a sentence has an independent marker word, a semicolon is needed before the independent
marker word.
➢ Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to concentrate
because of the noise.

Some common independent markers are: also, consequently, furthermore, however,

moreover, nevertheless, and therefore.

Connecting dependent and independent clauses

Subordinating conjunctions allow writers to construct complex sentences, which have an

independent clause and a subordinate (or dependent) clause. Either clause can come first.
➢ The students acted differently whenever a substitute taught the class.
➢ Whenever a substitute taught the class, the students acted differently.

Note that the clauses are separated with a comma when the dependent clause comes first.

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 Some common subordinating conjunctions are:

How to Use and Punctuate Subordinating Conjunctions

There are two main functions of subordinating conjunctions: to transition between two ideas
and to reduce importance of one clause over another. On the matter of importance, the main clause
is the one that is given importance over the subordinate clause.

Transition: I often sit down to write articles after my children eat breakfast.
Reducing Importance: Although it is a beautiful day outside, I plan on working inside at my computer.

There are four main ways to construct sentences using subordinating conjunctions:

1. Main clause and subordinate clause. There is no comma required with this simple structure.

➢ Amber rubbed her eyes as she opened a new training article.

➢ I prefer to write while my children are at school.

2. Subordinate clause and main clause. Because the sentence is beginning with a dependent clause,
a comma should usually come at the end of the subordinate clause before starting the main clause.

➢ While Drew sets up the trading show booth, Jon explains BKA services to some interested
guests.
➢ Although Katie assured me it was OK, I felt terrible about asking for a writing extension.

3. Main clause and essential relative clause. This involves the use of a relative pronoun such as where,
who, that or which. If the relative pronoun is used to clarify a general noun, it is essential and does
not require a comma before it. If the essential relative clause interrupts a main sentence, do not put
commas around it.

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 ➢ I like to type in the bedroom where the ceiling fan is located.
➢ Sharon graciously edited the articles that were due later that day.
➢ Interrupted: I can usually tell when my neighbor who owns an old truck leaves for work in the
morning.

4. Main clause and nonessential relative clause. This again uses a relative pronoun. When the relative
pronoun follows a specific noun, the clause is nonessential and should include a comma before it. If
the nonessential relative clause interrupts a main sentence, put commas around it.

➢ Few people enjoy May 4th as much as Greg, who loves Star Wars.
➢ I curled up to read the first book of The Prydain Chronicles, which is one of my favorite series.
➢ Interrupted: When it comes to law articles, Claudia, who is a legal whiz, knows just what to
write.

Some Common Errors to Avoid

Comma Splices

A comma splice is the use of a comma between two independent clauses. You can usually fix
the error by changing the comma to a period and therefore making the two clauses into two separate
sentences, by changing the comma to a semicolon, or by making one clause dependent by inserting a
dependent marker word in front of it.

Incorrect: I like this class, it is very interesting.

Correct: I like this class. It is very interesting.

• (or) I like this class; it is very interesting.

• (or) I like this class, and it is very interesting.
• (or) I like this class because it is very interesting.
• (or) Because it is very interesting, I like this class.

Fused Sentences

Fused sentences happen when there are two independent clauses not separated by any form
of punctuation. This error is also known as a run-on sentence. The error can sometimes be corrected
by adding a period, semicolon, or colon to separate the two sentences.

Incorrect: My professor is intelligent I've learned a lot from her.

Correct: My professor is intelligent. I've learned a lot from her.

• (or) My professor is intelligent; I've learned a lot from her.

• (or) My professor is intelligent, and I've learned a lot from her.
• (or) My professor is intelligent; moreover, I've learned a lot from her.

Sentence Fragments

Sentence fragments happen by treating a dependent clause or other incomplete thought as a

complete sentence. You can usually fix this error by combining it with another sentence to make a
complete thought or by removing the dependent marker.

Incorrect: Because I forgot the exam was today.

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Correct: Because I forgot the exam was today, I didn't study.

• (or) I forgot the exam was today.

RESTRICTIVE VS. NON-RESTRICTIVE CLAUSE

A restrictive clause modifies the noun that precedes it in an essential way. Restrictive clauses limit
or identify such nouns and cannot be removed from a sentence without changing the sentence’s
meaning.

A nonrestrictive clause, on the other hand, describes a noun in a nonessential way.

Restrictive Clauses Narrow Things Down

1. Restrictive clauses are usually introduced by the relative pronouns that, who, whom, or whose. A
restrictive clause can have an identifying function.
➢ Example: The astronaut who first stepped on the moon was Neil Armstrong.

The restrictive clause in this sentence is who first stepped on the moon. If we stripped it from the
sentence, we would be left with this:
➢ The astronaut was Neil Armstrong.

There is nothing grammatically wrong with this Spartan sentence. However, it does not have the same
intent as the former example, which was to identify the person who first set foot on the moon’s
surface.

2. A restrictive clause can also have a limiting function.

➢ Example: Children who eat vegetables are likely to be healthy.

If the restrictive clause who eat vegetables were removed from this sentence, the intended limits on
the noun children would be no more.
➢ Children are likely to be healthy.

Obviously, our intention with the first sentence was to point out which children, from among the
world’s multitudes, perform a behavior likely to sustain their health. Thus, who eat vegetables is an
essential element of that sentence.

Nonrestrictive Clauses Give Bonus Information

Nonrestrictive clauses provide additional but optional descriptions that can be excised from
a sentence without altering its meaning or structure.
➢ Kaylee, who just graduated from high school, is an accomplished figure skater.

While the nonrestrictive clause who just graduated from high school offers a good description
of the subject of this sentence, Kaylee, the sentence retains its meaning without it.
➢ Kaylee is an accomplished figure skater.

Commas and Relative Clauses

A broad rule you can apply to relative clauses in order to punctuate them correctly is that
restrictive clauses are never offset by commas, whereas nonrestrictive clauses are. One way to

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remember this is that nonrestrictive clauses are removable, and commas mark the removable part of
the sentence. Restrictive clauses, on the other hand, are essential; they need to blend with their
sentences seamlessly, without commas.

Incorrect: Would you lend me the book, that you recommended last week?
Correct: Would you lend me the book that you recommended last week?

Incorrect: Oliver Twist which was Dickens’s second novel is a classic.

Correct: Oliver Twist, which was Dickens’s second novel, is a classic.

PRACTICE TEST

Let’s try this!

Below are sentences with a clause underlined. In the blank after the sentence, write whether the
underlined clause is independent or dependent.

1. The teacher who lives next door to Rob is Mrs. Johnson.

_____________________________________
2. Our dog will run away if the gate is left open. _______________________________
3. Because the storm knocked out the power, school will be canceled on Thursday.
_________________________________________________________
4. This is the homework assignment that you missed last week.
__________________________________
5. The movie was good although it was too long.
_____________________________________________
6. Victoria heard what her sister said, but she ignored it.
_______________________________________
7. The moon shone on the ocean while the whales rose to the surface.
_____________________________
8. At the end of his class, Jim walked to his locker where the coach was waiting.
___________________________________________
9. Whenever I go to Greece, I will visit Santorini.
______________________________________________
10. If you can give me two reasons, I will allow it.
_____________________________________________

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 DEEPEN YOUR UNDERSTANDING!

A. It was discussed that when using clauses there are also some errors that we have to consider.
Below is a table with

Sentence Correction
1. Chloe ate her dog food, and the brand was
Pedigree.
2. Chloe likes to chase the cat, the cat doesn’t like
Chloe.
3. Chloe is a black lab she is a good dog.
3. I was listening to this song the other day, now it’s
stuck in my head.
4. Because I did not stop for Death, He kindly
stopped for me.
5.He is a good man I really admire him.

B. Write a short paragraph consisting of 100 words only describing your experience in learning
clauses. Please observe the common errors that should not be emulated when constructing
sentences. Use the notepad provided below for your answer.

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 YOUR REFLECTION

Have you enjoyed the activities? What are the things you have learned? What do you think
are the advantages of learning the different types of clauses in the academic environment? Come on,
write your thoughts now!