Basic English Grammar Module

Unit 1B The Noun Group

INDEPENDENT LEARNING RESOURCES

Learning Centre

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

BASIC ENGLISH GRAMMAR

INDEPENDENT LEARNING PROGRAM
THE NOUN GROUP

OBJECTIVES OF THIS UNIT

One of the grammatical units introduced in Unit 1A of the Basic English Grammar module was
the noun group, which is arguably the most important grammatical unit in academic writing. In
this unit we will learn about
the internal structure of the noun group
how to produce information packed noun groups that are typical of academic writing
NOUN GROUP STRUCTURE
The noun group contains a Head noun and any other words (Modifiers) that give us
information about this noun. Modifiers may come before the Head, in which case they are
Premodifiers; or they may come after the Head, in which case they are Postmodifiers, eg.
This paper reports on the three new types of rechargeable batteries produced in Australia.
the
Premodifiers

three

new

types of

rechargeble

batteries
Head

produced in Australia
Postmodifier

Although knowing whether modifying word(s) are positioned before or after the Head noun is
useful to some extent, it does not tell us much about how these words function in the group: ie.
what they mean. The most common functions of words in noun groups are illustrated below:
the
Premodifiers
Pointer

three

new

types of

rechargeble

Counter

Describer

Facet

Classifier

batteries
Head
Thing

produced in Australia
Postmodifier
Qualifier

These parts of the group (ie. Pointer, Counter, etc) tend to be ordered as shown above, with
the Pointer found on the far left of the noun group and the Qualifier on the far right.
Texts 1 and 2 illustrate the typical structure of noun groups in both empirical and non-empirical
types of academic writing (noun groups in each sentence are underlined).
Text 1: Science (empirical)

1. This project describes the stress corrosion cracking of phosphorus deoxidised copper and
65/35 lead free brass in both sodium nitrate and commercial inhibitor solutions
2. and attempts to characterize the cracking in relation to the various mechanisms proposed.
3. The theories of cracking applicable to the copper/nitrate and brass/nitrate systems include
the anodic dissolution, the film-rupture, the stress sorption cracking and the embrittlement
theories,
4. which are described in the literature review.
5. The possibility of stress corosion due to the formation of ammonia via the reduction of
sodium nitrate is also reviewed. (student thesis)
1

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

Text 2: Arts (non-empirical)

1. Urbanization is a process whereby an increasing proportion of the population becomes

concentrated into large cities.
2. This phenomenon associated with modern man is increasing in practically all regions of the
world (Table 31-3).
3. The causes of urbanization are many and complex and differ from one region to another.
4. Urbanization of the Western countries began with the industrial revolution and proceeded as
the nations moved from an agrarian to an industrial society.
5. Initially, there was a migration of the population from rural areas to centers of
manufacturing and trade.
6. While this was a major factor in the initial increase in the population of cities
7. it is no longer an important factor. (Becker, J.F. 1972 Life Science)
Thing
The core part of the noun group is called the Thing. The Thing may be a concrete entity such
as an object (eg. batteries) or a person (eg. engineer). On the other hand, the Thing may be an
abstract concept (eg. science) or an action expressed in a noun (eg. representation,
experiment).
The noun group may contain a Thing only:
batteries (Thing)
or it may be modified by any number of other words:
the three new kinds of rechargeable batteries (Thing) produced in Australia.
If the Thing is the only word in the group it may be either a noun (eg. batteries) or a pronoun,
which stands for a noun (eg. they referring to batteries).
Pointer
The Thing is often premodified by a word with a pointing function. The Pointer, as it will be
called here, suggests whether the Thing in question can be identified by the reader or not.
For instance, the article the (eg. the activities) demonstrative adjectives (eg. these activities) and
possessive adjectives (eg. their activities), suggest that the Thing can be identified specifically
and tell us which one (or ones) is/are being talked about.
the
Pointer
specific
article

nucleus
Thing
noun

these
Pointer
demonstrative
adjective

activities
Thing
noun

their
Pointer
possessive
adjective

activities
Thing
noun

On the other hand, non-specific articles suggest that the Thing cannot be specifically identified.
a
Pointer

cell
Thing

non-specific article

noun

(See Cohesive Writing Module, Unit 4 Cohesion through Reference for further discussion of
words with a pointing function).
2

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

Exercise 1
Identify noun groups in the following text which contain the four types of Pointers just
described, ie. identify (i) one noun group with a specific article, (ii) one with a demonstrative
adjective, (iii) one with a possessive adjective, and (iv) one with a non-specific article.
Handwashing is an important practice in the prevention of the spread of infection (Garner
and Favaro, 1985:105). Basic principles of asepsis techniques emphasise careful
handwashing before and after all patient care even if gloves are worn. Health care
personnel should also wash their hands when they become soiled with potentially
infectious materials (ie. the secretions or excretions of patients) during patient care
activities and after leaving the patient. This procedure needs to be constantly emphasised
to health care personnel. It is a simple yet fundamental practice to the caring of patients
by nurses.

You can now check the answers in the key at the end of the unit.

Counter
The next element in the noun group (working from left to right) is the Counter. There are two
main types of Counter:
Numerative:
Ordinative:

suggests how many Things are being referred to

eg. one, two, three or how much of the Thing, eg. a bit, a cupful, a kilo.
indicates where the Thing is positioned in a series
eg. first, second, third.

three
Counter
(Numerative)

kinds
Thing

the
Pointer

second
Counter
(Ordinative)

kind
Thing

Like Pointers, Counters may be either definite or indefinite. Some of the most common
Counters are shown in the table below.
Table 1. Counters.
Numerative

Ordinative

Definite
one, two, three,

Indefinite
several, many, a few

a couple, a quarter

little, much, a lot of

fewer, less, more
preceding
subsequent

first, second
next, last, finally

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

For example:
After the fifth century, however, few writers, except writers on scientific subjects, had any
belief in the idea of progress in the future.
Describer
The next element in the noun group has a describing function. Describers typically belong to
the word class adjective and assign some quality to the Thing, ie. they answer the question
'what is the Thing like?'. The quality may be either more inherent to the thing itself, eg. colour,
size, etc. or more a matter of the writers opinion, eg. good.
The following excerpt from a book review in an academic journal illustrates both these types:
Yalden states that the nature of second language teaching is being re-examined, possibly
with a view to complete redefinition. She puts forward contemporary views of second
language acquisition in a clear and succinct way. ... These explanations, together with a
comprehensive reference section, give direction to inexperienced teachers.
... In
summary, a well written book with a good blend of theory and practice and useful
guidelines on course design. (Jill Dempster, Review in Australian Journal of Reading, Vol
11, No 2, June 88).

Which of these Describers do you think are more a matter of personal opinion?

Classifier
Classifiers answer the question what type of thing is it? or what group does the thing
belong to?. They can be either nouns or adjectives.
Noun Classifiers:
Mayer suggests that teenagers make long telephone calls.
Classification systems are made up by biologists.
Adjective Classifiers:
In some disciplines, such as social sciences, female postgraduates equal or even
outnumber their male colleagues.
Like Describers, there may be more than one Classifier in the noun group, eg.
Their spores were first observed on stream surface scum by Ingold (1942).
Exercise 2
Circle the Classifiers in the noun groups in Text 1 above. Remember that some groups may have
more than one Classifier.

You can now check the answers in the key.

Exercise 3
Identify the Describers and Classifiers in the following text.

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

The top speed of a red kangaroo has been estimated at 45 kilometres an hour and red kangaroos
have been known to clear high fences. Farmers have waged an unrelenting war against
kangaroos since European settlement of this vast country began. The animals have been shot in
large numbers because they compete with sheep for scarce forage.
Describers

Classifiers

You can now check the answers in the key.

Facet
The final premodifying component in the noun group is the Facet. The Facet is very common
in noun groups in academic writing and specifies a particular aspect of the Thing, eg. example
of, type of, number of, member of, and so on.
If we look at the structure of any cell, we can see a nucleus.
Each type of organism has a particular number of chromosomes in each of its nuclei.
A noun group which contains a Facet has a more complex structure than the noun groups we
have looked at so far. This structure is shown below.
the
Premodifiers
Facet
Premodifier
Pointer

structure (of)

any
Pointer

organism
Head
Thing

Head
Thing

Because the Facet word is itself a Head, it can be modified, eg.

If we look at the internal structure of any cell, we can see a nucleus.
Each different type of organism has a particular number of chromosomes in each of its
nuclei.
Typical problem with Facets
The head of the noun group, ie. the Thing not the Facet, must agree with the verb
Two types of risk factor has been found for the disease.
corrected version: Two types of risk factor have been found for the disease.
Exercise 4
Read the following text and then put your analysis of the underlined noun groups in the table
below.
Handwashing (1) is an important practice in the prevention of the spread of infection (Garner
and Favaro, 1985:105). Basic principles of asepsis techniques (2) emphasise careful
handwashing (3) before and after all patient care (4) even if gloves are worn. Health care
5

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

personnel (5) should also wash their hands when they become soiled with potentially
infectious materials (6) (ie. the secretions or excretions of patients) during patient care
activities (7) and after leaving the patient. This procedure needs to be constantly emphasised
to health care personnel. It is a simple yet fundamental practice to the caring of patients by
nurses.
Pointer

Counter

Facet

Describer

Classifier

Thing

1
2
3
4
5
6
7

You can now check the answers in the key.

Qualifier
So far we have looked at the function of different types of Premodifiers in the noun group. We
can also put extra information about the Thing in the postmodifying element Qualifier. A
Qualifier is usually either a prepositional phrase, a defining relative clause, or a non-finite
clause (see Basic English Grammar Module 2A).
cells
Thing
noun

with special characteristics

Qualifier
prepositional phrase

offspring
Thing
noun

which are produced through sexual reproduction,

Qualifier
defining relative clause

their
Pointer
demonstrative
adjective

ability
Thing
noun

to survive
Qualifier
non-finite clause

Defining relative clauses are usually introduced by a relative pronoun, eg. which, that, who ...,
but not always. In reduced relative clauses, the relative pronoun and part of the verb group are
missing, eg.
offspring
Thing

... produced through sexual reproduction,

... main verb and rest of clause

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

A noun group may contain more than one Qualifier, as in the following example (the arrows
show which word that each Qualifier modifies).
plants
Thing

with special characteristics

Qualifier
Describer Thing

which enhance their ability

to survive

Qualifier
Pointer Thing

Qualifier

We can use square brackets as a simpler way of showing Qualifiers and what they modify:
plants [with special characteristics [which enhance their ability [to survive] ] ]
Exercise 5
Put brackets around the Qualifiers in the following noun groups. Also use arrows, as above, to
show clearly which word the Qualifier modifies.
1.
an important practice in the prevention of the spread of infection
2.

the premium income received by all voluntary health insurance organizations in the United
States

3.

a simple yet fundamental practice to the caring of patients by nurses

4.

the secretions or excretions of patients

5.

the evidence in this particular case which suggests that the individual is guilty

You can now check the answers in the key.

Exercise 6
Read the following text and analyse the underlined noun groups in the table below.
Since the introduction of modern computers (1), an important part of each computer system (2)
is their file system. The file system is responsible for managing permanent data (3) on some
stable storage system, like a disk (4). Besides the file system, there is the memory management
process (5) which is responsible for managing short-term data (6) and coding in volatile
memory (7). In spite of a large body of investigation which has been done to improve the
efficiency of these two parts (8), an important question (9) remains. Why are there two
different mechanisms for managing data in computer systems (10)?

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

Pointer

Counter

Facet

Describ
er

Classifier

Thing

Qualifier

1
2

3
4
5
6
7
8

9
10

You can now check the answers in the key.

DISTRIBUTION OF INFORMATION IN THE NOUN GROUP

The different parts of the noun group introduced in this unit allow you to produce noun groups
that are packed with information. However, a common problem with students writing is that
their noun groups may be either top-heavy, that is, all the information appears in Premodifiers
such as Classifiers and Describers, eg.
Commonly-used
noun group
Describer

hospital

patient

care

activities

Classifier

Classifier

Classifier

Thing

are now obsolete.

or bottom-heavy,where all the information is placed in Postmodifiers, eg.

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

Activities
noun group
Thing

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

[which involve care of the

patients]

[which are commonly used in

hospitals]

Qualifier

Qualifier

are now obsolete.

In such cases, information can be redistributed in the noun group, eg.

Patient
noun
group
Classifier

care

activities

[commonly used in hospitals]

Classifier

Thing

Qualifier

are now obsolete.

Exercise 7
Circle the Thing in the noun groups in bold below. Then, practice redistributing information in
these noun groups: you may wish to delete or add information.
1.

Lithium ion technology is more suitable for applications requiring high temperature
operation which might well be crucial in our future technology.
_________________________________________________________________________
_________________________________________________________________________

2.

Until now, nickel cadmium has been the rechargeable battery which has been used most
widely.
_________________________________________________________________________
_________________________________________________________________________

3.

Overall, lithium ion is the most promising for the future of the battery technology in this
market.
_________________________________________________________________________
_________________________________________________________________________

4.

Another thing more promising that lithium batteries have is their capability in producing
higher cycles.
_________________________________________________________________________
_________________________________________________________________________

You can now check the answers in the key.

We have now looked at the different functions of words in the noun group and have seen how
these groups can be quite complicated in academic writing. In fact, one of the skills you will
need to learn for the purposes of writing in an academic style is how to convey more information
in less space: one way of doing this is to use a strategy referred to as grammatical metaphor.
GRAMMATICAL METAPHOR
Many of the noun groups we have met so far represent concrete things (eg. plants and
batteries). However, a large number of the noun groups in academic texts are things that we
cannot see or feel, such as abstract concepts (eg. Confucianism) or processes (eg.
reproduction). These abstract types of nouns are often created through a process called
nominalisation.

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

Certain aspects of our world (as represented in English) are usually labelled by certain word
classes, eg. objects, people and more abstract entities are commonly labelled by nouns; processes
and events in the world are usually labelled by verbs; qualities are usually labelled by adjectives.
However, when we label a process by a noun, eg. reproduction, this represents a kind of
mismatch between meaning and grammar.
Grammatical metaphor such as nominalisation therefore allows us to change a word from one
word class, eg. a verb or adjective, into another, eg. a noun. This is done using the processes of
derivational morphology (see Basic English Grammar Module, Unit 1). For instance:
verb
evolve
reproduce

noun
evolution
reproduction

adjective
successful
insane

noun
success
insanity

The process works the other way as well: nouns can be turned into other word classes, eg.
adjectives.
noun
friend

adjective
friendly

The following table shows the most common morphemes used for deriving nouns:

Table 2. Derivational Morphemes

(Adapted from Quirk and Greenbaum, 1973:pp436-441)

-al
-age

Class
verb
inhabit
explore
evolve
concentrate
refuse
drain

Class
noun
inhabitant
exploration
evolution
concentration
refusal
drainage

-ness
-ity
-dom
-ence

adjective
kind
fatal
free
different

noun
kindness
fatality
freedom
difference

Morpheme
-ant
-(a)tion

10

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

Concrete nouns can also be turned into more abstract nouns:

-ness
-hood
-ship
-ery
-ism

concrete noun
friend
parent
friend
slave
Confucius

abstract noun
friendliness
parenthood
friendship
slavery
Confucianism

Exercise 7
State which word class the following words belong to and turn them into a corresponding noun.
Underline any morphemes you have added, eg. parent (word class: noun) > parenthood.
word class

noun form

word class

happy

violent

possibly

survive

realise

criticise

certainly

regularly

similar

inherit

likely

vary

noun form

You can now check the answers in the key.

Packing a lot of information into noun groups enables you to reduce the number of clauses in
your sentences: this is another feature of written academic English (see Cohesive Writing
Module, Unit 2 Sounding Formal). If you tend to write in a more spoken style, with many
clauses per sentence, you can follow the procedure below to reduce the number of clauses in
your sentences.
Procedure:
a)
Decide which word in the sentence you will turn into a noun. In the following sample
sentence, the most likely candidate is the verb observed.
People observed side effects, such as nausea and headaches and this led to an
investigation.
b)

Turn this word into a noun using the processes of derivational morphology, eg. observe
(verb) > observation (noun)

c)

Add any extra information to this noun: this may take the form of Premodifiers (eg.
Describers, Classifiers, etc) or Postmodifiers (Qualifiers).
Observation [of side effects [such as nausea and headaches] ]...

d)

Finally, add what is necessary from the second clause to complete the sentence:
Observation of side effects such as nausea and headaches led to an investigation.

Exercise 8
Now try this procedure on the following sentences. First, decide which word or words you will
11

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

change into the Head noun of the new noun group (verb, adverb, conjunction, adjective). Then
make any other changes that need to be made, eg. add Classifiers, Describers, Qualifiers, etc.
Finally, fill out the rest of the sentence.
1.

2.

3.

4.

5.

6.

7.

The Department advertised that there were vacant positions. However, this did not
produce any outstanding applications.
_________________________________________________________________________
_________________________________________________________________________
Many laboratory monkeys have died while being experimented on and so the Animal
Welfare Lobby has protested vigorously.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The spots reappear regularly and are quite alarming.
_________________________________________________________________________
_________________________________________________________________________
Possibly there is an error, which may account for the unexpected outcome.
_________________________________________________________________________
_________________________________________________________________________
The outcome of the doctor's visit is uncertain and has led to much speculation.
_________________________________________________________________________
_________________________________________________________________________
The children achieved very poorly on the tests and this had three main causes.
_________________________________________________________________________
_________________________________________________________________________
The units of analysis differ and this necessarily entails differing theoretical positions and
methodologies.
_________________________________________________________________________
_________________________________________________________________________
You can now check the answers in the key.

You should now understand what a noun group is and what its different parts are. You should
also have a clearer understanding of why academic writing appears to be so dense and
information packed. You should also now be able to produce sentences containing these
complicated noun groups yourself.

12

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

THE NOUN GROUP: KEY TO EXERCISES

Exercise 1
Key: all Pointers are indicated.

Handwashing is an important practice (NON-SPECIFIC) in the prevention (SPECIFIC) of

the spread of infection (SPECIFIC) (Garner and Favaro, 1985:105). Basic principles of
asepsis techniques emphasise careful handwashing before and after all patient care even if
gloves are worn. Health care personnel should also wash their hands (SPECIFIC:
POSSESSIVE) when they become soiled with potentially infectious materials (ie. the
secretions or excretions of patients (SPECIFIC)) during patient care activities and after
leaving the patient (SPECIFIC). This procedure (SPECIFIC: DEMONSTRATIVE) needs
to be constantly emphasised to health care personnel. It is a simple yet fundamental
practice (NON-SPECIFIC) to the caring of patients (SPECIFIC) by nurses.
Exercise 2
Key: Relevant parts of noun groups underlined (ie. Classifiers plus Thing); the Classifiers are in
bold.

1. This project describes the stress corrosion cracking of phosphorus deoxidised copper and
65/35 lead free brass in both sodium nitrate and commercial inhibitor solutions
2. and attempts to characterize the cracking in relation to the various mechanisms proposed.
3. The theories of cracking applicable to the copper/nitrate and brass/nitrate systems include
the anodic dissolution, the film-rupture, the stress sorption cracking and the embrittlement
theories,
4. which are described in the literature review.
5. The possibility of stress corosion due to the formation of ammonia via the reduction of
sodium nitrate is also reviewed. (student thesis)
Exercise 3
Key:

Describers
top
high
unrelenting
large
scarce

Classifiers
red
red
European

13

Independent Learning Resources

BASIC ENGLISH GRAMMAR MODULE
Learning Centre, The University of Sydney
The Noun Group
This unit may be copied for individual student use

Exercise 4
Key:
Pointer
1
2
3
4
5

Counter

Facet

Describer

Basic principles of

(Basic)

Classifier

Thing
Handwashing

asepsis

techniques
handwashing
care
personnel

careful
all

patient
health
care

potentially
infectious

materials
patient
care

activities

Exercise 5
Key: square brackets indicate Qualifiers. Embedding is also shown.

1.
2.

an important practice [in the prevention [of the spread [of infection] ] ]
the premium income [received by all voluntary health insurance organizations [in the
United States] ]
3.
a simple yet fundamental practice [to the caring [of patients] [by nurses]
4.
the secretions or excretions [of patients]
5.
the evidence [in this particular case] [which suggests that the individual is guilty]
Exercise 6
Key:
Pointer

Counter

Facet

the

introduction
of

an

part of

Describer

some

Thing

modern

computers

computer

sytem

permanent

data

storage

system

memory

process

Qualifier

(important)

each
4

Classifier

stable

the

like a disk

management
6

short-term

data

volatile

memory

an

10

body of

two

(large)

investigation which has been

done
to
improve
the
efficiency
of
these two parts

important

question

different

mechanisms

for managing
data
in
computer
systems

14

Independent Learning Resources

Learning Centre, The University of Sydney
This unit may be copied for individual student use

BASIC ENGLISH GRAMMAR MODULE

The Noun Group

Exercise 7
1.

Lithium ion technology is more suitable for potentially crucial (Describer) future
(Classifier) applications (Thing) [requiring high temperature operation] (Qualifier).

2.

Until now, nickel cadmium has been the (Pointer) most widely used (Describer)
rechargeable (Classifier) battery (Thing).

3.

Overall, lithium ion is the (Pointer) most promising (Describer) battery (Classifier)
technology (Thing) [in this market] (Qualifier).

4.

Another (Pointer) promising (Describer) feature (Thing) [of lithium batteries] (Qualifier) is
their (Pointer) higher (Describer) cycle (Classifier) capability (Thing).

Exercise 8
Example

Word Class

> Noun

Example

Word Class

> Noun

happy

adjective

happiness

violent

adjective

violence

possibly

adverb

possibility

survive

verb

survival

realise

verb

realisation

criticise

verb

criticism

certainly

adverb

certainty

regularly

adverb

regularity

similar

adjective

similarity

inherit

verb

inheritance,
inheritor

probably

adverb

probability

vary

verb

variance,
variability

Exercise 9
1.
The departmental advertisement [for the vacant positions] did not produce any outstanding
applications.
2.
The death [of many laboratory monkeys] [during experimentation] has led to vigorous
protests by the Animal Welfare Lobby.
3.
The regular reappearance [of the spots] is quite alarming.
4.
The possibility [of error] may account for the unexpected outcome.
5.
The uncertain outcome [of the doctors visit] has led to much speculation.
6.
The childrens poor achievement [on the tests] had three main causes.
or:
The childrens poor test results had three main causes.
7.
The differing units [of analysis] necessarily entail differing theoretical positions and
methodologies.

15