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1. Will the performance of the first wave of schools choosing to become academies be the same for those subsequently forced to become academies?

2. For sponsored academies, it might be possible to jump-start improvements in a failing school, 3. but can that be sustained over time?

4. And how will the academy process work for primary schools, which so far have been slow to convert.

5. It remains another great unknown how every primary school, from the inner cities to remote villages, will be allocated to academy chains. 6. This is a massive shift - outsourcing thousands of local schools to chains most of which have yet to be created.
7. After the converter and sponsored academies, this new group of forced academies will be by far the biggest.

8. And not surprisingly there has been a big ideological divide in the response, with the government's commitment to academies matched by the teachers' unions' scepticism.
9. There are also mutterings of disquiet from Conservatives in local government.

10. They might look further down the tracks to future administrations and 11. wonder what will be the implications when all schools - including village schools, grammar schools and faith schools - will be academies overseen by Whitehall-appointed regional schools commissioners.

12. Parents, often not bothered about school labels, will look for the clear-cut evidence supporting such a one-size-fits-all solution.
13. And high-achieving schools, run by good local authorities, might wonder what problem is being solved?

14. Mr Hannay, researching secondary results, says: "We don't yet know what effect it will have on the bulk of moderately good secondary schools that are now being required to convert.

15. "This analysis suggests that 16. any changes in GCSE attainment are likely to be modest, or possibly absent altogether, 17. but unlikely to be detrimental."



A. Labeling mood types, Moods, and speech roles

S/N

mood

Subject

Finite

Speech role

1.

INT

the performance of the first wave of schools choosing to become academies

Will

Question

2.

DEC

It

might

statement

3.

INT

that

Can

Question

4.

DEC

the academy process work for primary schools, which so far have been slow to convert

will

statement

5.

DEC

It remains another great unknown how every primary school, from the inner cities to remote villages

will

Statement

6.

DEC

This is a massive shift - outsourcing thousands of local schools to chains most of which

have

statement

7.

DEC

this new group of forced academies

will

statement

8.

DEC

there

has

statement

9.

DEC

there

are

Statement

10.

DEC

they

might

Statement

11.

DEC

what

will

Statement

12.

DEC

parents

will

statement

13.

INT

High-achieving schools

might

Question

14.

DEC

We don’t know what effect it

will

statement

15.

DEC

This analysis

Suggests[present]

Statement

16.

DEC

any changes in GCSE attainment

are

statement


Mood types=> declarative clauses(DEC), interrogative(INT), imperative clauses
Speech roles=> offer, statement, command, question
Fill “n/a” under Subject and/or Finite for imperative clauses wherever appropriate. IGNORE SUBORDINATE OR EMBEDDED CLAUSES/ CLAUSE COMPLEXES

The above is the article and labeling. I’m not sure above labelling of mood types, Moods, and speech roles are correct or not. Can someone help me check with the table?
Also, I have to ignore subordinate or embedded clauses in article. But I’m not sure about the subordinate or embedded clauses. Can someone also tell me the subordinate or embedded clauses? Many thanks for your help!

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