Opening: April 8th weather was crazy! We discussed how to call every kind of rain appropriately,
so we mentioned: showers of rain, buckiting rain, drizzles and others.
After that, Yanina presented the topic: COHESION( how ideas are connected).
That topic led us to think about the elements of cohesion and coherence, as the use of the
superordinates(hyperonyms), for example, the word "team" and "Boca Juniors" as his hyponym.
Then we got into Page 4, activity 1 and 2 on Cohesion.
Next, we changed ideas about the reading "Eleven Words..." and we did Discourse
Analysis about it on page 11, activity 1. Then, Yanina told us about the different moments of a
Narrative Essay and their necessary elements as the Linguistic devices that are essential to
include. Also, we described the cohesive devices from activity 2, page 11.
Closing: Finally, Yanina told us that in English exists a Principle of End-weight. That means that
when the subject of a sentence is "long and heavy" and this sentence starts with "IT", probably
after that, we can find the predicate. For instance, "It dawned on me what he had said and why
he had said it."
It: anticipatory it
dawned on me: predicate
what he had said and why he had said it.": subject
Homework for next class: Revise Cohesion Pages 12 and 13
Here goes the recount from last class.
As soon as the lesson began, we were asked to complete a google form on cohesion. Here is the
link: https://docs.google.com/forms/d/e/1FAIpQLSdiJupfIWjWP1WV0rq59hpIQs6Fzn6lrb9yBmM
-koupMhxNKA/viewform
The aim of this task was basically to check our understanding and clear up any doubts we had.
One
of
the
things
we
discussed
from
the
exercise
was
the
differentiation
of VERBAL and CLAUSAL ellipsis as some of us tend to get confused when identifying which
out of the two is it.
Remember: for a clause to exist we need a SUBJECT.
When a verb phrase has been omitted we are considering an instance of VERBAL
ELLIPSIS.
Right after we completed the form, we moved on to another activity to keep practising. This time,
we were asked to pair up with a classmate and tackle the following exercise:
Analyse/Describe the following cohesive devices from “Los Pobres”
1- I did (paragraph 3) Compare it with DID in “I did know” (paragraph 4)
2- No longer afraid (paragraph 5) Identify a cohesive device.
3- An hour, two passed (paragraph 6) Identify a cohesive device.
4- Although (paragraph 4)
5- THAT first morning (paragraph 6)
This activity was meant to be done and handed in within 25 minutes, and without consulting our
notes. However, as the pace was different from the expected one, Yanina granted us permission
to use them.
Once we handed in our sheets of paper, Yanina asked us to reflect on why we think she gave us
this type of activity and only 25 minutes to carry it out. We all agreed on the thought that this was
part of our training for the exam, to see how much of these contents we know and how much of
them we need to reinforce prior to the day of the exam.
Some suggestions to take into account:

Time ourselves to check how much time we need to tackle an exercise like the one we
did.

Constant monitoring of the way we write our answers as sometimes it is noticeable that
we know the theory but still make grammar mistakes.
Then, we discussed the answers altogether. (I will go over some key aspects that might help us
to tackle this kind of exercises better)
1- As mentioned above, we need to consider a certain structure when we think of our answers.
For example: It is grammatical cohesion. It is an instance of verbal substitution. The proform “did”
replaces or substitutes for the verb “want”.
2- For this one in particular, several answers were taken into consideration as most of them were
possible from the point of view of our analysis.

I was no longer afraid (clausal ellipsis as the subject + verb has been omitted)

Being no longer afraid… (if we consider that the omitted element is “Being” we would be
talking about an instance of verbal ellipsis because of the absence of it in the sentence)
(Our analysis to detect types of ellipsis will be correct as long as it follows logical reasoning like
the ones above)
A clue to detect instances of ellipsis could be not having any element underlined in the sentence
provided.
3- Here it happened the same. Either nominal or verbal ellipsis can be considered.

If we think of nominal ellipsis, the element or the noun that has been omitted is “hours”.

If we think of verbal ellipsis, the element that has been omitted is the verb “passed”. An
hour PASSED.
4- When describing cohesive devices such as conjunctions, we must consider what they express
(time, reason, contrast) and what they can be replaced by. For example: It is lexico-grammatical
cohesion. It is an adversative conjunction that expresses contrast and can be replaced by “even
though”, “however”.
5- Since the cohesive device is a demonstrative adjective, we should not forget to mention what
it refers to. For example: “It is grammatical cohesion. It is anaphoric demonstrative reference. It
is a demonstrative adjective that refers to…”
During the second part of the lesson we started working on LANGUAGE IN USE based on the
content that appears on pages 12 and 13 of the booklet.
We discussed what language in use truly means as well as the “why’s” and “how’s” of its usage
in context. There was an agreement on the fact that it refers to the practical application of
language.
Another aspect that we should take into consideration is the importance of teaching the functional
aspect as we, future educators, must teach it for communicative purposes.
HOW SHOULD WE STRUCTURE OUR ANSWERS WHEN EXPLAINING LANGUAGE IN USE?
1- Structure
2- Use
3- Context
We should explain why the author has chosen that structure and its use in context.
Example taken from page 13:
“The catering went badly. The waiters arrived late and ran out of food”.
The author uses past simple to describe actions that happened at a specific point of time in the
past (the day of the wedding, which was mentioned before) Simple past tense describes a
sequencing of events.
IMPORTANT: We should remember that each verb tense has more than one usage, and from
there we have to consider which of all of them fits the better given the context.
Then, we worked on the exercises that are on page 13 and shared different answers. (1 and 2
were done as examples)
Some clarifications from class:

Permanent situations (also known as facts but some grammarians prefer permanent
situations) are NOT routines and mainly, they are related to verbs that refer to working,
studying, and living. Routines, on the other hand, are just repeated actions, habits we
have created for ourselves.

Permanent situations in the simple present are the equivalent of temporary situations
expressed with the present progressive. EXAMPLES �
I live in Moreno. (permanent as there is not sign of change)
I am living in Moreno. (Temporary as maybe the speaker is considering the idea of moving
out)

Synonyms for “have endured” were mentioned, and here I will provide you with some
of them: tolerate, put up with, stand, bear.

Aspects to take into account when analysing PASSIVE VOICE:
a- When do we use this structure?
b- How is it used, depending on the context?
c- The concept of “affected participant” (check the examples below)
I made a cake. (Here, cake is the D.O)
What are objects? They are the participants affected by the action. That is to say, there was no
cake before the action of making it. In conclusion, the action of making affects the object which,
in this case, is the cake.
I made her a cake. (Here, cake is the D.O and the pronoun “her” the I.O)
There are two participants: the cake and her. The cake is affected by the action of making, and
"her" is the one who receives it. (So, the direct object is the one that gets affected.)
REMEMBER: If there is only one object within a sentence, it’ll be the Direct Object.
d- The doer or agent can be:

obvious

unknown

general

detached from the message
HOMEWORK:
1- Finish the exercise on page 13. The sentence that says “CAN BE SHUTTERED” was left
pending.
2- Study for the mini test on verb tenses.
Hope you find this helpful! If there's anything I missed or I misexplained, please DO let me know.
P.S: Check FILES and SITES (Discourse and Cohesion) for extra practice.
P.P.S: Here, I'm leaving some links that contain extra practice on Tenses, Ellipsis, and
Substitution for you to have them handy:
- Tenses: https://www.englishgrammar.at/online_exercises/tenses/tenses_index.htm
- Ellipsis and Substitution:
https://www.cambridgeenglish.org/learning-english/activities-for-learners/c1g060-ellipsis
https://www.cambridgeenglish.org/learning-english/activities-for-learners/c1g059-frontingsubstitution-and-ellipsis
As we arrived at the class, we started a mini test on Google Docs on tenses based on the units 1
to 6 from English Grammar in Context by Vince, for which we had been warned in the previous
class and had 20 minutes to complete.
This is the link of the mini test:
https://forms.gle/uDpobQsStQDLwDNNA
After finishing it, Yanina reviewed the questions that were most difficult or confusing for us,
explaining the correct answers and why.
Then, we worked in pairs to analyze the following sentence:
• I was telling my lawyer we would leave the place when my wife looked daggers at me.
We examined its structure, use, and context:
•Structure: Past Continuous.
•Use: Progressive action in the past. Interrupted actions/Background.
•Context: They were planning to leave the place because they were discriminated before but his
wife reacted to it looking angrily at him.
As soon as we finished it, we reviewed and compared our answers orally with the help of the
teacher. She told us to search for any article on the Buenos Aires Times website to read.
The articles we selected were mostly about the death of the Pope, and we had to analyze that
article according to discourse:
-Genre.
-Source.
-Topic.
-Expected audience.
-Register.
-Tone.
We also analyzed cohesion, explaining what is within it and using examples extracted from the
text. She explained the different conjunctions and lexical field.
•Conjunctions:
-Because:(Causal)
-Although:(Adversative)
-When:(Temporal)
-Besides:(Additive)
In addition to this, she also explained language in use, focusing on passive voice and taking as
an example a sentence from one of the articles:
"His ascension was celebrated as a joyous occasion in the streets of Buenos Aires"
We analyzed it as follows:
His ascension
-The focus is on the affected because it is at the beginning, which changes the subject.
Structure:
Be
Verb
Aux
+
Operator
Past
Participle
Notes: The agent is the doer (the one that does the action)
Ex: in the passive voice: by ......(Agent)
Then, she explained theme and rheme: that is, how the message is organized.
Ex: "I study here"
-I, the subject, is the theme. -Study here, is the rheme.
Ex: "What do you study?"
-What, is the theme
-Do you study, is the rheme.
Notes: The theme is the starting point of the message.
After explaining what theme and rheme are, the teacher went on to explain the different types of
themes:
-The unmarked theme. There are several types of unmarked theme:
•Declarative sentence:
Ex: I (Subject) am not in the marines.
•Wh Questions:
Ex: Where did you?
-Where: Wh word
You expect that (Wh at the start)
•Yes/No question-Close question
Ex: Have you heard?
-Have: operator/auxiliary.
You expect that (Op at the start)
•Imperative Sentence:
Ex: Chin up!
-Chin: Bare Infinitive
You expect that (Bare Infinitive at the start)
Notes: It's an U.T (Unmarked Theme) because the order is the expected in each case.
-The marked theme:
Ex: There he is
-There: Adverbial Adjunct of Place.
Ex: A cake I ate
-A cake: D.O (Direct Object)
In this case, but it could be I.O (Indirect Object) also.
Ex: When he arrived, I left.
-When: Adverbial Agent of Time.
Ex: Really sick I felt.
-Really sick: Subjective Compliment.
Notes: We make this to focus/emphasize on that and organize the sentence the way we want to
send a message.
Ex: It was at 8(that) we were supposed to meet
-At 8: A.A of Time.
-At the park: A.A of Place.
•It's a Cleft Sentence(Clefting)
Ex: Anna(that) you were supposed to call.
-Anna: D.O (Direct Object)
For Homework: Investigate more about this.
After finishing this, the teacher started with Inversion:
-Inversion of order:
Ex: I have never felt so humiliated in my whole life.
-Never [Have I felt] so humiliated in my whole life.
*Have I felt→Order of question.
Structure
Negative Adverbs/Expressions
+
Inversion.
↓
-No sooner....than....
-Not only....but also....
-Little....
-Seedom....
-Rarely....
-Hardly....when....
•Under no circumstances on no account.
→Examples of this:
•Rarely I watch Disney channel→I rarely watch d.c
•Seedom is he late.
• Little did I know that he would come anyway.
-I did not know.
•On no account I would not apologise.
•Not only was I tired but also hungry.
•No sooner had he arrived than I left.
-Conditional sentences:
•If you happen to need any help, feel free to contact me→Should you need any help, feel free to
contact me.
After the teacher explained that, she asked us to do the activity 2 from the page 14, which was
focused on theme and the answers were the following:
1- Unmarked.
2- Unmarked.
3- Marked.
4- Marked.
5- Marked.
6- Marked.
7- Unmarked.
8- Marked.
→For sentence 4, the analysis was:
→It didn't matter that I was......honeymoon.
-It→Anticipatory Subject
-Didn't matter→L.V (Lexical Verb) ; Predicate.
-That I was...honeymoon→Real Subject, but too long.
•For homework we have to:
-Visit Sites on the Virtual Class
↓
1)Inversion explained briefly.
2)Inversion on TV Series.
3)Inversion(all the other links)
-Test English.
-We have to go over tenses, passive voice, marked theme and also we have to read the following
texts:
•"I stand here ironing".
•"Striking a nerve".
At the beginning of the class we were discussing the answers of the Google Document that the
teacher asked us to participate in. It was about Language in use with an extracted article about
tattoos.
For example, question 4:
4: In addition, another 18 percent responded that “they haven't decided yet, but don't rule it out.
What verb tense is it? Why is it used in this context?
(My) answer: They haven't decided yet” is the present perfect tense. It is used to describe actions
that are connected to the present. In this context, they made no decision up to now, but they still
might.
Then, we started to look for examples of “Marked theme” in the story “Eleven words” and explain
why it is a marked theme.
Example in the class: “But here…” (Paragraph 7)
But: Conjunction of contrast between the previous idea (him as a reporter, parag. 6) and the next
(him as a person).
Also, we were asked to do an exercise of “Grammar inversion” with negative adverbs (No sooner,
rarely, never)
Example of Inversion:
I rarely watch Disney
Rarely do I watch Disney= Order of question.
Link: https://test-english.com/grammar-points/b2/inversion-negative-adverbials/
Sites section - Grammar- Inversion.
After that, we were asked to do our 3rd reading journal
Reading journal #3 Choose one and write on your redaing journal.
1. Jonathan Kauffman's story mirrors the story of most minority groups.
2. I think Jonathan Kauffman overreacted a little in his description of events. (Extracted from
calendar)
As soon as we finished writing, we exchanged our work with a classmate to read it and tell us if it
was coherent and focused. In addition, we had to pay attention to sentence demarcation,
punctuation, verb tenses and marked theme in our own writing and then rewrote it for a
submission.
At the last moment of the class, we worked with syntax (page 16 of unit 1)
First, recognizing whether the following sentences are simple, compound or complex.
-The caterers arrived late and they ran out of food some minutes later. Simple
- Perhaps something has happened to the American hostages in Beirut. Simple
-He made that remark because I am a Jewish. Complex
-I spent the next few hours in a fog. Simple
-She is not Jewish but the hotel manager had assumed she was. Compound-Complex
The teacher explained that the last sentence is compound-complex:
The hotel manager had assumed (that) she was Jewish.
‘That’ introduces an embedded clause.
Recount: 13/05
At the beginning of the class, the teacher said we were going to work on ADVERBIAL CLAUSES
A
few
moments
later,
we
played
with
a
vocabulary
game
in
the
following
link: https://www.baamboozle.com/game/932337
And after we finished, the teacher explained the words we did not know.
In my case: Clairvoyant
Then, the teacher explained us how to recognize an Adverbial Clause:
Form: Subordinating conjunction + Clause= Adverbial Clause
Examples of subordinating conjunction: when, where, although, because, until, after, as soon as,
sin a, as, if, so that, as if, unless, since, etc.
Function of Adverbial clause- Adverbial adjunct of: time, place, manner, reason, purpose,
condition, contrast/concession, result, comparison, accompaniment.
Then, the teacher explained that prepositions can not be at the end of a sentence:
She arrived at 8 and left after (Preposition) ❌
She arrived at 8 and left afterwards (Adverb) ✅
And then, an example of adverbial clause:
After she arrived : Adverbial clause
After: Subordinating conjunction
She arrived: Clause
At this point, we opened the file “On adverbial clauses” which had an extracted text from “The
danger of a single story” and we were supposed to spot the three adverbial clauses and the two
not adverbial clauses.
The sentences:
How poor they were: Not adverbial clause
Where I had learned to speak English so well: Not adverbial clause
When I said that Nigeria happened to have English as its official language: Adverbial clause
before she saw me: Adverbial clause
before I went to the U.S.: Adverbial clause
After that, we were supposed to recognize at least two adverbial clauses on the first page of “I
Stand here Ironing”
And
then,
we
did
our
pending
test
on
vocabulary: https://docs.google.com/forms/d/e/1FAIpQLScj6ozXcwLe8lv7LrfH7e1JBIu427wZ_i
E-rSBbTOhd4ojnTQ/viewform
Here, the teacher asked us to check the Narrative essay material she gave us through the virtual
campus which we should read to write an essay: https://padlet.com/yaninagiracca/narrativeessay-writing-1vfrrxqy72gp3l4n
Then, we went back to Unit 1 page 30 in where we had an essay called “My Immigration
Experience”
Parts of the essay:
1st paragraph: Hook (Writer's intention) and the anticipation of the conflict or thesis (at the end of
the paragraph)
2nd paragraph: the background
And then, the reflection or final thoughts.
In this essay, we were asked to make the following analysis to hand in:
On discourse and organisation (generic structure)
1. Read the essay and summarise what it is about. Comment on context and the writer's intention.
2. Does the essay have a title? How is it related to the topic and the writer's intention?
3. Pay attention to how the essay is organised into paragraphs.
4. Analyse it according to whether you can identify the introduction, anticipation of conflict (thesis),
background, conflict, resolution and final words (Revise page 26)
• On language in use and cohesion
1. Comment on the tenses the writer has used and the use of those tenses.
2. Pay attention to marked theme and the reason for using this structure.
3. Comment on any other structure used by the writer (passive voice, modality, conditional
sentences, etc)
4. Has the writer used transition words to signal addition, contrast, time, etc.? Describe the
cohesive devices used.
5. Pay attention to reference, ellipsis and/or substitution.
6. Focus on the lexical choices made and analyse lexicval cohesion: reiteration (repetition,
synonyms, antonyms, hyperonyms, etc) and collocation (lexical field)
• On syntax
1. Are there all simple sentences? What can be said about the choice of sentence types?
2. Can you identify adverbial clauses?
(Before
analyzing
these
things,
the
teacher
asked
us
to
go
to
the
following
link: https://www.educaplay.com/learning-resources/23613573narrative_essay_writing.html And answer the yes no questions about narrative essays)
By now, we have just done one of the analysis (On discourse and organisation)
At the end of the class, we handed it in.
Hello everyone, here is the recount from last class: May, 27th
I arrived a few minutes late but as soon as I entered, Yani was explaining the modality for next
class, which is going to be virtual.
To sum up, she explained that for next class we will have to do a mock exam. It will be individual
and she gave us a piece of advice: to monitor ourselves, that is to say, time yourself and try to
complete it in approximately 1 hour and 40 minutes. This will help us to be ready for the midterm.
Yani will activate the class in the morning and the deadline to submit the mock is 21.00.
Then we went over the homework from the previous class, which was mock exam 1 on ‘’Striking
a Nerve’’
These are some of the possible right answers that we discussed together:
Mock 1
Pre-reading activity

STRIKE A NERVE: To say or do something that upsets someone because it touches a
sensitive topic or feeling

RETALIATE: To react to a harmful action by doing something harmful back; to take
revenge.

POWER ABUSE: When someone in a position of authority (like a boss or teacher) uses
their power in a wrong or unfair way.

PLUCK UP COURAGE: To become brave enough to do something difficult or scary.

FILE A COMPLAINT: To officially report a problem or wrongdoing to someone in
authority (like a boss, school principal, or police).
While-reading activity
1)Discourse analysis:
The type of text: It is an article
Audience: People interested in Anita Hill’s case
Purpose: To raise awareness about sexual harassment
2)What is the main idea of the text?
The main idea of the article is that, thanks to the efforts and bravery of several women, a law was
created to protect and support victims of harassment.
3)How is the title related to the issues the author discusses?
The title ‘’Striking a Nerve’’ refers to the fact that sexual harassment is a serious and deeply
sensitive topic that strongly affects those involved and sparks emotional reactions.
4)What does Margaret Neale mean when she says, ’’There's no way to separate the power
of the faculty member from the rank of the student’’ (par. 20)?
Margaret Neale means that there is always a power imbalance between a professor and a
student, no matter the situation. The professor has authority and influence, which makes it difficult
for the student to feel equal or safe when facing harassment.
5)TONE: which adjective best describes the speaker's attitude.

“You start questioning yourself…Maybe I did ask for it. I know I didn't use good
judgement…I just didn't know what to do.” (par.5) : UNCERTAIN

“What are you going to do, get up and walk out of class? You want to be a doctor? You
want to be in a man's field? Then, you swallow hard and pretend you don't
hear.” (par.6): RESIGNED

“Men, who are rarely victims of sexual harassment, may view sexual conduct in a vacuum
without a full appreciation of the underlying threat of violence a woman may
perceive.”(par.9): OBJECTIVE

“I don't want to destroy the university…But men hide behind the mask of harassment and
say it's tradition. That needs to stop.” (par. 22): DETERMINED
Cohesion
We analyse the following cohesive devices:
About 67 percent of the men say that they would. (par 3)

WOULD: It’s grammatical cohesion; It is an instance of verbal ellipsis; the verb phrase
‘’consider a sexual proposition flattering’’ is omitted
…as her eyes reddened…(par.4)

AS: It’s lexico-grammatical cohesion; Is a subordinating conjunction of time (temporal
conjunction) and can be replaced by ‘’while’’
Men, who are rarely…(par.9)

WHO: It’s grammatical cohesion; It’s anaphoric personal reference; It’s a relative
pronoun; It refers to ‘’men’’
The judge didn't think so…(par.10)

SO: It’s grammatical cohesion; It’s an instance of clausal substitution; It is substituting
‘’he would’ve shouted ‘’oh, cunt!’’
Yet, those numbers…(par.14)

YET: It’s grammatical cohesion; It’s a coordinating conjunction of contrast and and can
be replaced by ‘’nevertheless’’

THOSE: It’s grammatical cohesion; It is anaphoric demonstrative reference; It is an
adjective demonstrative; It refers to ‘’the number of cases of sexual harassment in the
past few years’’
Remove an example of antonymy (par.3)

Legal/Ilegal

Public/Private
Language in Use
had sexually harassed: The author uses the past perfect simple tense to describe an action that
happened before another action in the past. In this case, the author uses the past perfect simple
tense to indicate that the sexual harassment happened before Anita Hill testified at the Senate
Judiciary Committee.
she was working: The author uses the past continuous or progressive to describe two actions
happening at the same time (parallel actions). In this case, the author uses the past continuous
to indicate that the harassment happened during her time working with Thomas.
have been trying: The author uses the present perfect continuous tense to indicate an action
that began in the past and has continued up to the present moment. In this case, the author uses
the present perfect continuous tense to describe how states began efforts to set their own
standards in the past and those efforts are still ongoing.
have spurred: The author uses the present perfect simple tense to actions that happened in the
past and has a consequence or impact on the present. In this case, the author uses the present
perfect tense to indicate that the decisions made in the past have influenced how employers are
currently responding to sexual harassment.
may: It is a modal verb that expresses possibility. It is often used to talk about the possibility that
something is true. In this case, it is used to indicate that some women might find these types of
activities (like aggressive flirting) offensive while others might not.
would: It is a modal verb that expresses a habit in the past, in this case an annoying habit.
should: It is a modal verb; it is used to give advice, recommendations, or express expectations.
In this case, the boss is giving her advice
example of passive voice: ‘’her car has been vandalized’’ (par.5)
It is passive voice and it is used to focus on the action rather than the doer or agent. In this case
the agent is omitted because it is unknown.
Syntax
What type of sentences are they? Identify lexical verb, subject and predicate.

‘’They may be neurosurgeons or typists…members of congress.’’
It is a simple sentence because it has one independent clause. The lexical verb is ‘’be’’.
The subject is: ‘’’They’’ and the rest of the sentence is the predicate.

‘’If the male is in any way sanctioned, his male cohorts come to this defense, and the
woman becomes the wrongdoer, and she’s frozen out.’’(par.16)
This one was discussed last class on the virtual meeting, however Yani explained again why this
sentence is compound complex:
It is a compound complex sentence because it contains a subordinate clause followed by three
independent clauses joined by the coordinating conjunctions "and".
‘’If the male is in any way sanctioned’’ is a subordinate clause, there is no lexical verb here, the
lexical verbs are always in the main clause (the independent clause)
‘’his male cohorts come to this defense’’ this is an independent clause, the lexical
verb is ‘’come’’, the subject is ‘’his male cohorts’’ and the rest is the predicate.
‘’the woman becomes the wrongdoer’’ another independent clause, here the lexical
verb is ‘’becomes’’, the subject is ‘’the woman’’ and ‘’ becomes the wrongdoer’’ is the predicate.
‘’she’s frozen out’’ is an independent clause, the lexical verb is ‘’is’’ and '‘she’’ is the subject, ''is
frozen out'' is the predicate.
2 Transitive verbs:

‘’Lynda Savage earned glowing evaluations..’’(par.18)
‘’earned’’ is a transitive verb of complete predication

‘’I have tested my limits..’’ (par.19)
‘’tested’’ is a transitive verb of complete predication
2 Intransitive verbs:

‘’The judge disagreed’’ (par.10)
‘’disagreed’’ is an intransitive verb of complete predication

‘’Women never objected’’ (par.6)
‘’objected’’ is an intransitive verb of complete predication
2 Copulative verbs:

‘’Where I am strong…’’ (par.19)
‘’am’’ is a copulative/linking verb or an intransitive verb of incomplete predication
The subjective complement is: strong

‘’The emotional damage is often profound and long-lasting..’’
‘’is’’ is a copulative/linking verb or an intransitive verb of incomplete predication
The subjective complement is: often profound and long-lasting
After completing Mock 1 we went to the break, when we came back Yani told us to start with Mock
2, but this time in pairs or in groups. We had just 15 minutes to complete the first three points
Mock 2
Pre-reading activity

How would you describe the role of mothers/motherhood?
This question brought up a very personal discussion in class, some classmates shared their
perspectives about the role of mothers, saying they are warriors, caregivers, they run the
household etc. However Yani also shared an interesting anecdote: she met a chinese man who
told her that his wife and children were living in China, but the main caregivers were actually the
grandparents and not the mother.This led us to the conclusion that the role of motherhood can
vary across different cultures.
While-reading activity

Read the opening line and explain it using your own words.
‘’I stand here ironing, and what you asked me moves tormented back and forth with the iron’’
This opening line shows that the mother was shocked by the question she had been asked, and
her only response was to keep ironing reflexively, as if the movement were a mantra to her.
Cohesion
We analyse the following cohesive devices:
1.Though (page 1, par.5)

THOUGH: It’s lexico-grammatical cohesion; It’s a subordinating conjunction of contrast
and can be replaced by although
2.It took us eight months to get …(page 3, par.8)

IT: It’s grammatical cohesion; cataphoric personal reference; personal pronoun; It refers
to ‘’to get her released home’’
Language in Use

''Has curdled''→ This is not on the text so we skipped this one.

Remove an instance of fronting/marked theme and explain it:
‘’Though her cries battered me to trembling and my breasts ached with swollenness, I waited till
the clock decreed.’’
It is an instance of marked theme because it does not follow the expected order of
subject+verb+object+complement etc. Since it starts with ‘’though’’ which is a subordinating
conjunction and here it functions as an adverbial adjunct of contrast. The author has fronted
‘’though’’ to emphasise that even though the cries battered her and she was physically in pain,
she still waited till the clock decreed.

‘’She was slow where glibness was prized.’’
glibness was prized: It is passive voice and it is used to focus on the action and the affected
participant rather than the doer or agent. In this case the agent is omitted because it is implied
that society valued glibness.
(Do not forget to explain why the agent is not mentioned)
The syntax part was analyzed on the board

Classify the verb: ‘’become’’ (par 3)
It’s an intransitive verb of incomplete predication, also called linking or copulative verb

What type of sentence is it? Identify subject, predicate, lexical verb(s) and subordinating
clauses, if any.
‘’Though her cries battered me to trembling and my breasts ached with swollenness, I waited till
the clock decreed.’’
It is a complex sentence since it contains two independent clauses ‘’my breasts ached with
swollenness’’; ‘’I waited’’ and two dependent clauses ‘’Though her cries battered me to
trembling’’ and ‘’till the clock decreed’’
It has two lexical verbs: ‘’ached’’ and ‘’waited’’
The subjects are: ‘’my breasts’’ and ‘’I’’
When
we
finished
the
second
mock,
Yani
had
activated
this
task
on
Syntax: https://docs.google.com/forms/d/e/1FAIpQLSfG83bdAQ0-pVSfFssFLUhZGRjeMYBqtdWVMjTZXIRQDsoTg/viewform
Finally, she gave us two sentences for us to analyze syntactically in groups and to handing the
next class:
1) Although I am her mother, I can’t help her.
2) Her cries drove me crazy and she was always demanding attention.
A recount of the class 10/06
Hello! I arrived a few minutes later yesterday. When I came in to the classroom, our classmates
were working in silence doing a Mock exam.
For this class, we had to work on Mock Exam Number 3 from the Unit 1. We had time to finish it
til 7pm. Yanina told us to monitor ourselves about the time we had to complete each activity. The
next two hours we corrected the mock with Yanina and she introduced a new topic on Participial
Clauses. ( I’ll write them at the end)
A. Reading Comprehension. We weren’t ask to work on this part.
Read text 6: Women Have What It Takes by Carol Barkalow and An Opposing View (p.32 and
33)and say whether you agree or disagree with the author in An Opposing View and why. (about
80 words)
B. Discourse analysis
An Opposing View. Analyse:
Genre and source: It is a letter from The Wall Street Journal.
Purpose/writer´s intention: To contrast the previous point of view.
Topic: Women in the army
Context: The context is about women in the army and why they are prohíbited to fight in the front
line.
Tone: Argumentative, Critical.
Register: Neutral
C. Cohesion. Analyse the underlined devices fully
1. But some of those old attitudes (paragraph 2)
Grammatical cohesion. Anaphoric demonstrative reference. It is a demonstrative adjective. It
refers to the old attitudes from her partners.
Yanina tell us to pay attention on this. She said that we have to be very especific about the part
‘it refers to’.
2. The reality is that he is a gifted athlete; I am not. (paragraph 1 in An Opposing View) Identify
the cohesive device and describe it fully.
Grammatical cohesion. Nominal ellipsis.
3. The reality is that he is a gifted athlete; I am not. (paragraph 1 in An Opposing View) The semi
colon is used in the place of a connective. Rewrite this sentence replacing the punctuation mark
with a connector and describe the cohesive device (the connector/conjunction you have used)
The reality is that he is a gifted athlete but I am not.
But_ It is a conjunction. Lexical Grammatical cohesion. It is a conjunction of contrast.
4. Remove from the text the words, expressions, etc that the writer has used to build up the lexical
field on the threee reasons why women destroy cohesion. (An Opposing View)
Differential Standards, suboptimal performance, harassment, sexual tensions, physical
inferiority.
D. Language in use. Account for the gramatical structure as was done in class.
1. Remove an example of passive from the introduction and account for its use.
Although women inthe U.S. military are currently allowed to serve in some combat units on the
ground and to fly combat missions, they are prohibited from fighting infront-line ground units.
Passive voice. We use the passive to focus on what causes the happening rather than the doer
if the action. Shared knowledge. The doer is not mention.
2. Too often we'd hear back, "Mornin', bitch." (paragraph1) Account for the organisation of the
message in this sentence. Explain the writer´s decisión clearly.
It is an instance of fronting. The sentence hasn’t the expected order.
Yanina tell us to pay attention on this:
Fronting - What is fronting? Why?
3. Both times his unit was overrun in 'Nam, he said, it was the Viet Cong women who were the
more disciplined (paragraph 3) Account for the organisation of the message in this sentence.
Explain the writer´s decision clearly.
Marked theme. ‘ both times’ is being fronted.
Clefting.
4. I had been very active in athletics. (paragraph 1) Acount for the use of the verb tense
The author uses Past Perfect Simple Tense to give background information.
E. Syntax
1. Analyse syntactically:
Old attitudes still linger when the question of women in combat arises
We analysed it on the board !
Classify these verbs and justify your answer.
My guidance counselor told me that West Point was starting to accept women.
The first arises from differential standards.
Make a sentence related with the topic of the text. The sentence must have a transitive verb of
incomplete predication.
Before correcting the Mock exam, Yanina wrote the following sentences on the board and ask us
to find what do they have in common. Then She explain to us that these are Participial Clauses
and recomend us to study about it from any material on the classroom we wanted to. Even
thought this is not going to be on the Mid term from the 24th, she will ask us to take some
examples from the Writing Exam part.
Participial Clauses ( Adverbial Clauses)
1. Not knowing what to do, I asked my coworkers for advice.
As/ Because I dind’t know, I Asked… (Adverbial Clause)
1. Having tiled a complaint, I felt relieved.
As soon as/ after I filed a complaint… (Adverbial Clause)
1. The man wearing a shirt is my lawyer.
The man that/ who is wearing…
1. The office situated in the centre of the city is as hig as this one.
That/ which is situated
1. The job finished, I decided to rest.
When the Job was finished… (Operator)
1. Walking down the street, the police caught him.
The suspect walking… the police…
While the police was walking down the street…
Homework: The teacher tell us to practice for the mid term, and left some Mock exams in the
classroom for us to fractice further. You can find them in the SECTION FILES. Some of them
have the key. Also, don’t forget to study Participial Clauses.
I think that’s all. Please , if I have any mistake or ommited something, don’t doubt to correct me.
1st unit
Object complement: an object complement is a noun, a pronoun or an adjective that follow a
direct object to rename it or to state what us has become.
I can make john available
Available. object complement.
Anaphoric and cataphoric reference.
Verbal substitution: nominal, clausal
Relative clauses
My son who is a student, adores music, specially jazz
Who. DEFINING CLAUSE to identify the noun/ essential to identify the noun
Noun + relative clause
Non defining
My son, who is a student, adores music
Modal verbs—anormal finites
Finite and non finite verbs
Stative and dynamic verbs
Transitive and intransitive verbs
Copulative/linking verbs
PROFORMS
Ellipsis
Passive voice
Theme and rheme: marked theme and unmarked
Cleft sentences
Inversion of order
Conditional sentences
The simple sentence
The smallest sentence-unit is the simple sentence A simple sentence
normally has one finite verb. It has a subject and a predicate.
1 subject + verb
My head aches
2 subject + verb + complement
Frank is clever/an architect
3 subject + verb + direct object
My sister enjoyed the play
4 subject + verb + indirect object + direct object
The firm gave Sam a watch
5 subject + verb + object + complement
They made Sam redundant'chairman
The examples listed above are reduced to a bare minimum To this
minimum, we can add adjectives and adverbs
His old firm gave Sam a beautiful gold watch on his retirement
The compound sentence
We often need to join ideas. One way we can do this is to link simple
sentences to form compound sentences.
The co-ordinating conjunctions which can be used to form compound
sentences are: and. and then, but, for nor, or so, yet, either or
neither nor , not only but (also/as well/too). These can be used for the purposes of addition (and),
contrast (but, yet), choice (or), reason
(for), continuation (and then) and consequence or result (so). However,
a single conjunction like and can serve a variety of purposes to
express:
- addition: We were talking and laughing (= in addition to)
- result: He fell heavily and broke his arm (= so)
-condition: Weed the garden and I'll pay you £5 (= If...then)
- sequence: He finished lunch and went shopping (= then)
- contrast: Tom's 15 and still sucks his thumb (= despite this)
The complex sentence
Many sentences, especially in written language, are complex They can
be formed by linking simple sentences together, but the elements in a
complex sentence (unlike those of a compound sentence) are not of
equal importance There is always one independent (or 'main') clause
and one or more dependent (or 'subordinate') elements If removed
from a sentence, a main clause can often stand on its own
Complex sentences can be formed in two ways
1 by joining subordinate clauses to the mam clause with conjunctions
The alarm was raised (main clause) as soon as the fire was
discovered (subordinate clause)
If you re not good at figures (subordinate clause) it is pointless to
apply for a job in a bank (main clause)
2 by using infinitive or participle constructions [> 1.57] These are
non-finite and are phrases rather than clauses, but they form part of
complex (not simple) sentences because they can be re-expressed
as clauses which are subordinate to the main clause
To get into university you have to pass a number of examinations
(= If you want to get into university )
Seeing the door open, the stranger entered the house
(= When he saw the door open )
The five simple sentence patterns [> 1.8] can be combined in an
endless variety of ways Subordinate clauses can be classified under
three headings
- noun clauses He told me that the match had been
cancelled
- relative (or Holiday resorts which are very crowded
adjectival) clauses are not very pleasant
- adverbial clauses However hard I try I can t remember people’s names