Explanation
Exercises
Cleft Sentences & Fronting

Lesson focus

It-clefts, wh-clefts, reverse clefts, fronting and emphatic structures for information focus

Advanced aim: Manipulate information focus through clefts, fronting and emphatic structures rather than simply producing marked word order.

It-cleft subject focus

Use It is/was + focused element + that/who... to highlight one constituent.

  • Example: It was Maya who first noticed the inconsistency.
  • In another context: It was Nadia who first noticed the inconsistency.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

It-cleft time focus

An it-cleft can focus a time expression.

  • Example: It was only after midnight that the system finally came back online.
  • In another context: It was only after midnight that the case-management platform finally came back online.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Wh-cleft

Use What + clause + be + focus to foreground a whole idea before identifying the key element.

  • Example: What we need is a clearer explanation of the risks.
  • In another context: Separate scenario: What we need is a clearer explanation of the risks.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Reverse wh-cleft

A reverse cleft places the focused element first and the what-clause second.

  • Example: A clearer explanation is what we need.
  • In another context: Follow-up case: A clearer explanation is what we need.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

All-cleft

All + clause + be can focus the only thing someone does, wants or needs.

  • Example: All I asked for was a realistic timetable.
  • In another context: Alternative case study: All I asked for was a realistic timetable.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Object fronting

Objects can be fronted for contrast or topic management in formal/literary discourse.

  • Example: This explanation I can accept; the other one I cannot.
  • In another context: Regional example: This explanation I can accept; the other one I cannot.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Complement fronting

Subject complements can be fronted for rhetorical emphasis, especially in formal writing.

  • Example: More difficult still was the task of verifying the source data.
  • In another context: More difficult still was the task of verifying the source records.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Adjective + though

Front an adjective before though/as for a concessive, formal structure.

  • Example: Unpopular though the decision was, it proved necessary.
  • In another context: Follow-up case: Unpopular though the decision was, it proved necessary.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Emphatic do

Do/does/did can add emphasis to an affirmative statement.

  • Example: I do understand your concern, but I disagree with the conclusion.
  • In another context: Alternative case study: I do understand your concern, but I disagree with the conclusion.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

Place fronting

Place expressions may be fronted to structure a description, often with inversion when the subject is a full noun phrase.

  • Example: At the centre of the courtyard stood an enormous oak tree.
  • In another context: Regional example: At the centre of the courtyard stood an enormous oak tree.

C1 focus: Choose this form for the intended meaning and discourse effect; nearby alternatives may be grammatical but can change viewpoint, scope, time reference or register.

C1 takeaway

Do not ask only “Which form is grammatically possible?” Ask what the speaker is presenting as background or foreground, completed or ongoing, certain or tentative, generic or specific, neutral or emphatic. Advanced grammar is the control of those choices.

Exercises:
1
2
3

It-clefts, wh-clefts, reverse clefts, fronting and emphatic structures for information focus

Practice 1 · Controlled production

Complete each gap using the stated cue. Read the whole context; some items accept more than one form.

1
Use an IT-cleft to correct the person's identity: Nora, not Felix, found the missing page.
found the missing page.
2
Use an IT-cleft to focus time: The instrument failed only after midnight.
the instrument failed.
3
Use a WHAT-cleft: We need a reliable estimate.
is a reliable estimate.
4
Use a reverse WHAT-cleft: What they wanted was an apology.
what they wanted.
5
Use ALL in a restrictive cleft: I asked only for a receipt.
was a receipt.
6
Front the object for contrast: I can tolerate the noise, but not the smell.
; the smell I cannot.
7
Front a complement: The lack of an exit was more troubling still.
the lack of an exit.
8
Use adjective-first THOUGH: Although the compromise was imperfect, it ended the dispute.
, it ended the dispute.
9
Use emphatic DO: I understand the objection, despite disagreeing with it.
I the objection.
10
Use locative inversion with a full noun subject: An ancient well stood behind the chapel.
an ancient well.

It-clefts, wh-clefts, reverse clefts, fronting and emphatic structures for information focus

Practice 2 · Contextual choice

Choose the option that best fits the stated meaning, viewpoint or register.

1
Correct the recipient rather than the sender:
It was that the invitation was sent.
2
Correct the time, which the listener has mistaken for morning:
No, .
3
Set up a need before identifying it:
is a quieter workspace.
4
Put the focus first in a reverse cleft:
A second opinion .
5
Express a restricted request:
was a chance to explain.
6
Front a contrastive object with standard subject order:
.
7
Use marked complement fronting:
the absence of any backup.
8
Use adjective-first concession:
the journey was, we learned a great deal.
9
Emphatically reject the claim that no warning was given:
We you about the unstable railing.
10
Use neutral literary locative inversion with a full noun phrase:
At the end of the corridor .

It-clefts, wh-clefts, reverse clefts, fronting and emphatic structures for information focus

Practice 3 · C1 challenge

Choose the interpretation or analysis that best fits the example.

1
“It was the courier who lost the parcel.” What is foregrounded?
2
“It was yesterday that I complained.” What is corrected or highlighted?
3
“What upset me was the silence.” What does the sentence delay until the end?
4
“An apology is what we need.” Compared with a normal wh-cleft, what moves first?
5
“All I did was ask.” What pragmatic effect is common?
6
“This I understand; that I do not.” Does this fronting require “do I understand”?
7
“Difficult though the task was, she finished.” What relation is expressed?
8
“I do appreciate your help.” What can do respond to?
9
“On the doorstep stood a stranger.” Why is a stranger naturally placed last?
10
“Here he comes” versus “Here comes he.” Why is the first neutral?