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    Emphatic Structures

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    MARIA GRAZIA TORNATOLA
    The document discusses cleft sentences, which are used to emphasize a particular part of a sentence by splitting it into two clauses with two verbs. There are two main types of cleft sentences: it-clefts, which use "it is" followed by the emphasized part and a relative clause, and wh-clefts, which use "what" or "the thing" followed by the subject and verb. The document provides examples of basic sentences and their cleft equivalents for comparison. It also contains an exercise asking the reader to rewrite sample sentences using cleft structures.

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    Emphatic Structures

    Uploaded by

    MARIA GRAZIA TORNATOLA
    500 views2 pages
    The document discusses cleft sentences, which are used to emphasize a particular part of a sentence by splitting it into two clauses with two verbs. There are two main types of cleft sentences: it-clefts, which use "it is" followed by the emphasized part and a relative clause, and wh-clefts, which use "what" or "the thing" followed by the subject and verb. The document provides examples of basic sentences and their cleft equivalents for comparison. It also contains an exercise asking the reader to rewrite sample sentences using cleft structures.

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    The document discusses cleft sentences, which are used to emphasize a particular part of a sentence by splitting it into two clauses with two verbs. There are two main types of cleft sentences: it-clefts, which use "it is" followed by the emphasized part and a relative clause, and wh-clefts, which use "what" or "the thing" followed by the subject and verb. The document provides examples of basic sentences and their cleft equivalents for comparison. It also contains an exercise asking the reader to rewrite sample sentences using cleft structures.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    500 views2 pages

    Emphatic Structures

    Uploaded by

    MARIA GRAZIA TORNATOLA
    The document discusses cleft sentences, which are used to emphasize a particular part of a sentence by splitting it into two clauses with two verbs. There are two main types of cleft sentences: it-clefts, which use "it is" followed by the emphasized part and a relative clause, and wh-clefts, which use "what" or "the thing" followed by the subject and verb. The document provides examples of basic sentences and their cleft equivalents for comparison. It also contains an exercise asking the reader to rewrite sample sentences using cleft structures.

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    1) Cleft Sentences

    We often emphasise a particular part of a sentence, perhaps to contradict what someone else
    has said or for dramatic effect. In speech, we can do this with stress and intonation alone,
    but we can also do this by changing the position of elements in a sentence in speech and in
    writing. We can emphasise something by splitting one sentence into 2 parts (cleft means
    “divided”.) In a cleft sentence, information that could be given in one clause is divided into
    2 parts, each with its own verb.

    In a basic sentence, no particular emphasis is expressed. Clefting a clause is a means of


    splitting the clause and moving the content before or after the verb to produce a particular
    effect.

    1. Martin ate your pizza. Basic sentence, 1 verb


    2. It was Martin who ate your pizza. Cleft 2 verbs
    3. It was your pizza that Martin ate. Cleft 2 verbs
    4. What Martin ate was your pizza. Cleft 2 verbs

    Sentences 2., 3., 4., give extra emphasis to part of a sentence.

    It-clefts: it + be + an emphasised part + relative clause.


     Basic: I don’t like opera music
    It-cleft It is opera music that I don’t like

    Wh-clefts: what clause + be + emphasized part / the thing (that) + S + be:


     Basic: I don’t like opera music
     Wh-cleft: What I don’t like is opera music
     The thing: The thing I don’t like is opera music

    2) Do - Does - Did + main verb (in affirmative sentences)


     Basic: I never understood what he saw in her
     Emphatic: I never did understand what he saw in her

    Exercise: Rewrite the second sentence with the word/words given in bold so that it is
    similar in meaning to the original one.

    1. She liked the smell of roses the best.


    It
    ______________________________________________ best.

    2. He found studying maths most difficult at school.


    It
    _______________________________________ most difficult at school.

    3. She got the job because she was the best qualified.
    It
    _______________________________________________________.
    4. Mike first met Susie when they were both studying in London.
    It
    _______________________________________________________.

    5. I only realised who he was when he started speaking.


    when
    It ______________________________________________________.

    6. I didn’t hear about it until yesterday.


    It
    _____________________________________________ heard about it.

    Exercise: Rewrite the second sentence with the word/words given in bold so that it is similar
    in meaning to the original one.

    1. She liked the smell of roses the best.


    It
    It was the smell of roses that she liked best.

    2. He found studying maths most difficult at school.


    It
    It was studying maths that he found most difficult at school.

    3. She got the job because she was the best qualified.
    It
    It was because she was the best qualified that she got the job.

    4. Mike first met Susie when they were both studying in London.
    It
    It was when they were both studying in London that Mike first met Susie.

    5. I only realised who he was when he started speaking.


    when
    It was only when he started speaking that I realised who he was.

    6. I didn’t hear about it until yesterday.


    It
    It was not until yesterday that I heard about it.

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