SHORTENED CLAUSES
(REDUCED CLAUSES)
for the twelfth graders
compiled by: Dra. Wulandari
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Standar Kompetensi:
Menulis :
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana dalam
konteks kehidupan sehari-hari.
Kompetensi Dasar:
Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam berbagai bentuk teks, khususnya dalam mengubah kalimat majemuk bertingkat
menjadi kalimat tunggal dengan cara memendekkan/ mengubah klausa menjadi frasa.
Tujuan Pembelajaran:
Setelah melaksanakan pembelajaran, siswa dapat:
- Membedakan frasa dan klausa dengan cerdas.
- Membedakan kalimat tunggal dan kalimat majemuk dengan cerdas.
- Mengubah kalimat majemuk menjadi kalimat tunggal dengan cara memendekkan/
mengubah klausa menjadi frasa dengan teliti dan gigih.
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Conceptual Map
Active
Shortened
Adjective Clause
Passive
Shortened Clause
Active
Shortened
Adverb Clause
Passive
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Reduction of Adjective Clauses to Adjective Phrases
REVIEW:
Combine the following sentences using an adjective clauses.
1. I saw the man. He closed the door.
I saw the man who closed the door.
2. The girl is happy. She won the race.
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3. We are studying phrases. They contain adjective clauses.
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4. We read a novel. It was written by Andrea Hirata.
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5. He helped the man. The man was hit by a motorcycle.
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HOW TO REDUCE:
(a) ADJECTIVE CLAUSE An adjective phrase is a reduction
The girl who is sitting next to me is Agnes. of an adjective clause. It modifies
(b) ADJECTIVE PHRASE a noun. It does not contain a
The girl sitting next to me is Agnes subject and a verb.
The adjective clause in (a) can be
reduced to the adjective phrase in
(b).
(a) and (b) have the same
meaning.
(c) CLAUSE : The boy who is playing the piano is Only adjective clauses that have a
Ben. subject pronoun – who, which,
(d) PHRASE : The boy playing the piano is Ben. that – are reduced to modifying
adjective phrases.
(e) CLAUSE : The boy (whom) I saw was Tom. The modifying clause in (e)
(f) PHRASE : - cannot be reduced to an
adjective phrase.
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There are some steps to do to reduce an adjective clause to become an adjective phrase:
1. The subject pronoun is omitted and the ‘be’ form of the verb is omitted.
e.g. :
Clause : The man who is talking to John is from Korea.
Phrase : The man Ø Ø talking to John is from Korea.
Clause : The ideas which are presented in that book are interesting.
Phrase : The ideas Ø Ø presented in that book are interesting.
Clause : Ann is the woman who is responsible for preparing the budget.
Phrase : Ann is the woman Ø Ø responsible for preparing the budget.
Clause : The books that are on that shelf is mine.
Phrase : The books Ø Ø on that shelf is mine.
2. If there is no ‘be’ form of a verb in the adjective clause, omit the subject pronoun
and change the verb to its ‘-ing’ form => Active meaning
e.g.:
Clause : English has an alphabet that consists of 26 letters.
Phrase : English has an alphabet Ø consisting of 26 letters.
Clause : Anyone who wants to come with us is welcome.
Phrase : Anyone Ø wanting to come with us is welcome.
3. If the clause has passive meaning, omit the subject pronoun and use the past
participle => Passive
e.g.
Clause : The book which was written by J.K. Rowling is interesting.
Phrase : The book Ø Ø written by J.K. Rowling is interesting.
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EXERCISES
Combine and shorten the following sentences using reduced adjective clauses.
1. I have a cat. It is called Mimi.
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2. The books were burnt. They told about bad things.
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3. He was accused of murder. The man was arrested.
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4. She was shocked by the bad news. The woman burst into tears.
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5. It is organized by our team. The event will surely a great success.
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6. The film is based on real events. It tells the story of a reporter.
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7. She was born in Hollywood. The woman knows all the famous movie stars.
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8. The car was taken to the garage. It was repaired within an hour.
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9. She was admired by everyone. The girl began to grow arrogant.
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10. He was dumped by his girlfriend. The man felt really sad.
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Reduction of Adverbial Clauses to Adverbial Phrases
Note:
There are three main categories of ‘subordinating conjunctions’ that can be used to
combine the sentences:
Cause and Effect : because, since, as, etc
The subordinating conjunction of cause and effect have to be omitted.
Time : after, before, while, when, as, since, etc.
Some of the subordinating conjunctions of time like ‘while, when, as, after’ can be
omitted while other conjunctions remain.
Concession : if, although, unless, etc
The subordinating conjunction of Cause and Effect mustn’t be omitted.
REVIEW:
Combine the following sentences using an adverb clauses.
1. We switched off the lights. We went to bed.
Before we went to bed, we switched off the lights.
2. The boy asked his mother’s permission. He went out to play.
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3. He had drunk too much. He didn’t drive home himself.
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4. Two tests have been written down by us today. We are very exhausted.
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5. She filled the washing machine. It was switched on.
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HOW TO REDUCE:
(a) ADVERB CLAUSE An adverb phrase is a reduction
While I was walking to class, I met my friend. of an adverb clause. We reduce it
(b) ADVERB PHRASE by omitting the subject of the
While I was walking to class, I met my friend dependent clause and the ‘be’
form of the verb.
(c) ADVERB CLAUSE If there is no ‘be’ form of a verb,
Before I left for work, I ate breakfast omit the subject and change the
(d) ADVERB PHRASE verb into ‘-ing’ form if it is in
Before leaving for work, I ate breakfast active meaning.
(e) ADVERB CLAUSE If the construction is in passive,
Unless it is used carefully, it will be broken omit the ‘be’ form of the word
easily. and use only the past participle
(f) ADVERB PHRASE form of the verb.
Unless used carefully, it will be broken easily.
(g) ADVERB CLAUSE We can reduce the adverb clause
While the teacher was explaining, I fell asleep only when the subject of the
(h) ADVERB PHRASE adverb clause and the subject of
--- the main clause are the same.
(i) ADVERB CLAUSE
While the man was sitting in the café, a If possible, we can change the
newspaper was being read. clause into active or passive to
(j) ADVERB PHRASE make the clauses have the same
While sitting in the café, he was reading a subjects, as in example (i) and (j)
newspaper.
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EXERCISES
EXERCISES
Combine and shorten the following sentences using reduced adjective clauses.
1. We watch the news every day. We know what’s going on in the world.
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2. They are vegetarians. They don’t eat meat.
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3. The dog wagged its tail. It bit the postman.
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4. She was tidying the room. She found some old photos.
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5. He was a good boy. He helped his mother in the kitchen.
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6. They didn’t have enough money. They spent their holidays at home last year.
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7. Although he is not good-looking, a lot of girls admire him.
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8. I didn’t feel well. I didn’t go to the cinema.
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9. She was walking home. She met an old friend.
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10. He finished his homework. He went to bed.
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SUMMARY
SHORTENED ADJECTIVE CLAUSE
Active Everybody who works in the factory has to wear special clothes.
Everybody working in the factory has to special clothes
Passive The man who was arrested last night carried a gun.
The man arrested last night carried a gun.
SHORTENED ADVERB CLAUSE
Because I was busy, I decided to have lunch in the office.
Active
Being busy, I decided to have lunch in the office.
Reason
As the door was locked, it couldn’t be opened.
Passive
Locked, the door couldn’t be opened.
When we were watching TV, we heard a knock on the door.
Active
When watching TV, we heard a knock on the door.
Time
When the liquid is heated, it changes colour.
Passive
When heated, the liquid changes colour.
Although he works very hard, he cannot buy a new car.
Active
Although working very hard, he cannot buy a new car.
Concession
If it is used economically, it will last for months.
Passive
If used economically, it will last for months.
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MORE EXERCISES
A. Choose the correct answer.
1. The accident ____ a bus and two cars took the lives of four people and injured
numerous others.
A. to involve D. involved
B. involving E. it involves
C. to be involved
2. Slowly and carefully the police entered the dense forest ____ the robbers’ hiding
place.
A. surround D. is surrounding
B. which surrounding E. surrounds
C. surrounding
3. Constructed from 3000 to 1500 BC, ______________.
A. the pyramids were monumental tombs of Egyptian pharaohs
B. many tourists come from all over the world to see the pyramids
C. the Egyptians pharaohs were buried in the pyramids
D. it was the monumental tombs of Egyptian pharaohs
E. the Egyptians buried their pharaohs in the monumental pyramids
4. _________, he acted as if he had been innocent.
A. When interrogating D. When being interrogated
B. Being interrogating E. Interrogated
C. Having interrogating
5. Those _________ to join the students exchange program should have good
knowledge of English.
A. are intending D. intending
B. intended E. who intending
C. who are intended
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6. After _______ with honors, he got a job in the Japanese embassy.
A. graduate D. graduated
B. he graduating E. being graduated
C. graduating
7. Using a sharp axe, ________.
A. it was easy for him to cut down the tree
B. the lumberjack cut down the tree easily
C. the tree could be cut down easily
D. the tree should have been cut easily
E. cutting down the tee becomes easy
8. Running down the stairs, she slipped and broke her legs.
In other words: _______ down the stairs, she slipped and broke her legs.
A. While she was running D. After she ran
B. Because she is running E. in order that she could run
C. As she would run
9. Being an outstanding student of our school, he was offered a scholarship and study
in America.
The underlined word means: __________ of our school.
A. If he is an outstanding student
B. As he is an outstanding student
C. Although he is an outstanding student
D. Before he is an outstanding student
E. When he is an outstanding student
10. Having been carefully planned, ____________.
A. the mission was accomplished carefully
B. nothing could stop the mission from being accomplished successfully
C. the generals were satisfied with the outcome
D. the team accomplished the mission successfully
E. the outcome of the successful mission was satisfactory
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B. Rewrite the following text changing clauses to phrases where possible.
Vincent Van Gogh, who was born in Holland in 1853, is one of the world’s most
famous painters. Although his talent was unrecognized throughout his life, it was
much appreciated after his death.
After he had failed in every career he had attempted, Van Gogh first turned to art
to express his strong religious feelings. After he had decided to become a painter, in
about 1880, he started to paint studies of peasants and miners. During the next few
years, which are known as his ‘Dutch period’, he produced painting with rather dark
greenish-brown colours.
In 1886, when he went to Paris to visit his brother Theo, he was immediately
attracted to the Impressionist work he saw there. He decided to stay in Paris and
continued his painting there. He was encouraged by Picasso to use more colour in his
pictures and his subsequent paintings were bright and immensely colourful.
After Van Gogh had moved to Aries in the south of France in 1888, he worked
frantically. This frenzied activity, which was interrupted by bouts of deep depression
and despair, produced the majority of his most famous paintings. One of these, which
is called Self Portrait with Bandaged Ear, shows Van Gogh: he was wearing a bandage
after he had cut off his own ear. A year later, in 1890, he committed suicide.
A lot is known about Van Gogh’s life and his feelings because of the hundreds of
letters which were written by him to his brother Theo and others. Because his brother
believed in Van Gogh’s genius, he always encouraged him in his work. He was the
person closest to Van Gogh.
Born in Holland in 1853, Vincent Van Gogh is one of the world’s most famous
painters.
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GLOSSARY:
A clause is a group of related words that contains a subject and a verb.
A phrase is a group of related words that does not contain a subject and a verb
BIBLIOGRAPHY:
Azar, Betty Schrampfer. 2002. Understanding and Using English Grammar. New
York: Pearson Education.
Murphy, Raymond. 1985. English Grammar in Use. Cambridge: Cambridge
University Press.
Nettle, Mark and Diana Hopkins. (n.date). Developing Grammar in Context.
Cambridge: Cambridge University Press.
Vince Michael and Paul Emmerson. 2003. First Certificate Language Practice.
Oxford: Macmillan Education.
Walker, Elaine and Steve Elsworth. 2000. Grammar Practice for Upper
Intermediate Students. Essex: Pearson Education Limited.
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