Restrictive and non-restrictive relative clauses
In this lesson, we look at the difference between two kinds of relative clause. A relative clause is a special kind of subordinate clause, and like other subordinate clauses it is introduced by a subordinating conjunction. More specifically, the introduction of a relative clause can be carried out by a relative pronoun.
The two types of relative clauses we will be looking at are:
(1) Restrictive relative clauses are used to give identifying information about something and pick it out from among several possible candidates.
(2) Non-restrictive relative clauses give additional information about something that already has an unambiguous identity.
Before starting these exercises you may find it helpful to review the material on relative clauses.
Goals
- Build on knowledge of relative clauses to identify and distinguish restrictive and non-restrictive relatives.
- Be aware of the different subordinating conjunctions that can be used to introduce relative clauses.
Lesson Plan
The teacher explains that in this lesson we will look at the
different kinds of relative clause we can find in English. After reviewing the
basics on relative clauses already covered and ensuring that pupils understand
this concept, the teacher can move on to the activities. The content of each activity is given below.
Activity 1 gives an example of how we can use a relative
clause in two different ways.
Activity 2 asks you to sort some examples of relative clauses
from the ICE-GB corpus according to whether you think they are restrictive
(identifying) or non-restrictive (adding). Were there any cases where you had
difficulty deciding which reading to choose? What clues did you use to help you
decide?
Activity 3 looks at how we can use punctuation to make the
difference between restrictive and non-restrictive relative clauses clearer in writing.
Finally, Activity 4 explores the relationship between relative clauses and meaning, looking at punctuation and conjunction choices.
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Restrictive and non-restrictive relative clauses: Activity 1
In what situation would somebody use the clause the car which is yellow? For example: the car which is yellow is mine, the car which is blue is yours and the car which is red is John’s. If I say the car which is yellow, am I giving you more information about a particular car we were already talking about by telling you its colour – or am I helping you to identify the car by telling you that it is the yellow one rather than the red one or the blue one?
We are looking here at two different kinds of relative clause, which we can call non-restrictive and restrictive relative clauses. Non-restrictive relative clauses add extra information; restrictive relative identify something for us by picking it out of a group of similar things.
The relative clause gives you information to help you identify the correct car and to narrow down our choices from a set of options.
How about this example?
The car, which is yellow, is on the left and the bicycle, which is blue, is on the right.
Here, the relative clause adds some extra information about the car, but it was already clear which car we were talking about.
We call this a non-restrictive relative clause.
Restrictive and non-restrictive relative clauses: Activity 2
Sort these examples of relative clauses from the ICE-GB corpus according to whether you think they are restrictive (identifying) or non-restrictive (adding). Were there any cases where you had difficulty deciding which reading to choose? What clues did you use to help you decide?
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Restrictive relative clause (identifies) |
Non-restrictive relative clause (adds) |
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- That requires popular consent, which has never been forthcoming for the Soviet regime. (W2C-007)
- The Leeds-based bank that began as a savings institution in the middle of the last century… (W2C-005)
- She was asked by the junior flying corps to come to the celebrations they were holding that night. (W2F-020)
- During the C19th people who claimed they had no control over their inappropriate behaviour were seen as malingerers or fakers. (W1A-007)
- The implementation of much public policy was dependent on action by groups which were relatively autonomous. .. (W2A-014)
- But of course the upper classes, who had most dealings with Roman officials and traders, were most susceptible to Romanization. (W2A-001)
- P2 was a right-wing shadow government, ready to take over Italy, that included four Cabinet Ministers… (W2C-010)
- Oddly enough I enjoyed an easier relationship with Mr Grant’s effective successor, Mr Nathan, who was of a younger generation. (W2B-015)
- He had the ability to understand figures and, at a very early age, earned a good salary which he saved and annually invested. (W2F-017)
- Derek said that was the thing he found most extraordinary. (W2F-019)
- The disgust with a war that has taken more than 100,000 lives… (W2C-010)
Restrictive and non-restrictive relative clauses: Activity 3
Non-restrictive relative clauses are often – although not always – surrounded by commas, which separate the additional information that the relative clause contains. In the following examples, see if you can put the commas in the right place to separate out the restrictive relative.
- As a result of Constantine’s foray into Gaul and Spain between 407-411 A.D. which involved the effective remainder of the Roman garrison Britain became independent from imperial control. (W1A-001)
- The functional feature of the brain which seems to enable it to solve the problems at which it excels comes from its learning ability. (W2A-032)
- The communist rulers of the republic of Serbia which has Belgrade as its capital called an emergency session of parliament yesterday… (W2C-019)
- Knob, slider and switch settings on the JD800 are absolute which means that editing a parameter causes all assigned Tones to be set to the same value. (W2B-031)
- Successive surges of violence which swept through 18 jails on a single night in 1986 have focused attention on living conditions. (W2C-007)
Restrictive and non-restrictive relative clauses: Activity 4
Now have a go at writing your own relative clauses by mixing
and matching the clauses below. Join them together with that, which or who.
Choose how you are going to make
your meaning clear to the reader.
·
Are you going to use punctuation to identify a
restrictive relative clause?
·
Are you going to vary your choice of
subordinating conjunctions?
·
Or is it clear from the context what kind of
relative clause you are using?
For each of your sentences, say whether the relative clause
is restrictive or non-restrictive. Think of a situation in which the
restrictive or non-restrictive relative clause would make sense.
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I like the cake… |
…that… …which… …who… |
… likes to play the piano |
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Have you read the book… |
… tastes of strawberries |
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Yesterday I met a boy… |
… I gave to you |
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Jake has a younger sister… |
… knew how to juggle |
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I have a hamster… |
... is very peculiar |
For example:
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context |
type of relative clause |
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I like the cake that I gave to you |
but not the one that I gave to Hanna. |
Restrictive |
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I like the cake, which I gave to you, |
but I hate the biscuits, which I fed to the dog! |
Non-restrictive |
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