English grammar analysis

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!