Understanding of Clauses and Finding a Tool for the Practice of English Writing
Where do we start?
In order to help find out a feasible tool for the practice of writing in English, on this page, it is necessary to understand the concept of a clause which has been set as a basic module in writing.
Clauses in Written English– What are they?
According to Study.com (2017), a clause is defined as 'a group of related words containing a subject that tells readers what the sentence is about and a verb that tells readers what subject is doing'.
In a simple explanation, Butt et al (2006, p.29) remind that a clause consists of one or more phrases, and a phrase consists of one or more words.
An important note that we often express ideas through words; these words are combined into phrases; the phrases are combined into clauses; then, the clauses are combined into sentences (Butt et al, 2006, p 30).
In terms of the level above clause, a notion of a clause complex is introduced. It consists of one or more clauses. Importantly, Butt et al advise that a clause complex is considered as 'an umbrella term for the pattern of language', and in written texts, a clause complex often corresponds to a sentence. More importantly, these authors deliver information that a clause complex is ' a language structure that consists of one clause working by itself or a group of clauses that working together through some kind of logical relationship.' This information helps more understand how language is structured in analysing the components of THEME and NEW within clauses.
Remember, there are different types of clauses classified. For example, on its web page, the Study.com provides information that there are four types of clauses: independent, dependent, relative or noun clause. These types of clauses are not considered and explained on this page. They will be focused on and discussed in another communicative channel.
This page concentrates on the concepts of clauses introducing by Butt and his co-authors (2006). The authors have indicated two types of clause and clause complex which will be presented in the following part of finding a feasible tool using in writing.
What will happen next?
Finding a tool for practising English Writing through Techniques in Analysing Clauses
What will happen next?
Finding a tool for practising English Writing through Techniques in Analysing Clauses
After understanding the concepts of the clause, the purpose of the rest of this page is to find out a feasible tool that the learners, in particular people using English as an additional language, could apply that tool or technique for their English writing.
Let's start with the analysis of the text which is introduced by Butt et al (2006, p.31) as below.
"When the national economy is growing fast, many economic analysts will claim that interest rates should rise to prevent a situation of boom and bust."
By analysing through the level of the rank scale, Butt et al consider the above text as a clause complex which consists of four clauses. The level of the rank scale method divides the text into different segments including clauses, phrases and words.
Traditional method - Level of the rank scale
Four clauses are (See Butt et al page 31):
1-When the national economy is growing fast,
2-many economic analysts will claim
3-that interest rates should rise
4-to prevent a situation of boom and bust."
Phrases are
the national economy is growing fast when
many economic analysts will claim
interest rates should rise
a situation of boom and bust to prevent
Words include
national the growing
economic claim rates
analysts interest situation
The above technique obviously has shown the elements of the text and the language meaning flowing through clauses. However, it has not yet given out the consistent rules or principles of how these clauses are separated logically. Therefore, this method limits the learners, particularly people using English as an additional language, from applying principles in practising English writing logically.
In order to overcome that limit, an alternative tool of Multilayers of Theme and New is introduced.
In comparison with the previous technique, the following tool presents a different view of how the Theme and New delivering rules or principles through the layers of THEME and NEW.
For the convenience of understanding, the same mentioned text is used and illustrated as below.
For the convenience of understanding, the same mentioned text is used and illustrated as below.
The tool of Multilayers of THEME and NEW
Refer to the same text above in Butt et al (2006, p.31), using the tool of Multilayer of THEME and NEW to examine how language is flowing over clauses as below.
With separate layers in the THEME and NEW components, I found this technique or tool provides a clearer view that helps the learners more understand the nature of language, and how the texts are structured within clauses, especially in the THEME and NEW components.
Note: Layers of the THEME and NEW components might be embedded at different levels. For example, the above display shows the THEME layer 1 and the NEW layer 1 and 2 are embedded at the first level; the THEME layer 2 and the NEW layer 3 are embedded at the second level.
With separate layers in the THEME and NEW components, I found this technique or tool provides a clearer view that helps the learners more understand the nature of language, and how the texts are structured within clauses, especially in the THEME and NEW components.
Obviously, an advantage is seen is that the verbs in the NEW component always appear in their correct positions - at the start of the NEW. This delivers the rule or principle as a practical choice which assists the learners to write texts more correctly and confidently.
I believe that the technique of displaying Multilayers of Theme and New will provide a new powerful tool which could be applied in improving writing skills for the learners, particularly people practising English as an additional language. A detailed procedure of this tool will be discussed in my "Applying Multilayers of the Theme and New Step by Step in Learning How to Write"
Reference
Butt, D.; Fahey, R.; Feez, S.; Spinks, S.; Yallop, C. (2006). Using Functional Grammar - An Explorer's Guide.(2nd Ed). Sydney: National Centre for English Language Teaching and Research Macquarie University.
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