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KS3 English · Year 9Chapter 8 · Tense, mood, cohesion and register: choosing for purpose
Year 9 · Chapter 8

Tense, mood, cohesion and register: choosing for purpose

By the end of this chapter you will be able to

  • I can name a tense and aspect, such as past progressive or present perfect.
  • I can explain why a writer switches tense.
  • I can recognise imperative, indicative and subjunctive mood.
  • I can repair cohesion using reference and connectives.
  • I can name a theme and a rheme, and link sentences with them.
  • I can choose a register for an audience, and explain Standard English and dialect.

You should already know

  • Simple past and present tense (Year 8, Chapter 8 of this book)
  • Formal and informal writing for different readers (Year 8, Chapter 8 of this book)

Where this leads

  • Word origins, semantic change and spelling from word families (Year 9, Chapter 9 of this book)
  • Writing for purpose and audience: reviews, reports, letters and articles (Year 9, Chapter 12 of this book)

National Curriculum for England, Key Stage 3 English, Year 9. Content: Recognise tense and aspect in context, and explain how a tense switch shapes effect (KS3 grammar, G3), Recognise the indicative, imperative and subjunctive moods, and their effect on the reader (KS3 grammar, G3), Use cohesion across sentences and paragraphs: reference, ellipsis, connectives, lexical chains, theme and rheme (KS3 grammar, G4), Choose and shift formal and informal register for an audience; recognise Standard English and dialect as varieties (KS3 grammar, G5 and S3).

Exercise P  Do you remember?

1
FWrite the past tense of the verb to go.
2
FWhat is a connective? Write one short phrase.
3
FWrite one word that means the same as rude.
4
FWrite the plural of the word neighbour.
5
FWrite the word that means the opposite of formal.
8.1

Tense and aspect in context

Year 9
Recognise tense and aspect, such as past progressive and present perfect, in context (KS3 grammar, G3)
Video lesson: Tense and aspect in contextComing soon
Context. A writer uses tense to show when something happens, and aspect to show whether it is complete, ongoing or repeated. A passage about a power cut moves between past and present, and uses several verb forms. Read the passage and name each form.

Text 1: A power cut (original, four paragraphs)

1I was walking home when the lights went out. The street had been quiet all evening, but now a dog barks somewhere behind the houses.

2Nobody has explained the power cut yet, though the newspaper says it was a fault at the substation. I have read the report twice.

3By the time I reached my gate, the whole row was dark, and my neighbour was standing on her step with a torch.

4She tells me that she has lived here for thirty years and has never seen the street so black.

Key ideas

  • Tense shows time: past, present or future.
  • Aspect shows the state of the action: simple (a whole action), progressive (in progress, be + -ing), or perfect (have + past participle, linked to now).
  • A verb phrase combines tense and aspect, such as was walking (past progressive) or has read (present perfect).
Worked example 8.1.1
What tense and aspect is "was walking" in "I was walking home"?

Method. Find the auxiliary verb and the -ing form.

  1. Find the auxiliary. Was shows the past tense.
    was
  2. Find the -ing form. Walking shows the action in progress.
    walking
  3. Name the form. Past tense with progressive aspect is the past progressive.
    past progressive
  4. Write the answer.
    past progressive

Check. The tense and aspect are both named. ✓

Worked example 8.1.2
Which tense and aspect is "has explained" in "Nobody has explained the power cut yet"? Choose one: present perfect, past simple or future simple.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Has with the past participle explained shows an action linked to the present.
    present perfect fits
  3. Reject the other choices. Past simple has no has, and future simple uses will, so neither fits.
    past simple and future simple do not fit
  4. Write the answer.
    present perfect

Check. The choice fits the sentence or the text. ✓

Worked example 8.1.3
Why does the writer use "have read" rather than "read" in "I have read the report twice"?

Method. Think about the link between the past action and the present.

  1. Find the verb. Have read is the present perfect.
    have read
  2. Compare the simple past. Read would show only a finished past action.
    a finished past action
  3. Explain the choice. The present perfect links the reading to the writer's present concern.
    to show an action done in the past that still matters now
  4. Write the answer.
    to show an action done in the past that still matters now

Check. The choice is explained with the link to now. ✓

Watch out

Watch out: the present perfect uses has or have plus a past participle. Do not confuse it with the past simple, which needs no helper verb.

Exam tip

Exam tip. Name the tense first (past, present, future), then the aspect (simple, progressive or perfect).

Exercise 8A  Practice: tense and aspect

1
FWhat is the tense of "went" in "the lights went out"? Write the tense and aspect.
2
FWhich aspect is "was standing" in "my neighbour was standing on her step"? Choose one: progressive, perfect or simple.
3
FCopy the present simple verb in paragraph 1. Write one word.
4
FWhich past perfect verb phrase appears in paragraph 1? Write the phrase.
5
FWhich tense is "has lived" in "she has lived here for thirty years"? Choose one: present perfect, past simple or future.
6
FIn which paragraph does the writer use a present perfect verb about reading? Write the number.
7
FExplain the effect of the present perfect "has never seen" in paragraph 4.
8
FWhich tense is "reached" in "By the time I reached my gate"? Choose one: past simple, present perfect or present progressive.
9
FWhat is the aspect of "has explained"? Choose one: perfect, progressive or simple.
10
FWhich verb in paragraph 4 is in the present simple? Write the verb.
11
FWrite one sentence in the present perfect about your week.
12
RExplain why the writer changes from past to present in paragraph 4.
8.2

Tense switches for effect

Year 9
Analyse how a writer switches tense for effect across a passage (KS3 grammar, G3)
Video lesson: Tense switches for effectComing soon
Context. A writer may move from past to present to make a moment feel immediate, or to comment on the story from the present. A switch is only worth analysing if you can say what it does to the reader.

Text 1: A power cut (original, four paragraphs)

1I was walking home when the lights went out. The street had been quiet all evening, but now a dog barks somewhere behind the houses.

2Nobody has explained the power cut yet, though the newspaper says it was a fault at the substation. I have read the report twice.

3By the time I reached my gate, the whole row was dark, and my neighbour was standing on her step with a torch.

4She tells me that she has lived here for thirty years and has never seen the street so black.

Key ideas

  • A tense switch is a change in tense within a text.
  • Name the tense before and after the switch, then say what the change does.
  • A present tense can make a past event feel immediate, as if it is happening now.
Worked example 8.2.1
Why does the writer use the present tense in "a dog barks somewhere"?

Method. Compare the tense of the sentence before with the present in this one.

  1. Find the sentence before. The street had been quiet all evening.
    had been quiet
  2. Find the switch. Now a dog barks somewhere.
    a dog barks somewhere
  3. Explain the effect. The present makes the sound feel immediate.
    to make the moment feel immediate, as if the reader hears it now
  4. Write the answer.
    to make the moment feel immediate, as if the reader hears it now

Check. The switch is compared and explained. ✓

Worked example 8.2.2
What effect does the present tense in "She tells me" create in paragraph 4? Choose one: it makes the neighbour's account feel immediate, it shows the event is long over or it makes the reader bored.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The present keeps the neighbour's words in the moment, so they feel current.
    it makes the neighbour's account feel immediate fits
  3. Reject the other choices. Present tense does not show that the event is over, and it does not make the reader bored.
    it shows the event is long over and it makes the reader bored do not fit
  4. Write the answer.
    it makes the neighbour's account feel immediate

Check. The choice fits the sentence or the text. ✓

Worked example 8.2.3
Which tense is used for the first events of the story, "I was walking" or "the lights went out"?

Method. Find the verbs in the first sentence.

  1. Find the verbs. Was walking and went are both verbs of the first events.
    was walking
  2. Name the tense. Both are past tense forms.
    past tense
  3. Conclude. The first events are narrated in the past.
    past
  4. Write the answer.
    past

Check. The first events are in the past. ✓

Watch out

Watch out: a switch is not an error. A writer who moves between tenses is usually making a deliberate choice.

Exam tip

Exam tip. Name the two tenses, quote a verb from each, then explain the effect of the change.

Exercise 8B  Practice: tense switches

1
FWhich tense is "barks" in paragraph 1? Choose one: present simple, past simple or future.
2
FIn which paragraph does the present simple first describe a sound? Write the number.
3
FExplain the effect of the switch from past to present in paragraph 1.
4
FCopy the past progressive verb phrase in paragraph 1.
5
FWhat is the effect of "I have read the report twice"? Choose one: it shows personal checking, with the report still in the writer's mind, it shows the writer is bored or it shows the report is old.
6
FHow many tense switches from past to present are in paragraph 1? Write the number.
7
RWhy might the writer use the present tense in the final paragraph?
8
FWhich phrase in paragraph 3 is a past simple verb? Choose one: reached, standing or has.
9
FCopy the past progressive phrase in paragraph 3 that describes the neighbour.
10
FRewrite "a dog barks somewhere" in the past tense.
11
FWhich verb in paragraph 3 is in a past progressive form? Choose one: was standing, reached or the whole row was dark.
12
RWrite one sentence that switches from past to present for effect.
8.3

Mood: indicative, imperative and subjunctive

Year 9
Recognise indicative, imperative and subjunctive mood, and their effect on the reader (KS3 grammar, G3)
Video lesson: Mood: indicative, imperative and subjunctiveComing soon
Context. Mood shows the attitude of a sentence. Most sentences are indicative: they state facts or ask questions. An imperative gives an order or advice. The subjunctive is used for wishes, suggestions and formal demands, such as If I were you. Read the formal letter and notice its moods.

Text 2: A letter to a teacher (original)

1Dear Ms Okoro,

2I am writing to explain why I was late for the lesson on Tuesday. The power to our street failed at about six o'clock, and I was unable to leave my house until it was restored.

3I apologise for any disruption this caused, and I will catch up on the work this week.

4Yours sincerely, Anita Shah

Key ideas

  • Indicative: a statement or question about what is or was the case, such as She informs everyone.
  • Imperative: a command or instruction, with no subject shown, such as Write your name.
  • Subjunctive: a formal form, often used with if, that or as in I wish, such as If I were you, or It is vital that she be informed.
Worked example 8.3.1
What mood is "Close the door."?

Method. Look for a command with no subject.

  1. Find the verb. Close is the first word, with no subject shown.
    Close the door
  2. Check for a command. It gives an instruction to the reader.
    an instruction
  3. Name the mood. A command is imperative.
    imperative
  4. Write the answer.
    imperative

Check. It is a command, so it is imperative. ✓

Worked example 8.3.2
What mood is "If I were you, I would apply."? Choose one: subjunctive, imperative or indicative.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Were, used for an imagined situation after if, is the subjunctive.
    subjunctive fits
  3. Reject the other choices. It is not a command, and it is not a plain statement of fact.
    imperative and indicative do not fit
  4. Write the answer.
    subjunctive

Check. The choice fits the sentence or the text. ✓

Worked example 8.3.3
Which mood does "It is vital that she be informed" use, and which word shows it?

Method. Look for a verb form that does not change with the subject.

  1. Find the verb. Be is the verb after that she.
    be
  2. Check the form. The subjunctive uses be with any subject.
    be with any subject
  3. Name the mood. The subjunctive, shown by be.
    subjunctive, shown by be
  4. Write the answer.
    subjunctive, shown by be

Check. The subjunctive form is named. ✓

Watch out

Watch out: do not confuse the imperative with a question. Write your name is a command; Will you write your name? is a question.

Exam tip

Exam tip. Name the mood, then say what it does: a fact, a command, or a formal suggestion.

Exercise 8C  Practice: mood

1
FWhat mood is "She informs everyone."? Choose one: indicative, imperative or subjunctive.
2
FWhat mood is "Write your name."? Write the mood.
3
FWhich sentence uses the subjunctive? Choose one: If I were you, I would apply., I would apply. or Apply now..
4
FRewrite "It is necessary that she attends" in the subjunctive.
5
FWhat is the effect of an imperative in a leaflet? Choose one: it gives direct instructions to the reader, it describes the past or it expresses doubt.
6
FCopy the phrase in the letter that states the writer's purpose in the indicative.
7
RExplain why the official letter uses "I would be grateful if you could investigate" rather than an imperative.
8
FWhat mood is "were" in "If I were you"? Write the mood.
9
FWhich sentence is in the indicative mood? Choose one: The lights went out., Turn the lights on. or If I were lights..
10
FWrite one imperative sentence for a leaflet about power cuts.
11
FWhich mood would a teacher use for a polite order? Choose one: imperative, indicative or subjunctive.
12
RExplain why the subjunctive can make a suggestion sound formal.
8.4

Cohesion: reference, ellipsis and connectives

Year 9
Repair cohesion across sentences using reference, ellipsis and connectives (KS3 grammar, G4)
Video lesson: Cohesion: reference, ellipsis and connectivesComing soon
Context. Cohesion links sentences so that a reader can follow the ideas. A pronoun such as it refers back to a noun. A connective such as because of this shows cause. A vague word such as this can leave the reader unsure. Read the paragraph and find where the links fail.

Text 3: A paragraph about a match (original, flawed cohesion)

1The rain began early. It was heavy. They went inside. The men shouted. Because of this the match was stopped. Then everyone went home. It was disappointing for the fans. This was why they were upset.

Key ideas

  • Reference: a pronoun or a word such as it, they or this points back to a noun.
  • Connectives show relationships: then (sequence), because of this (cause), although (contrast).
  • Ellipsis: leaving out a word that the reader can supply from the context.
Worked example 8.4.1
What does "It" in "It was heavy" refer to?

Method. Find the pronoun, then the noun it points back to.

  1. Find the pronoun. It is at the start of the second sentence.
    It was heavy
  2. Find the noun. The first sentence is about the rain.
    The rain began early
  3. Name the referent. It refers to the rain.
    the rain
  4. Write the answer.
    the rain

Check. The pronoun points back to the rain. ✓

Worked example 8.4.2
Which connective shows a result? Choose one: because of this, then or although.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Because of this introduces the cause of the match being stopped.
    because of this fits
  3. Reject the other choices. Then is a sequence word, and although shows contrast.
    then and although do not fit
  4. Write the answer.
    because of this

Check. The choice fits the sentence or the text. ✓

Worked example 8.4.3
Repair the vague word "This" in "This was why they were upset".

Method. Replace the vague pronoun with the specific noun it refers to.

  1. Find the vague word. This does not name the thing it refers to.
    This was why
  2. Find the referent. The thing is the match being stopped.
    the match was stopped
  3. Replace. The stopping of the match was why they were upset.
    The stopping of the match was why they were upset
  4. Write the answer.
    The stopping of the match was why they were upset.

Check. The vague word is replaced with a clear noun. ✓

Watch out

Watch out: a pronoun that could refer to two nouns is unclear. Repeat the noun when the reference is ambiguous.

Exam tip

Exam tip. When you repair cohesion, name the word that is unclear, then replace it with the noun or connective the reader needs.

Exercise 8D  Practice: cohesion and reference

1
FWhat is the most likely referent of "It" in "It was disappointing for the fans"? Write the words.
2
FCopy the connective that shows a cause in the paragraph.
3
FWhich connective shows contrast? Choose one: although, then or because.
4
FRepair the vague "This" in "This was why they were upset".
5
FWhich connective of sequence is in the paragraph? Choose one: Then, It or They.
6
FHow many sentences in the paragraph begin with "They"? Write the number.
7
FRewrite "They went inside." so that the referent is clear.
8
FExplain what ellipsis is, with an example from everyday speech.
9
FWhat is a lexical chain? Choose one: words from the same field linked across sentences, a list of verbs or a row of commas.
10
FName one word that links the paragraph to the match.
11
FWhich cohesion device is "Then"? Choose one: connective, pronoun or modal verb.
12
RExplain why repeating a noun can be better than using a pronoun in a flawed paragraph.
8.5

Theme and rheme across sentences

Year 9
Use theme and rheme to link sentences smoothly across a paragraph (KS3 grammar, G4)
Video lesson: Theme and rheme across sentencesComing soon
Context. Each sentence has a theme, the part it starts from (usually familiar information), and a rheme, the new information it says about the theme. A smooth paragraph takes a rheme from one sentence and makes it the theme of the next, so the reader can follow.

Text 3: A paragraph about a match (original, flawed cohesion)

1The rain began early. It was heavy. They went inside. The men shouted. Because of this the match was stopped. Then everyone went home. It was disappointing for the fans. This was why they were upset.

Key ideas

  • Theme: the starting point of a sentence, usually the familiar information.
  • Rheme: the new information that the sentence says about the theme.
  • A smooth link: the rheme of one sentence becomes the theme of the next.
Worked example 8.5.1
What are the theme and rheme of "The rain began early"?

Method. Find where the sentence starts, then what it says about that start.

  1. Find the theme. The sentence starts from the rain.
    The rain
  2. Find the rheme. It says the rain began early.
    began early
  3. Name them. The theme is the rain, and the rheme is began early.
    theme: the rain; rheme: began early
  4. Write the answer.
    theme: the rain; rheme: began early

Check. The theme and rheme are named. ✓

Worked example 8.5.2
What is the rheme of "It was heavy."? Choose one: was heavy, It or the rain.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The rheme is the new information about the theme It, which is that it was heavy.
    was heavy fits
  3. Reject the other choices. It is the theme, and the rain is a noun from the previous sentence, not the rheme.
    It and the rain do not fit
  4. Write the answer.
    was heavy

Check. The choice fits the sentence or the text. ✓

Worked example 8.5.3
Why does a paragraph read smoothly when a rheme becomes the next theme?

Method. Think about what the reader already knows.

  1. Find the link. The rain in sentence one is the theme of sentence two.
    The rain began early
  2. Explain the effect. The reader recognises the familiar starting point.
    recognises the familiar starting point
  3. Name the effect. The new sentence picks up familiar information, which links them.
    the new sentence picks up familiar information
  4. Write the answer.
    the new sentence picks up familiar information, which links them

Check. The link is explained by familiar information. ✓

Watch out

Watch out: the theme is not always the subject. In "Then everyone went home", the theme is then, and the rheme is everyone went home.

Exam tip

Exam tip. For each sentence, name the starting point (theme) and the new information (rheme). Then check that a link joins them.

Exercise 8E  Practice: theme and rheme

1
FWhat is the theme of "It was heavy."? Write one word.
2
FWhat is the rheme of "They went inside."? Choose one: went inside, They or the rain.
3
FExplain how "the rain" in sentence one and "It" in sentence two link.
4
FWhich sentence has the theme "The men"? Choose one: The men shouted., They went inside. or It was heavy..
5
FGive the rheme of "Then everyone went home."
6
FHow many sentences are in the paragraph? Write the number.
7
FWhich word links to the match in the paragraph? Choose one: match, rain or Then.
8
FWrite a sentence whose theme is the rain, and whose rheme says what the rain did.
9
FWhich sentence in the paragraph has the rheme "stopped"? Write the sentence opening word.
10
FWhat does a paragraph need to avoid vague links? Choose one: clear references and connectives, more capital letters or longer sentences only.
11
FExplain why "Then" is useful in the paragraph.
12
RJudge whether the paragraph is cohesive. Give one reason.
8.6

Register: choosing for an audience

Year 9
Choose and shift formal and informal register for an audience, and recognise Standard English and dialect (KS3 grammar, G5 and S3)
Video lesson: Register: choosing for an audienceComing soon
Context. The same message can be written in different registers. A text to a friend uses informal words and abbreviations. A letter to a teacher uses formal words and Standard English. Standard English is a variety of English used in formal writing; dialects are varieties with their own consistent grammar.

Text 4: A message to a friend (original, informal)

1hey, sorry i was late tues, the lights went off on our street and i was stuck in the dark for ages lol

2i'll catch up on the work this week, promise. ttyl x

Text 5: A letter to a teacher (original, formal)

1Dear Ms Okoro,

2I am writing to explain why I was late for the lesson on Tuesday. The power to our street failed at about six o'clock, and I was unable to leave my house until it was restored.

3I apologise for any disruption this caused, and I will catch up on the work this week.

4Yours sincerely, Anita Shah

Text 6: A letter to the council (original, formal)

1Dear Sir or Madam,

2I wish to report a power failure affecting Elm Row on Tuesday evening. I would be grateful if you could investigate the cause and tell residents when the power will be restored.

3Yours faithfully, Anita Shah

Key ideas

  • Register is the level of formality chosen for a purpose and audience.
  • Informal register uses slang, abbreviations and contractions; formal register uses full words and Standard English.
  • Dialect is a variety with its own consistent grammar. It is not wrong, but Standard English is used for formal writing.
Worked example 8.6.1
Which text is the most formal? Give one feature.

Method. Look at the greeting, the sign-off and the verbs.

  1. Look at the greeting. The council letter begins Dear Sir or Madam.
    Dear Sir or Madam
  2. Look at the sign-off. It ends Yours faithfully.
    Yours faithfully
  3. Name the feature. Formal phrases show the register.
    the council letter, because it uses "Yours faithfully" and "I wish to report"
  4. Write the answer.
    the council letter, because it uses "Yours faithfully" and "I wish to report"

Check. The formal features are named. ✓

Worked example 8.6.2
Which feature shows the informality of the message to a friend? Choose one: lol, Yours faithfully or I am writing to explain.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Lol is slang and abbreviation, which is informal.
    lol fits
  3. Reject the other choices. Yours faithfully and I am writing to explain are formal phrases.
    Yours faithfully and I am writing to explain do not fit
  4. Write the answer.
    lol

Check. The choice fits the sentence or the text. ✓

Worked example 8.6.3
Name one feature of the chat message that differs from Standard English.

Method. Look for abbreviations and punctuation.

  1. Find the abbreviations. Tues and ttyl are abbreviations.
    ttyl
  2. Find the capitals. The message starts with a small letter.
    hey
  3. Name the features. Abbreviations and no capital letters differ from Standard English.
    abbreviations such as tues and ttyl, and no capital letters
  4. Write the answer.
    abbreviations such as tues and ttyl, and no capital letters

Check. Two non-standard features are named. ✓

Watch out

Watch out: informal does not mean wrong. Register is about the fit between the text and its reader.

Exam tip

Exam tip. Name the audience and purpose first, then choose words, sign-off and grammar to fit.

Exercise 8F  Practice: register and Standard English

1
FWhich phrase is a formal sign-off? Choose one: Yours sincerely, ttyl x or lol.
2
FWhich text does not begin its sentences with capital letters? Write the text name.
3
FCopy the abbreviation that means talk to you later.
4
FExplain one difference in register between the letter to a teacher and the chat message.
5
FWhich is a feature of Standard English in the letter to a teacher? Choose one: full sentences with capital letters, lol or abbreviations.
6
FRewrite "hey, sorry i was late tues" in a formal register for a teacher.
7
FWhich register suits a letter to a council? Choose one: formal, slang or text-speak.
8
FExplain in one sentence how a dialect differs from Standard English.
9
FWhich statement about dialect is accurate? Choose one: dialect has its own consistent grammar, dialect is always wrong or dialect has no grammar.
10
FHow many abbreviations are in the chat message? Count tues, lol and ttyl. Write the number.
11
RChoose a register for a message to a grandparent, and explain why.
12
RJudge which of the three texts is most suitable for a teacher, and why.

Chapter summary

SkillMethod
Tense and aspectName the tense (past, present, future) and the aspect (simple, progressive, perfect)
Tense switchName the two tenses, quote a verb from each, and explain the effect
MoodIndicative states; imperative commands; subjunctive uses the base form after that or if
CohesionReplace vague pronouns with nouns, and use connectives that show the link
Theme and rhemeMake the rheme of one sentence the theme of the next
RegisterName the audience and purpose, then choose words, greeting and sign-off to fit

Can you…?

  • I can name a verb tense and aspect in context
  • I can explain why a writer switches tense
  • I can name the indicative, imperative and subjunctive moods
  • I can repair a vague reference with a clear noun
  • I can name a theme and a rheme, and link two sentences
  • I can choose a register for an audience, and explain Standard English and dialect

Key terms

aspect
whether an action is simple, ongoing (progressive) or linked to now (perfect)
present perfect
has or have with a past participle, linking the past to the present
indicative
the mood used for statements and questions about facts
imperative
the mood used for commands and instructions
subjunctive
a formal mood, such as if I were you, or that she be informed
cohesion
the links between sentences that help the reader follow the ideas
theme and rheme
the starting point of a sentence and the new information about it
register
the level of formality chosen for an audience and purpose

Exercise 8Z  Check-up

1
What tense and aspect is "has read" in "I have read the report twice"? Write the form.
2
What tense and aspect is "was standing" in paragraph 3? Choose one: past progressive, present perfect or past simple.
3
Copy the present perfect verb phrase in paragraph 2 about the power cut.
4
Which sentence uses the imperative? Choose one: Turn the lights on., The lights went out. or If I were you, I would turn them on..
5
What mood is "be" in "It is vital that she be informed"? Write the mood.
6
What does "It" refer to in "It was heavy"? Choose one: the rain, the match or the fans.
7
Which connective shows sequence? Choose one: Then, although or because of this.
8
Repair the vague word "This" in "This was why they were upset".
9
What is the rheme of "The rain began early"? Choose one: began early, The rain or early.
10
Give one feature of the formal letter that is Standard English.

Total 19 marks. Allow about 19 minutes.

Exercise 8X  Practice test questions

1
FName the tense and aspect of "was walking" in "I was walking home when the lights went out".[2 marks]
2
FWrite the verb in the present simple tense in paragraph 1. Write one word.[1 mark]
3
RExplain the effect of the present perfect "have read" in paragraph 2. One sentence.[2 marks]
4
RExplain the effect of the switch to the present tense in "a dog barks somewhere". One sentence.[2 marks]
5
FWhat mood is "Keep a torch by the door"? Write the mood.[1 mark]
6
RExplain why the council letter uses "I would be grateful if you could investigate" rather than an imperative. One sentence.[3 marks]
7
PSRepair the vague word "This" in "This was why they were upset". Write the repaired sentence.[2 marks]
8
FWhat is the theme of "Then everyone went home"? Write one word.[1 mark]
9
RName one feature of the chat message that differs from Standard English. One sentence.[2 marks]
10
RExplain how a dialect differs from Standard English. One sentence.[3 marks]
← Chapter 7: Word classes, clauses and sentence effect in longer proseChapter 9: Word origins, semantic change and spelling from word families →

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