GRAMMAR III
CLAUSE-COMPLEX ANALYSIS
General recommendations: When preparing for analysis make sure you can
1) Identify single clauses. You need to do this because they remain
unanalyzed. It’s very important here to be able to decide when a structure
is a clause or not. Sometimes you have very long structures within a clause
which are not additional clauses but Appositions or long PPs or embedded
clauses, as in the examples below, where the clauses are single but with
these very long structures in them:
Professor Bekoff, PHD, an expert on animal behaviour from the University of
Colorado, Boulder, discovered it. (the structure in bold is an Apposition, not
a Clause, because it contains no verb. It’s just a NGp in apposition with the
NGp Prof. Bekoff)
Despite the differences between them they are good friends (the structure in
bold is a PP functioning as Circumstance of concession, not a Clause as it
contains no verb. So the clause it is part of is a Single clause)
The person [[who was appointed for the job]] did not have the necessary
qualifications. (the structure in bold is an embedded clause acting as
qualifier to person, that is, as Qualifier within a NGp)
2) When you come across a clause complex decide how many ranking
(independent/dependent) clauses make it up (you will have identified
embedded clauses before, so you do not get confused and analyse them
as part of the clause complex) and display them one below the other
preceded by roman numbers. Only then can you start to figure out the
tactic and logico-semantic relations among them. Look at the following
one:
I
People [[who witnessed the tsunami from afar]] reported
II
that the elephants were screaming
III
when they saw the approaching water
IV
and that they were running for the higher places
V
to look for protection
So we have identified five clauses above. A sixth clause we have identified as
embedded clause (the who-clause) and thus we do not analyse it as part of the
clause complex because it cannot possibly have connections with the other
clauses when it is functioning at a level lower than the clause, within a NGp
3) Next, we analyse the relationships among the clauses trying to place the
more embracing ones (the ones involving most of the clauses) in a first
column and the less encompassing ones (the ones involving fewer clauses,
mini clause-complexes within the larger one) in subsequent layers. Look at
the clause complexes below:
I
α
II
“β
People [[who witnessed the tsunami…]] reported
1
III
IV
V
+2
α
that the elephants were screaming
xβ
when they saw the approaching water (temporal)
α
and that they were running for the higher places
xβ
to look for protection (purpose)
In the above clause complex the more encompassing relation is one of
verbal projection: the first clause projects verbally all the other clauses. The
people reported two events, so to speak, (the elephant’s screaming and
the elephants’ running), and these two events have with each other a
paratactic relation of extension (1, 2). Now, each of these events, in turn,
constitutes a mini-clause complex, made up by the clause expressing the
event proper (clauses II and IV) and an additional clause which expresses a
meaning of enhancement related to each of the events. This explains that
in the three column we have a relationship of hypotaxis enhancement in
both mini-clause-complexes.
The more encompassing relationship could be any: one of enhancement,
or elaboration, or extension, as will become obvious when you do the
analysis below.
Text 1- Emotional elephants
Elephants are known for their legendary memory, which is an interesting ability; but
they also exhibit jumbo-sized compassion; which is amazing. When one elephant in
a herd is slowed from injury, the rest will wait until it catches up. And if an elephant
gets stuck in a mud hole, others help. "They immediately assist it; they'll try to get
under the elephant like a forklift," says Marc Bekoff, PhD, a professor of animal
behavior at the University of Colorado in Boulder. "Then they'll push it out."
After years of study, Bekoff, author of Animal Passions and Beastly Virtues, has
found out that after an elephant dies, the others in its herd will grieve. He observed
a group of elephants in northern Kenya after the death of their matriarch. "They
were just moping around with their heads and tails low," says Bekoff. "Clearly they
were in mourning; i.e. they were experiencing intense sorrow."
Elephants also demonstrated their sensitivity and compassion before the 2004
tsunami slammed into the coast of Thailand. Eyewitnesses reported that elephants
were screaming and running for higher ground. But on the way, they used their
trunks in order to scoop up about a dozen tourists and thus, they were able to save
them. “Despite the dreadful situation, it was comforting and moving to see such a
reaction in those huge animals; they set an example that we, human should learn
to follow”, exclaimed a frightened tourist in a whisper.
Analysis
A
I
1
II
III
+2
IV
B
I
α
Elephants are known for their legendary memory,
=β
which is an interesting ability;
α
but they also exhibit jumbo-sized compassion;
=β
which is amazing.
When one elephant in a herd is slowed from injury,
xβ
(temporal)
II
III
α
α
the rest will wait
xβ
until it catches up. (temporal)
C
D
I
I
xβ
And if an elephant gets stuck in a mud hole,(conditional)
α
others help.
“1
1
"They immediately assist it;
=2
they'll try to get under the elephant like a forklift,"
II
III
2
says Marc Bekoff, PhD, a professor of … in Boulder.
E "Then they'll push it out." SINGLE CLAUSE
F
I
α
II
‘β
After years of study, Bekoff, …, has found out
α
that <<…>> the others in its herd will grieve.
xβ
<<after an elephant dies>>, (temporal)
Alternative analysis
F
I
α
II
‘β
III
After years of study, Bekoff, …, has found out
xβ
that <<after an elephant dies>>, (temporal)
α
the others in its herd will grieve.
Comment: The advantage of the first display is that we show that the “that”
conjunction belongs together with the clause it introduces, namely, “the others in
its herd will grieve”; here we show, by means of the angled brackets, that the main
clause is interrupted by a dependent clause. The advantage of the second
display is that we show the clauses as they actually occur in the text, that is, with
the dependent clause interrupting the main clause. WE prefer the first one in most
cases, but the second one is correct.
G He observed a group of elephants in northern Kenya after the death of their
matriarch. SINGLE CLAUSE
H
I
“1
"They were just moping around with their heads and tails low,"
II
2
says Bekoff.
1
"Clearly they were in mourning;
= 2
i.e. they were experiencing intense sorrow."
I
Comment: Although the clause complex above is presented between inverted
commas in the text, as if it was part of what Bekoff says, as part of the locution
projected by “says Bekoff”, the fact that it is preceded by a full stop indicates it’s
not part of the previous clause complex of verbal projection, but should be
analysed separately.
J
I
α
Elephants also demonstrated their sensitivity and compassion
II
xβ
before the 2004 tsunami slammed into the coast of Thailand.
(temporal)
K
I
α
II
“β
III
Eyewitnesses reported
1
that elephants were screaming
+2
and (that elephants) were running for higher ground.
(elliptical clause)
L
I
1
II
III
x2
α
But on the way, they used their trunks
xβ
in order to scoop up about a dozen tourists (purpose)
and thus, they were able to save them. (consequence)
Comment: The reason why we say clause 2 is not extension (+) but enhancement
(x) is because the “and” is followed by a conjunctive adjunct (thus) which
expresses consequence. So, even when the more encompassing tactic relation is
one of parataxis, the logico-semantic relation associated with it is one of
enhancement because the meaning clause 2 is making is one of consequence.
M
I
“1
1
“Despite the dreadful situation, it was comforting and
moving [[to see such a reaction in … animals]];*
II
III
+2
2
they set an example [[that we… should … follow]]*”,
exclaimed a frightened tourist in a whisper.

the embedded clause in the first clause is functioning as Real Subject of the Clause. We
could say “[[To see such a reaction in such huge animals]] is comforting and moving”

The embedded clause in the second clause is a Qualifier to the head of the NGp (Deictic:
an Thing: example Qualifier: [[that we humans should learn to follow]])
Text 2 - Artistic Monkey Business
Janet Schmid became executive director of the Little River Zoo in Norman,
Oklahoma, in 1996. There, she learned a lot about the intelligence of capuchin
monkeys; which made her come to love these animals. So much so that she and
her husband adopted a young male who had a mischievous personality, and
named him Mr. Bailey. The capuchin particularly liked taking car rides. He’d insert
the ignition key and ride shotgun in the passenger's seat. "He loved to duck below
the window as we'd come to an intersection," Schmid recalls. "We'd stop, and right
then, he'd jump up and laugh at the car next to us; i.e. he just wanted to get a rise
out of the passengers."
Now 12 years old (capuchins live to about 40), Mr. Bailey has become an avid
painter. He uses a variety of brush strokes to create colorful, abstract canvases
and, like any temperamental artist, prefers not to be disturbed while creating his
art. Schmid says that he'll paint steadily for almost an hour and won't let anyone
interrupt him until he puts down his brush. Schmid thinks that he's amazing to watch
because one can tell there's a thought process occurring.
To conclude, she added that during his growth, they quit watching TV because he
was so entertaining.
Analysis
A Janet Schmid became executive director of the Little River Zoo in Norman,
Oklahoma, in 1996. SINGLE CLAUSE
B
I
II
= which made her come to love these animals.
I

II
+2
C

 There, she learned a lot about the intelligence of … monkeys;
So much so that she and her husband adopted a young male
[[who had a mischievous personality]], *
and (they) named him Mr. Bailey.
embedded clause functioning as Qualifier to male
D The capuchin particularly liked taking car rides. SINGLE CLAUSE
E
I
II
1
+2
F
I
II
III
“1
I
II
III
IV
1
X2
G
He’d insert the ignition key
and (he would) ride shotgun in the passenger's seat.

x
2
1
=2
"He loved to duck below the window
as we'd come to an intersection," (temporal)
Schmid recalls.
1
+2
We'd stop,
and right then, he'd jump up (temporal)
and laugh at the car next to us;
i.e. he just wanted to get a rise out of the
passengers."
Comment: In the above analysis clause II has been analyses as one of
enhancement, because of the presence of “right then” after “and”, which helps
make a meaning of temporality. Clause IV has been analysed as elaborating only
clause II and clause III, and NOT clause I, because the main participant in it is the
monkey (he) not the owners expressed through “we” in the first clause. So it
couldn’t possibly elaborate the first clause with the owners (we) as main
participants.
H
I
1
II
=2
Now 12 years old <<…>> Mr. Bailey has become an avid
painter
<<(capuchins live to about 40) >>.
I
I
II
III
1

x
+2

IV
J
K
x
He uses a variety of brush strokes
to create colorful, abstract canvases (purpose)
and, like any temperamental artist, prefers not to be
disturbed
while creating his art. (temporal)
I
II
III
IV

“
1
+2
Schmid says
that he'll paint steadily for almost an hour
 and won't let anyone interrupt him
x
until he puts down his brush. (temporal)
I
II
III
IV



‘

x
“
Schmid thinks
that he's amazing [[to watch]]*
because one can tell (causal)
there's a thought process occurring.
Comment: The embedded clause in clause II is a Qualifier to amazing in the AdjGp
L
I
x


To conclude, (purpose)
II



she added
“
that during his growth, they quit watching TV
III
IV
xbecause he was so entertaining. (causal)
Text 3 A thank you letter
Dear Samantha,
I wanted to thank you again for your hospitality while we were in Vancouver. Not
only did you and Michael show us a wonderful time, but we got to re-establish the
close ties we used to have. Even the kids enjoyed the trip, and you know how kids
can be on vacations. Only I hope that Dan and I can reciprocate sometime.
The drive back to Edmonton was something else; almost we didn’t make it back in
one piece. We left at about 4:30 and, right then, an ice storm started near
Calgary, which turned the highway into a sheet of ice. We didn’t know then that it
would take us four hours to get through the city! I have never been in such a
colossal traffic jam. When we got off the free way, it was 11:30 at night, and the
kids were crying. We stopped at a motel to try to get a room. They were full up, but
when we asked the proprietors if just we could spend the night in their lobby, they
took pity on us and made us up a bed in their living room. People can be so kind
sometimes. I will never again think twice about helping people when they need it.
By the next morning, the roads had been cleared, and we made it safely back to
Edmonton.
So, that’s all for now. Thanks again
Love,
Barb
Adapted from “Focus on Grammar” by Jay Maurer.
Analysis
A
Dear Samantha, I wanted to thank you again for your
hospitality [[while we were in Vancouver]]. SINGLE CLAUSE
Comment: In the above clause “while we were in Vancouver” is an embedded
clause, qualifying hospitality, not a dependent clause in a clause complex. To
better understand why this is the analysis, let’s compare the above clause with the
following, where “while we were in Vancouver” is a dependent clause in a clause
complex.
I

Peter was very hospitable to us
II
x
while we were at his place in Vancouver
Notice that in the above clause “while we were in Vancouver” expresses the time
when the state of being hospitable occurred. In the clause we have in our text,
though, “while we were in Vancouver” does not express the time when the
thanking happens, but rather specifies/qualifies hospitality as to the time when it
took place.
B
I
1
Not only did you and Michael show us a wonderful time,
II
+2
but we got to re-establish the close ties [[we used to have]]*.
* the embedded clause in the above clause is functioning as Qualifier to “ties”
C
I
1
II
+2
III
Even the kids enjoyed the trip,

and you know
‘
how kids can be on vacations. (the idea is in the form of
a question)
D
I

Only I hope
II
‘that Dan and I can reciprocate sometime.
Comment: verbs of emotion which are desiderative, which express a desire or wish,
can project an idea, just as cognitive processes; the idea is the content of the
wishing, the representation projected by the wishing or hoping, as in this case
E
F
I
1
The drive back to Edmonton was something else;
II
=2
almost we didn’t make it back in one piece.
I
1
II
+2
We left at about 4:30

III
G
and, right then, an ice storm started near Calgary,
=which turned the highway into a sheet of ice.
I

We didn’t know then
II
‘
that it would take us four hours [[to get through the city]]!
H
I have never been in such a colossal traffic jam. SINGLE CLAUSE
I
I
x

When we got off the free way,
II

1
it was 11:30 at night,
+2
and the kids were crying.
III
I
I

We stopped at a motel
II
x
to try to get a room.
J
I
1
II
+2
They were full up,
x
III

but when we asked the proprietors
“
if just we could spend the night in their lobby,
(locution/question)
IV

V

they took pity on us
+2
and made us up a bed in their living room.
L
People can be so kind sometimes. SINGLE CLAUSE
M
I

II
x when they need it.
I
1
By the next morning, the roads had been cleared,
II
+2
and we made it safely back to Edmonton.
N
O
I will never again think twice about helping people
So, that’s all for now. SINGLE CLAUSE