An adverbial clause of result

An adverbial clause of result denotes some consequence or result of the action expressed in the main clause. It may be introduced by the conjunction so that, or simply that.

Exercise 1. Write out the conjunctions used to join the adverbial clauses of result and point out the sentences with asyndetic subordination.

1. When they reached the front it was dark, and the shutters were closed, so that nothing of the interior could be seen. (Hardy). 2. So heavy was the stress of the storm just at this placing that I had the hardest task to win my way up the hill. (Wells).
3. They replied in such a voice that he no longer pretended ignorance. (Galsworthy). 4. Roses on the veranda were still in bloom, and the hedges evergreen, so that there was almost nothing of middle-aged autumn to chill the mood. (Galsworthy). 5. So great was the shortage of paper in the Confederacy now that Gerald’s note was written between the lines of her last letter to him. (Mitchell). 6. I’m so crazy about music I don’t care what colour he is. (Parker). 7. Several shots were fired; but such was the hug of the Marksmen that no one appeared to have taken effect. (Stevenson).

Exercise 2. Fill in the blanks the appropriate conjunctions and separate the adverbial clause or result by comma wherever necessary.

1. None of them had seen the Marcians, and they had but the vaguest ideas of them... they piled me with questions. (Wells). 2. When­ever I have gone there have been either so many people... I have not been able to see the pictures, which was dreadful, or so many pictures... I have not been able to see the people, which was worse. (Wilde). 3. The marriage of Soames with Annette took place in Paris on the last day of January 1901 with such privacy... not even Emily was told until it was accomplished. (Galsworthy). 4. Bosinney’s office was in Sloane Street; close at hand... he would be able to keep his eyes continually on the plans. (Galsworthy). 5. He was under a considerable debt of gratitude to his hostess; on the other hand Denver’s position was such... minor considerations really had to go to the wall. (Sayers).

Exercise 3. Translate the sentences into English using adverbial clauses of result. Give variants with inverted word order wherever possible.

1. Девочка была так напугана, что не могла двинуться с места. 2. Лектор гово­рил так убедительно, что никто не сомневался в правильности его утверждений. 3. Она смот­рела на меня так пристально, что я не могла не обернуться. 4. Всю ночь море сильно бушевало, так что пароходы не могли подойти к берегу.
5. Кинофильм произвёл на уче­ников такое сильное впечатление, что они говорили о нём целую неделю. 6. Результаты эксперимента были вполне удовлетвори­тельными, так что молодые учёные могли про­должать работу в том же направлении. 7. Море успокаи­валось, так что рыбаки надеялись, что они смогут отпра­виться рыбачить утром. 8. День был такой солнечный и морозный, что никому не хотелось сидеть дома, и в лесу было много лыжников.

Exercise 4. Paraphrase the sentences using adverbial clauses of result.

Model: The child was looked after well enough by the others for her not to worry about him. – The child was looked after so well that she did not worry about him.

1. He continued to sing with too much energy to hear the sound of wheels (after
Ch. Dickens). 2. She felt excited and happy enough this morning to include the whole world in the affection (after Mitchell). 3. She leaped to her feet, her heart hammering too wildly for her to sit still (after Mitchell). 4. Melly’s hands were shaking too much for her to read the letter (after Mitchell). 5. He was too intent upon his reflections to be conscious of my approach (after Ch Dic­kens). 6. Mr. Rokesmith has been so polite as to place his sitting room at our disposal today (after Ch. Dickens).

Exercise 5. Classify the subordinate clauses joined by the conjunctions that or so that into adverbial clause of purpose or result. Translate the sentences into Russian.

1. “I wish to God, she’d say something really cheeky,” he raged to himself, “so that I could report her and get her sacked.” (Maugham). 2. Shall we ring so that Thomas can clear these things? (Priestley). 3. He wished Hayward had been there so that he could ask him what he thought she meant, and what he had better do next. (Mau­gham). 4. I got one of the bags of flour full in my face so that it burst all over my head. By the time I’d cleaned myself up mother was sitting in a corner. (Walsh). 5. I want you to understand that I didn’t install her there so that I could make love to her. (Priestley). 6. Oh, if it were only another night so that she could take his hands in hers... (Dreiser). 7. A pair of knee duck trousers and an old sweater made him a presentable wheel costume, so that he could go with Ruth on afternoon rides. (London). 8. “I sit alone that I may eat more,” said the Baron peering into the dusk. “My stomach requires a great deal of food.” (Mansfield). 9. Swithin was so long over this course that he caused a block in the progress of the dinner. (Galsworthy).
10. There came such a loud hissing from the engine that people looked dazed as they scurried to and fro. (Mansfield).

GENERAL REVISION

Exercise 1. Translate the text into English using compound sentences and complex sentences with various subordinate clauses as suggested in brackets.

Леонардо да Винчи (Leonardo da Vinci) (1452—1519), сын крестьянки из деревни Винчи и богатого нотариуса из Флоренции (Florence), был, как рас­сказывает Вазари (Vasari), Геркулесом, Аполлоном и Орфеем (Hercules, Apollo, Orpheus) в одном лице. (Parenthetical clause). Вазари рас­сказывает, что сила Леонардо была так велика, что он мог согнуть железное кольцо или подкову между пальцами и что он был так хорош собой, что никто не может описать его красоту. (Object clauses, adverbial clauses of result). Леонардо да Винчи был одним из самых совершенных людей, которые когда-либо жили на свете: он был худож­ником, скульптором, поэтом, музыкантом, философом, инженером и геологом. (Attributive clause). О жизни Ле­онардо имеются лишь отрывочные сведения: мы твёрдо знаем, что он служил в Милане при Чезаре Борджиа (Cesare Bor­gia), у которого он работал инженером и организатором празднеств и зрелищ; далее мы знаем, что его пригласил во Францию Франциск I (Francois I). (Object clauses attributive clause).

Его записные книжки также представляют собой огром­ный интерес и могут соперничать с «Размышлениями» Пас­каля (Pascal’s Pensees). Однако, если для Леонардо бес­конечность мира была безмерным чудом, то для Паскаля она была только источником ужаса; он признавался, что боится вечного безмолвия бес­ко­нечного пространства. (Com­pound sentence, object clause).

Имеются лишь 12 картин и несколько пачек рисунков, которые могут быть с уверенностью приписаны Леонардо да Винчи. (Attributive clause). В Эрмитаже находятся две картины великого мастера. «Мадонна с младенцем», извест­ная под названием «Мадонна Бенуа» (Madonna Benois), была приобретена из част­ной коллекции г-жи Бенуа в Пе­тербурге в 1913 году. Как и когда эта картина покинула родину и попала в Россию, неизвестно. (Subject clause). Это одна из наиболее ранних сохранившихся работ Леонардо да Винчи. Вторая картина «Мадонна Лита» (Madonna Litta) была куплена у некоего герцога Литта из Милана в 1865 году. В то время как в «Мадонне Бенуа» художника интересует чистота и счастье девочки-матери, в «Мадонне Лита» он раскрывает другую сторону темы – материнское достоинство. (Compound sentence).

Хотя Леонардо да Винчи был типичным примером образованности и разносторонности эпохи Возрождения, он не принадлежит ни к одному исто­рическому периоду. Подобно Шекспиру, он принадлежит всем векам и всем народам. (По книге Т. Кокса «Возрождение в Европе»).

Exercise 2. Analyze the clauses of the compound and complex sen­tences and show the connections between them. Make up schemes of the sentences.

1. She inquired how long my parents had been dead, then how old I was, what was my name, whether I could read write and sew a little; then she touched my head gently with her forefinger and dismissed me. (Ch. Bronte). 2. The thing that struck me first was that Mark Twain was an elderly man; yet after a minute’s thought, I perceived that it was other­wise, and in five minutes, the eyes looking at me, I saw that the grey hair was an accident of the most trivial; he was young. (Kipling). 3. On the other hand, if you convince the police authorities that there is no possible case against you, I do not know that there is any reason that the details should find their way into the papers. (Doyle). 4. James Ryder, the upper-attendant at the hotel, gave his evidence to the effect that he had shown Horner up to the dressing-room upon the day of the robbery, in order that he might solder the sec­ond bar of the grate, which was loose. (Doyle). 5. These provi­sions laid in, we went on through a great noise and uproar that confused my weary head beyond description, and over abridge which no doubt, was London Bridge, until we came to the poor person’s house, which was a part of some alms-houses. (Ch. Dickens). 6. Sherlock Holmes was a man who when he had an unsolved problem upon his mind would go for days and even for a week without rest, until he had either fath­omed it, or convinced himself that his data were insufficient. (Doyle). 7. When we reached the landing all the old women turned their heads, and as soon as we had passed, their voices rose and fell as though they were singing together. (G. Greene). 8. Whether he had turned his head to look at me I do not know, for I watched the road ahead with a blurred and steady stare, but suddenly he put out his hand and took hold of mine, and kissed it, still saying nothing, and then he threw his handkerchief on my lap, which I was too ashamed to touch. (Du Maurier). 9. Money from the illegal fur which Jean Andrew sold she kept for Roy; and she kept it tight so that he could never get at it when he was drunk. (Aldridge). 10. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say the very thought of you makes me sick, and that you treated me with miserable cruelty. (Ch. Bronte). 11. 1 was to see many times that look of pain and disappointment touch his eyes and mouth, when reality didn’t match the romantic ideas he cherished, or when someone he loved or admired dropped below the impossible standard he had set. (G. Greene). 12. All she saw was that she might go to prison for a robbery she had committed years ago. (Christie). 13. He had declared hone­stly and earnestly that such a thing was incredible – yet it had seemed to Mr. Mayherne that after the first astonish­ment his protests had lacked sincerity. (Christie). 14. Looking back we can now see that, whatever it received from the cul­ture of Europe, English literature being written in a language almost unknown abroad gave out but little until the eight­eenth century established a full communion between Brit­ain and the rest of Europe. (Mulgan). 15. So they missed the first train, the one they were supposed to take, but he got Boon onto the three o’clock train and they were all right again, with Boon not even going to the washroom now but drinking in the aisle and talking about Lion and the men he buttonholed no more daring to tell Boon he couldn’ t drink there than the man in the station had dared. (Faulkner). 16. He was getting ready to say that they could surely mana­ge somehow when she turned on him and said, if he told her they could manage somehow she would certainly Map his face. (Porter). 17. She hadn’t the remotest notion in those days that she really hated that inconvenient little house, that she thought the fat Nanny was ruining the babies, that she was desperately lonely, pining for new people and new music and pictures and so on. (Mansfield).

The list of literature

1. Бармина Л. А. Сборник упражнений по синтаксису сложного предложения в английском языке. / Л. А. Бармина, Б. И. Барштейн, М.С. Едвабная, Г. В. Ме­рошниченко, Т. А. Расторгуева, Э. М. Рубинчик. – Москва: «Высшая школа», 1973. – 150 с.

2. Гузеева К. А Грамматика английского языка: Морфология. Синтаксис: учебное пособие для студентов педагогических институтов и универ­ситетов по специальности № 2103 «Иностранные языки» / К. А. Гузеева, М. И. Оссовская, Е. А. Корнеева, Н. А. Кобрина. – СПб.: СОЮЗ, 1999. – 496 с.

3. Каушанская В. Л. Грамматика английского языка: пособие для студентов педагогических институтов и университетов / В. Л Каушанская, Р. Л. Ков­нер, О. Н. Кожевникова, Е. В. Прокофьева, З. М. Райнерс, С. Е. Сквирская, Ф. Я. Цырлина. – Москва: фирма «Страт», 2000. – 319 с.

4. Каушанская В. Л. Сборник упражнений по грамматике английского языка: пособие для студентов педагогических институтов и университетов / В. Л. Ка­у­шанская, Р. Л. Ковнер, О. Н. Кожевникова, Е. В. Прокофьева, З. М. Рай­нерс, С. Е. Сквирская, Ф. Я. Цырлина. – Москва: фирма «Страт”, 2000. – 319 с.

5. Мердок А. Замок на піску / I. Murdoch The sandcastle / А. Мердок. – Харків: Ранок-НТ. – 288 с.

6. Саакян А. С. Упражнения по грамматике современного английского языка / А. С. Саакян. – Москва: Рольф, 2001. – 448 с.

7. Alexander L. G. Longman English Grammar / L. G. Alexander English grammar. Text book for foreign speakers. – London: Longman Group UK Limited, 1995. – 375 p.

8. J. D. Salinger “The catcher in the rye”. – Moscow: Jupiter-Inter, 2003. – 129 p.

9. J. K. Jerome “Three men in a boat”. – M.: Махаон, 2002. – 224 p.