Grammar Guide for Speech-Language Pathologists: Steps to Analyzing Complex Syntax by Marilyn A. Nippold;

Author:Marilyn A. Nippold;
Language: eng
Format: epub
Publisher: Plural Publishing Inc.

Nonfinite Clauses

In contrast to finite subordinate clauses, nonfinite clauses are not marked for person, number, or tense. Rather, they always occur in the same, unchanged form. They include infinitives (e.g., to run, to play, to jump, to help, to take), gerundives (e.g., running, playing, jumping, helping, taking), and participial clauses (e.g., striking, displaying, evaluating). Let’s discuss each one.

Infinitive Clauses

An infinitive clause contains an infinitive verb preceded by to, as in “Bill wants to run the marathon,” “Jake likes to eat all the frosting,” and “David prefers to do the cooking.” In these examples, the subject of the main clause (Bill, Jake, David) is the same as the subject of the infinitive clause. Sometimes, however, the subject of the main clause differs from that of the infinitive clause. For example, in “Let the dog eat his dinner,” you is the unstated subject of the main clause and dog is the unstated subject of the infinitive clause. The subject of the main clause has been omitted because, as an imperative sentence, the subject is understood; in contrast, the subject of the subordinate clause (dog) has been omitted to avoid redundancy.

Infinitive clauses are an early-emerging type of subordinate clause, often preceded in development by the use of catenatives such as hafta, wanna, lemme, and gonna. Catenatives are contracted forms of a main verb (e.g., have, want, let, going) and the to part of an infinitive verb (e.g., to leave, to see, to do, to run). For example, a speaker might say, “I hafta leave” (“I have to leave”), “I wanna see it” (“I want to see it”), “Lemme do it” (“Let me do it”), or “She’s gonna run” (“She is going to run”). When very young children produce utterances such as “I hafta see” or “I wanna do it,” catenatives are considered to be unanalyzed wholes that do not reflect the use of complex syntax; rather, they are considered to be components of simple sentences (Paul, 1981). But once the child begins using infinitive verbs in their expanded forms (e.g., “I’ll get the book for you to read tonight”; “Jamie wants to sit in Gramma’s swing”), those are full-fledged infinitive clauses, making the sentence complex. It’s also important to remember that sometimes the to element in an infinitive clause is omitted, especially when preceded by the main verbs help, let, make, or watch (Paul, 1981). For example, to is omitted in the following sentences:

I’ll help you [to] bake the cake.

Let me [to] take it out of the oven.

Bobby will make the airplane [to] land on the runway.

Did you watch Toby [to] slide down the snowy hillside?

Exercise 8–6

In the following complex sentences, underline all of the infinitive clauses. Some sentences may have more than one infinitive clause. Then check your answers on pp. 221–222.

1. Paul likes to eat oatmeal for breakfast every morning.

2. Please allow the cat to go outside if she decides to scratch the screen.

3. Do you know how to play croquet?

4. Tell me when you want to start learning the game.

5. I’ll make the puppets talk in squeaky voices.

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