Unpack the phrase you actually found
Retrieval · Lesson 2 authentic-text record
Open the published phrase, source location, unpacked clause and reader result saved in Lesson 2. If the authentic comparison is still pending, use “the documented relocation of the shelf” from the clearly labelled fictional classroom text.
Say what happened behind the noun phrase and where the published passage makes its actor or source recoverable.
- Quote the whole noun phrase and one surrounding sentence; name its source or mark a classroom fallback.
- Turn the phrase into a finite clause with an actor, action and time or evidential limit.
- State one part of the meaning that the phrase makes easier to discuss and one part a reader could miss.
Choose the question to answer before changing a word’s form.
1. Before changing “staff moved the shelf” to a noun phrase, what must the writer know?
Read the action before the abstract account
Two ways into the same record · Original fictional classroom pair
A · Clause-forward account. Staff moved the book-swap shelf to the foyer after rainwater entered the basement. Mara said that she and two other volunteers carried fourteen boxes after staff asked for help. She thought more people noticed the shelf in its new place, but nobody counted visitors. The library stayed open; the notice gave no date for the basement exchange to return.
B · Formal analysis. The temporary relocation of the book-swap shelf became the subject of a regional rescue headline. The notice confirms the move to the foyer and the continued operation of the library. Mara’s impression of greater visibility remains an attributed perception, not an assessment of borrowing. The absence of visitor counts limits any claim about changed use. To show who acted, the analysis must still return to the interview: Mara reported that three volunteers carried fourteen boxes after staff asked for help.
Compare A and B without treating formal length as proof of accuracy.
1. What does “the temporary relocation” let B do after A has named the move?
2. Why does B return to the interview in its last sentence?
3. How does B describe greater visibility?
Match each move in B to its main information job.
T Makes the documented event a topic
S Keeps a speaker or perception attributed
L States an evidential limit
A Restores human agency
1. “The temporary relocation of the book-swap shelf…”
2. “Mara’s impression of greater visibility…”
3. “The absence of visitor counts…”
4. “Mara reported that three volunteers carried fourteen boxes…”
5. “not an assessment of borrowing”
6. “the continued operation of the library”
Build the right noun, then check the clause it implies
Useful families in this case · Form and claim
| Base | Noun | Formation point | Case-bound meaning |
|---|---|---|---|
| relocate · verb | relocation | Final -e drops before -ation | The shelf moved to a new place; this does not prove the whole library closed |
| assess · verb | assessment | Add -ment | A process of examining; the notice says the leak is being assessed, not that a result is known |
| decide · verb | decision | Stem changes; do not write decidement | A decision requires evidence of a choice and, where relevant, its maker |
| respond · verb | response | Stem changes; do not write respondment | Staff responded to the leak by moving the shelf |
| visible · adjective | visibility | The stem changes to -bil- before -ity | Mara’s impression of being easier to notice, not a measured use change |
| available · adjective | availability | The stem changes to -abil- before -ity | The basement exchange was temporarily unavailable; the library itself remained open |
| uncertain · adjective | uncertainty | Add -ty after the adjective stem | The return date remains unknown |
| return · verb / noun | return | No suffix is needed for this noun use | A future return is a possibility, not an achieved event |
Derivation is not a licence to strengthen the claim. After forming a noun, paraphrase it as a clause. Relocation can refer to the known move; decision would additionally claim that someone chose a course of action. Visibility can name Mara’s reported impression, but without counts it cannot stand in for an established increase in borrowing. Some noun uses, such as return, need no suffix. Keep finite clauses when the actor, timing or evidence would disappear inside a long noun phrase.
Match each derived or converted noun to the formation fact that matters here.
Choose the sentence with both a correct noun and a defensible claim.
1. Which version names the documented shelf move without inventing a building closure?
2. Which sentence handles Mara’s comment responsibly?
3. The notice says the leak is being assessed. Which statement remains within that time and status?
4. What is the safest way to mention a possible return of the basement exchange?
Stress and thought groups · Hear the derived noun
Say “They relocated the shelf” and “The relocation of the shelf followed the leak”; then say “The shelf was visible” and “Mara described its visibility.”
Keep the noun’s stress pattern and its surrounding actor or source audible in a formal explanation.
- Mark the prominent syllable in each base and derived form; listen for a shift in relocate/relocation and visible/visibility.
- Pause after a long subject only when it helps the listener recover what the noun phrase refers to.
- Ask a listener which sentence identifies a documented action and which reports Mara’s perception. Record one missed interpretation for later retest.
Form a noun without changing the source record
Use the word in capitals to form the noun that fits each sentence. Read the complete claim before answering.
- The temporary of the shelf followed the leak. RELOCATE
- The notice described an ongoing of the leak. ASSESS
- Mara reported an impression of greater , but nobody counted visitors. VISIBLE
- The basement exchange’s temporary lack of did not mean the library had closed. AVAILABLE
- There was still about the return date. UNCERTAIN
- The article interpreted the move as a rescue; that went beyond the notice. INTERPRET
- The notice gave no date for the exchange’s to the basement. RETURN
Rewrite in the direction shown. Keep the actor, scope and evidential status; the models are possible answers.
Action → useful analytical topic
Staff moved the shelf to the foyer after the leak. The regional article later called this a rescue.
Overpacked noun stack → accountable clauses
The volunteer participation decision implementation produced a visibility increase.
Unsupported result noun → attributed perception
The increase in borrowing proved the success of the relocation.
Vague abstraction → named source and limited noun
The assessment led to closure and rescue.
Write a formal explanation with two controlled nouns
Pushed output · Formal media analysis · 150–180 words
A seminar reader asks how the regional rescue headline changes the library story. Use the established fictional packet or a traceable public story from your Lesson 2 authentic-text record with comparable source notes. The reader has not seen the underlying texts.
Write 150–180 words that use one verb-derived noun and one adjective-derived noun for distinct analytical jobs while preserving actor, source and evidential limits.
- Minutes 1–3 · plan: name the documented event, the published framing, one attributed perception and one unknown. Choose a verb-derived noun to carry an established action forward and an adjective-derived noun to name a bounded quality or state.
- Minutes 4–9 · write: produce two connected paragraphs. Include at least one finite clause naming who acted and one clause naming the source of a perception. Use the two nouns only where they make comparison easier; do not turn a possibility into an outcome.
- Minutes 10–12 · reader test: have a reader identify what moved, who moved it, whether the whole library closed, what Mara only thought and what remains unknown. Working alone, delay and reconstruct without the source map.
- Minutes 13–14 · form and prosody audit: mark the bases and noun forms, check spelling and read the longest noun phrase aloud. If the actor or source disappears, restore a finite clause and retest.
- Minute 15 · preserve: save the first version, reader map, one local revision and the authentic phrase comparison for Lesson 4’s complex noun-phrase work.
Reader test · What did the text license?
| Question | Evidence needed |
|---|---|
| Which physical move is documented? | The book-swap shelf, basement-to-foyer route and leak |
| Who acted? | Staff and volunteer roles with the interview attribution |
| What does the rescue headline imply? | A threatened institution and successful saving, beyond the established move |
| What is perception rather than measurement? | Mara’s impression of visibility and missing counts |
| Which noun carried an earlier action forward? | Whole phrase plus the earlier clause it refers to |
| Which noun changed the reader’s inference? | Exact wording, recovered claim and proposed local repair |
Keep the noun whose clause survives
Choose the decision supported by the reader result.
1. The reader understands “the relocation” but cannot identify who moved the shelf. What should the writer do?
2. The writer forms “visibility” correctly, but the reader treats it as a measured increase in borrowing. What is the local repair?
3. A learner produces one awkward English noun after writing a similar Portuguese noun. What may the teacher conclude?
Keep a formation and scope record for Lesson 4
Compare the two noun families in your 150–180-word account with the reader map.
Save one successful noun phrase and one limit to test when you add modifiers.
- Quote each whole phrase and its base form. State whether it names an event, quality, state or inferred result.
- For the successful phrase, cite the surrounding clause that preserves actor or source.
- For the uncertain phrase, record the reader’s claim and the smallest change likely to repair it.
Carry form into complex noun-phrase structure
Choose the best preparation for Lesson 4.
1. Before adding modifiers to “the relocation”, what should the writer preserve?
Standing informal-input bridge
Continue one complete academic-journalism essay and one London Review of Books piece. Record creator, title and exact paragraph location of a verb-derived noun and an adjective-derived noun if the texts provide them; absence is valid evidence. Unpack each as a clause and note the nearby source or actor. Bring the observations, Lesson 2 comparison and today’s account to Lesson 4, where pre- and post-modifiers will change the information load.