KISS Grammar
KISS Grammar
Level 3.1 Adding Basic Clauses
Analysis Keys and Notes for Teachers
Free, from the KISS Grammar Web Site
This book assumes that the students have completed the book for Level Two. As the table shows there are 62 exercises in this book, 27 of which you can skip. The 35 that remain should be enough for students to master the concepts. If you want to add or substitute exercises, see “The Master Collection of KISS Exercises.”
|Book |Total |Skip? |Suggested |
|Level 1 |110 |37 |73 |
|Level 2 |48 |13 |35 |
|Level 3.1 |62 |27 |35 |
|Level 3.2 |60 |22 |38 |
|Level 4 |45 |19 |26 |
|Total |325 |118 |207 |
This book also contains some suggestions for teaching KISS Level 3.1 and the analysis keys for the exercises. The keys in this book have been numbered to match the students’ workbook.
© Ed Vavra
Revised March 8, 2019
Contents
Introduction to KISS Level 3 for Teachers and Parents 5
Applying KISS to Students’ Own Reading and Writing 8
KISS Level 3. 1. 1 - Compound Main Clauses 9
Notes for Teachers 9
Ex. 1.a. From “How Brave Walter Hunted Wolves” 9
Ex. 1.b. From the Writing of Sixth Graders 10
Ex. 1.c. Based on the Second Story in “The Snow Queen” [Skip?] 11
Ex. 1.d. Based on the Second Story in “The Snow Queen” [Skip?] 12
Ex. 2.a. From Lassie, Come Home by Eric Knight 13
Ex. 2.b. The Logic of Semicolons, Colons, and Dashes –Famous Quotations 14
Ex. 3. The Logic of Colons, Dashes, and Semicolons 16
Ex. 4 - Treasure Hunt (and/or Recipe Roster) [NA Skip?] 16
Ex. 5 - Writing Compound Sentences with a Dash, Colon, or Semicolon [NA] 16
KISS Level 3.1.2—Subordinate Clauses 16
Notes for Teachers 16
Mixed Subordinate Clauses 22
Ex. 1.a - From “How Brave Walter Hunted Wolves” 22
Ex. 1.b. From The Secret Garden, by Frances Hodgson Burnett [Skip?] 23
Ex. 1.c. Tongue Twister—“She sells seashells” [Skip?] 26
Ex. 1.d. Based on The Queen of the Pirate Isle by Bret Harte 26
Ex. 1.e. From the Writing of Sixth Graders 27
Ex. 1.f. From Alice in Wonderland by Lewis Carroll [Skip?] 29
Rewriting Subordinate Clauses as Main Clauses 31
Ex. 2.a. From the Writing of Sixth Graders 31
Ex. 2.b. Based on “Perseus” [Skip?] 33
The Logic of Subordinate Clauses—Notes for Teachers 35
Ex. 3. From The Secret Garden, by Frances Hodgson Burnett 36
A Passage for Analysis 37
Ex. 4. from Chapter Nine of Blue Willow, by Doris Gates [Skip?] 37
Style—Parallel Constructions 39
Ex. 5.a. From “The Butterfly That Stamped,” by Rudyard Kipling [Skip?] 39
Ex. 5.b. Abraham Lincoln's “Gettysburg Address” 39
Ex. 6. From “Endicott and the Red Cross,” [Skip?] 41
Noun Clauses as Direct Objects 42
Ex. 1.a From Lassie, Come Home by Eric Knight [Skip?] 42
Ex. 1.b. From the Writing of Sixth Graders 43
Ex. 2. Based on “The Story of the First Hummingbird” 44
Ex. 3 - Treasure Hunt (and/or Recipe Roster) [Skip?] 45
Adverbial Subordinate Clauses 46
Ex. 1.a. From The Secret Garden [Skip?] 46
Ex. 1.b. Famous (or Interesting) Quotations [Skip?] 47
Ex. 1.c. Based on The Queen of the Pirate Isle by Bret Harte 48
Ex. 1.d. From the Writing of Sixth Graders 50
Ex. 2 Sentence-Building: Adding Adverbial Clauses [NA Skip?] 51
Rewriting Adverbial Clauses as Main and Main as Adverbial 51
Ex. 3.a. Based on Lassie, Come Home, by Eric Knight [NA Skip?] 51
Ex. 3.b. From the Writing of Sixth Graders 54
The Logic of Adverbial Clauses 57
Ex. 4. From Lassie, Come Home, by Eric Knight 57
The Logic of Adverbial Clauses (Combining Five Sentences) 58
Ex. 5. From Lassie, Come Home, by Eric Knight 58
A Passage for Analysis 60
Ex. 6. From “How the Alphabet Was Made,” by Rudyard Kipling 60
Ex. 7. Treasure Hunt (and/or Recipe Roster) [Skip?] 61
Adjectival Subordinate Clauses 61
Ex. 1.a. From The Secret Garden, by Frances Hodgson Burnett 61
Ex. 1.b. Famous (or Interesting) Quotations [Skip?] 62
Ex. 1.c. From the Writing of Sixth Graders 63
Ex. 2. Mid-Branching Adjectival Clauses - Famous (or Interesting) Quotations 64
[Ex. 3 Sentence Building: Adding Adjectival Clauses] [Skip?] 65
Punctuating Adjectival Clauses and Other Modifiers—A Note for Teachers 65
Ex. 4.a. Punctuating Adjectival Clauses, Based on “Perseus” [Skip?] 65
Ex. 4.b. From Lassie, Come Home [Skip?] 67
Rewriting Adjectival Clauses as Main Clauses and Main as Adjectival 70
Ex. 5.a. From Alice in Wonderland by Lewis Carroll 70
Ex. 5.b. Based on “Perseus” [Skip?] 72
A Passage for Analysis 75
Ex. 6. The Opening of Chapter 15 from Heidi by Johanna Spyri 75
Ex. 7 - Treasure Hunt (and/or Recipe Roster) [Skip?] 75
Other Noun Clauses 76
Ex. 1.a. Mixed Noun Clauses from Heidi by Johanna Spyri 76
Ex. 1.b. Mixed Noun Clauses from Lassie, Come Home by Eric Knight 77
Ex. 2. Based on Black Beauty, by Anna Sewell 79
Ex. 3. Noun Clauses as Subjects -- Famous (or Interesting) Quotations 80
Ex. 4. Noun Clauses as Predicate Nouns -- From Lassie, Come Home 81
Ex. 5 - Treasure Hunt (and/or Recipe Roster) [Skip?] 82
KISS Level 3.1.3 -- Embedded Subordinate Clauses 82
Notes for Teachers 82
Ex. 1. The Last Sentence of “The House That Jack Built” 83
Ex. 2.a. From “How Brave Walter Hunted Wolves” 84
Ex. 2.b. From the Writing of Sixth Graders 85
Ex. 2.c. From Heidi by Johanna Spyri 87
Ex. 2.d. Based on “Perseus” by Charles Kingsley [Skip?] 88
Ex. 2.e. From The Secret Garden [Skip?] 90
Passages for Analysis 92
Ex. 3.a. From Chapter One of Blue Willow, by Doris Gates [Skip?] 92
Ex. 3.b. From “The Beginning of the Armadilloes” by Rudyard Kipling 94
Appendix 95
The KISS Grammar Toolbox 95
Using the KISS Analysis Keys 96
Creating Directions for Your Students 97
Introduction to KISS Level 3
for Teachers and Parents
The study of grammar is a science.
The teaching of grammar is an art.
Perhaps the easiest way to introduce the concept of “clause” is to begin with compound main clauses. Thus far, students have been focusing on S/V/C patterns and “sentences.” What is the difference between a “sentence” and a “clause”? A “sentence” ends with a period, question mark, or exclamation point; a “clause” is an S/V/C pattern and all the words that chunk to (modify) it. Simple compound main clauses give us a large supply of examples from which the students can very easily see the difference. In analyzing sentences in the KISS Approach, we put a vertical line at the end of each main clause.
1. Once they heard a door bang. | Somebody scuttered downstairs. |
2. Once they heard a door bang, | and somebody scuttered downstairs. |
The first example presents two separate sentences. The second has two main clauses all within one sentence.
There are two (and only two) primary types of clauses. KISS uses the terms “main” and “subordinate.” One of the primary problems in the teaching of grammar is that different textbooks use different names (usually “independent” and “dependent”), and they use these names inconsistently. (For more on this, see “Some Differences between KISS and Traditional Terms,” in the Background Essays for KISS Grammar.) Subordinate clauses primarily function as nouns, adjectives or adverbs within a main clause.
Your first objective should be to enable students to identify the main clause “breaks.” From this point on, whenever they are doing analysis exercises, they should always put a vertical line at the end of every main clause. (Remember that the main clause is the fundamental unit of by which we process language. According to our KISS psycholinguistic model, our brains chunk all the words in a sentence together, in short-term memory (STM), until we get to a main clause break. At that point, we dump the main clause into long-term-memory (LTM), and clear STM for the next main clause.
Once students can identify main clauses fairly easily, you really should turn to the logic and punctuation of them. Many of the punctuation errors that students make involve main clause boundaries. The students sense that two “sentences” belong together, but the students have probably not been taught how to use a colon, semicolon, or dash to punctuate them, as professional writers would.
The standards for using colons, semicolons, and dashes to separate main clauses are norms, not commandments. Many teachers have reported being taught to use a semicolon to separate contrasting ideas, whereas a colon or dash “should” be used to separate main clauses when the second adds more detailed information to the first. My experience suggests that these norms are followed approximately 60% of the time for semicolons, but 90% of the time for colons and dashes. In the other cases, you may simply find semicolons separating parallel ideas or sentences that do not seem to have this same/different logical connection. In many cases, one has to stand back and look at the general logic of the writer’s text. In many KISS punctuation exercises, students are simply asked to analyze the text, examine the logic, and then discuss it. Although not all writers follow the norm, it is important for students to understand it, for two reasons. First, it will help solve the problems posed by some of their own punctuation errors; and second, it will help them understand the logic in the texts of writers who do follow the norm.
The Sub-levels in KISS Level 3
As always in KISS, students study the most commonly occurring constructions first. KISS Level 3.1.1 should give students an excellent command of compounded main clauses. Level 3.1.2 introduces the most commonly occurring subordinate clauses—those that function as nouns, adjectives, or adverbs. In KISS Level 3.1.3, students are introduced to (and taught how to untangle) embedded clauses (clauses within clauses within clauses). I am unaware of any textbooks that even discuss this question, and my college students have regularly been surprised to learn that there can be subordinate clauses within subordinate clauses. But consider the following sentence from the children’s book Mrs. Piggle-Wiggle’s Magic, by Betty MacDonald. (In KISS, we put brackets around subordinate clauses.)
Mrs. Jones looked at him suspiciously | but he widened his large blue eyes | and—[as he was only eight years old, a little small for his age and seemed even smaller in ten-year-old Jan’s pajamas, [which he had swiped the night before [because he had forgotten [that he had stuffed his own in the window seat [when he was cleaning up his half of the room]]]]] -- Mrs. Jones convinced herself [that he wasn’t fooling] and let him go out to play. |
That sentence contains three main clauses and six subordinate clauses. And note the five closing brackets after “room.” Those subordinate clauses are stacked five deep. And by the time they have mastered KISS Level 3.1.3, students should be able to identify every one of them!
You may have wondered why, Level 3 has been divided into two printable books. The assumption is that each printable book includes approximately a year’s worth of study. Currently, many English teachers cannot identify the basic clauses in sentences, and clauses, as noted above, are probably the most important grammatical construction that students need to master. (Note that I wrote “master” and not “be taught.” Learning the definitions and types of subordinate clauses is fairly easy. Developing the ability to identify them in any sentence takes time and practice, especially if you want to include the exercises on punctuation, style and logic.)
Once students have mastered the basics of clauses, KISS Level 3.2 deals with the most frequent “complications.” For example, Level 3.2.1 deals with ellipsis in clauses and with semi-reduced clauses, something that you will probably not find in most grammar textbooks. Consider the sentence, “When home, he is a very good father.” Thoughtful students who have mastered KISS Level 3.1 will probably see on their own that the sentence means “When *he is* home, he is . . . .” Other students, however, will benefit by exercises that focus on this type of ellipsis. Other sections of KISS Level 3.2 explain KISS definitions of terms. Some grammars, for example, claim that “for” is a coordinating conjunction and some claim that it is subordinating. KISS Level 3.2.2 explains why in KISS, both “so” and “for” can be explained as either coordinating or subordinating conjunctions, depending on how and where they are used.
Although KISS Level 3.2 will enable students to explain about 99% of the clauses they run across in randomly selected texts, there are some functions of clauses that are not covered here for the simple reason that they function as constructions that are introduced in KISS Level Five (such as Delayed Subjects and Appositives). When students get to these constructions, they should have little, if any, trouble in understanding the functions of these clauses.
General Reminders:
1. Although the ability to identify constructions is essential, once students have the ability, such exercises may become boring. You may therefore want to modify some of the directions. For example, punctuation exercises often ask students to identify constructions as well as fix the punctuation. You may want to change these to simply fixing and discussing the punctuation. The same is true for some of the exercises on logic.
2. The instructional material in these "complete" books is the same for every Level 3.1 book, regardless of grade-level of the students for whom they are intended. (Format and graphics may change, and as I receive feedback from teachers, some of the explanations may change.) You should at least browse through the relevant "booklets" for the KISS Levels. They include explanations for the nature and sequencing of exercises, as well as comments unusual cases. (Repeating and updating this material in each of the eight "complete" Level 3.1 books does not make sense.)
3. Emphasize the method.
|Applying KISS to Students’ Own Reading and Writing |
|The primary objective of KISS is to enable students to intelligently discuss the grammar of anything that they read and especially anything |
|that they write. Those who understand KISS concepts could, theoretically, use the Master Books and then use only the students’ own writing for|
|exercise materials. But particularly in classrooms, this would be impractical. |
|Imagine the dilemma of a teacher with twenty students in classroom. The students have been given the instructional material on subjects and |
|verbs, and then the students immediately all try to find the subjects and verbs in a short passage that they wrote. The teacher would go nuts |
|trying to check all of this. In other words, it makes much more sense for the students to all do a few of the same exercise, an exercise that |
|can then be reviewed in class. KISS primarily provides the latter type of exercises. |
|Teachers should regularly supplement these exercises by having students analyze short passages from their own writing. The students can simply|
|apply the directions they have been using to the analysis of their own writing. (In other words, if they are working at KISS Level Three, they|
|would analyze their own writing through clauses.) The students can then work in small groups to check and discuss each others’ work. How often|
|teachers should do this is an aspect of the art of teaching. But the more you do this, the more that you will probably see interested, |
|motivated students. |
KISS Level 3. 1. 1 - Compound Main Clauses
Notes for Teachers
Section 3.1.1 consists of five types of exercises, all based on compound main clauses (with few, if any, subordinate clauses). The objective of the first type (four exercises) is to have students identify the main clauses in compound sentences. The following type (two exercises) focuses on the logic and punctuation of main clauses. The third (a single exercise) asks students to combine sentences to create compound main clauses. The fourth is a treasure hunt, and the fifth asks students to write compound sentences by using a dash, colon, or semicolon.
Suggested Directions for Analytical Exercises
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Place a vertical line after each main clause.
Probable Time Required: Nine exercises?
Ex. 1.a. From “How Brave Walter Hunted Wolves”
1. But {on the other side} {of the garden} there [#1] is a lake (PN), | and {beyond the lake} is a village, | and all around [#2] stretch meadows and fields, now yellow [#3], now green [#3]. |
2. *You* Come {with me}, Jonas [DirA], | and you shall have the skin (DO), | and I will be content (PA) {with the ears and the tail}. |
3. It was a beautiful evening (PN), | and the birds were singing {in all the branches}. |
4. Yes, it was not {at all} safe (PA) here, | and there were no other people (PN) to be seen [#4] {in the neighbourhood}. |
5. He certainly jumped {on to Walter}, | but he only shook his coat (DO) and rubbed his nose (DO) {against his face}; | and Walter shrieked. |
Notes
1. Alternatively, see “Expletives.”
2. The object of the preposition “around” is an ellipsed “it,” which stands for the “village.” The phrase would function as an adverb.
3. “Yellow” and “green” are post-positioned adjectives, reductions of a subordinate clause—“which are now yellow, now green.”
4. The infinitive “to be seen” functions as an adjective to “people” and as an adverb to “were.” (Either explanation should be accepted.)
Ex. 1.b. From the Writing of Sixth Graders
1. I screamed {at him} | and he turned around. |
2. We followed the trail (DO), | and we got home [NuA]. |
3. This would not only raise enough money (DO) {for the show} [#1], | but it would prove the show's popularity (DO). |
4. {To his surprise}, the idea worked, | and the bear went {after the stick}. |
5. We started to look [#2] around, | but we could not find a trace (DO) {of the path}. |
6. My name is Tommy (PN), | and I love the Disney shows (DO). |
7. This is my first year (PN) {in middle school}, | and I want a friend (DO). |
8. One day [NuA] my mother came over to visit [#3] | and I was swimming, | and I hit my collar bone (DO) {on a brick} and broke it (DO). |
9. He tried to run [#4], | but his dad caught him (DO) {by the sleeve} {of his shirt}. |
10. We gave the stray cat (IO) some food (DO), | and my mom called our neighbors (DO). |
Notes
1. Alternatively, “for the show” can be explained as adverbial (purpose) to “would raise.”
2. The verbal (infinitive) “to look” functions as the direct object of “started.”
3. The verbal (infinitive) “to visit” functions as an adverb of purpose.
4. The verbal (infinitive) “to run” functions as the direct object of “tried.”
Ex. 1.c. Based on the Second Story in “The Snow Queen” [Skip?]
1. {In the summer} they could reach each other (DO) {with one bound}, | but {in the winter} they had to go {down all the stairs} {in one house} and {up all the stairs} {in the other}, | and outside there [#1] were snowdrifts (PN). |
2. She is biggest (PA) [#2] {of them all}, | and she never remains {on the ground}. |
3. Many a winter's night [NuA] she flies {through the streets} and peeps in [#3] {at the windows}, | and then the ice freezes {on the panes} {into wonderful patterns} {like flowers}. |
4. Still she was alive (PA), | her eyes shone {like two bright stars}, | but there [#4] was no rest (PN) or peace (PN) {in them}. |
5. The next day was bright (PA) and frosty (PA), | and then came the thaw | — and {after that} *came* the spring. |
Notes
1. Alternatively, “snowdrifts” can be explained as the subject and “there” as either an adverb or an expletive.
2. Some grammarians will probably argue that there is an implied (ellipsed) “the” before “biggest,” which would make it a predicate noun. That would make “of them all” an adjective (but grammarians rarely discuss the full context of sentences, so it is difficult to know what they might say here). Note that “all” can simply be included in the prepositional phrase as an adjective to “them,” although some people might prefer to see it as an appositive.
3. “In” is the remnant of an ellipsed prepositional phrase—in *the house.*
4. Alternatively, “rest” and “peace” can be explained as the subjects and “there” as either an adverb or an expletive.
Ex. 1.d. Based on the Second Story in “The Snow Queen” [Skip?]
1. The sun shone, | green buds began to appear [#1], | the swallows built their nests (DO), | and people began to open [#1] their windows (DO). |
2. He did it (DO) very well | and [#2] people laughed {at him}. |
3. The sledge drove twice {round the square}, | and Kay quickly tied his sledge (DO) on behind [#3]. |
4. He shouted aloud, | but nobody heard him (DO), | and the sledge tore on {through the snow-drifts}. |
5. The Snow Queen kissed Kay (DO) again, | and then he forgot all (DO) {about little Gerda, Grandmother, and all the others} {at home} [#4]. |
Notes
1. If the students have not studied verbals as direct objects, I would accept “to appear” (and later “to open”) as part of the finite verb phrase. Otherwise, “to appear” and “to open” are verbals (technically infinitives) that function as direct objects.
2. Note that the two main clauses, contrary to the rules in most grammar textbooks, are joined with an “and” without a preceding comma.
3. “On” and “behind” function as adverbs because they are prepositions with their objects ellipsed “on *the first sledge* behind *it.*
4. If “at home” does not seem “right” as an adjectival phrase that modifies “Gerda, Grandmother” and the “others,” note that it is a reduction of an adjectival clause in which “at home” functions as an adverb—“*who were* at home.”
Ex. 2.a. From Lassie, Come Home by Eric Knight
1. Their clothes were coated (P) {with muck}, | and {in the men's hands} or {on their heads} were lanterns. |
The two clauses are joined by “, and” because they both are physical descriptions of the men.
2. But this {at last} was her solution (PN) | -- she must walk {among men}. |
The dash suggests that the second main clause equals the “solution.”
3. She stared {at him} | and then she clasped her hands (DO) together. |
The “and” implies two equally important actions. [Note the absence of a comma.]
4. The rain streamed {from her coat}; | the mud splashed up {over her legs}. |
Does the semicolon reflect the contrast between the downward action of the rain and the upward splashing of the mud? She’s getting it from top and bottom.
5. Lassie got up again and went back {to the sun}; | but that was not the answer (PN). |
The “; but” suggests a contrast between the possibility stated in the first clause and its negation in the second. The “but,” in the sense of “except,” excepts this “answer” from the remaining possible answers.
6. She tried to lift her head [#1] | but it would not move. |
“But” here probably introduces an exception to what one would expect. [Note the absence of a comma.]
7. The conclusion to draw [#2] is this (PN): | *You* Never trust a dog (DO)! |
The colon indicates that what follows will in some way equal or explain what follows. In this case, the second clause equals the “this,” which, as a predicate noun, is equal to the “conclusion.”
8. And the heart was gallant (PA) | and the instinct was true (PA). |
The “and” joins two equally important characterizations. [Note the absence of a comma.]
9. Freeth began to laugh [#3], | but McBane's tone halted him (DO). |
The “, but” reflects McBane’s opposition (exception) to Freeth’s laughing.
10. "Well [Inj], I'll tell you (IO) the truth (DO) | -- it escaped." |
The dash implies that what follows will amplify (clarify) something that was just said. In this case, the second clause equals the “truth.”
Notes
1. “Head” is the direct object of the verbal (infinitive) “to lift.” The infinitive phrase functions as the direct object of “tried.”
2. The verbal (infinitive) “to draw” functions as an adjective to “conclusion.”
3. “Began to” can be considered a helping verb, thereby making “began to laugh” a finite verb phrase, or “to laugh” can be explained as a verbal (infinitive) that functions as the direct object of “began.”
Ex. 2.b. The Logic of Semicolons, Colons, and Dashes –Famous Quotations
Note that the objective of this assignment is not so much to have students get the "right" answer as it is to have the students consider the general norms and explore the question. Thus, for many sentences, responses may differ. (Class discussion of exercises such as this helps students see where they all, or almost all, agree, and that there are cases on which they disagree.)
1. An age builds up cities (DO); | an hour destroys them (DO). |
Contrast -- Good / bad; build vs. destroy Yes No
2. *You* Never fear the want (DO) {of business} -- | a man [Adj. to "man" who qualifies himself (DO) well {for his calling}] never fails {of employment}. |
Amplification (informal style) -- the second clause is an example, or explanation of the first. [Note how close this is to a cause/effect relationship -- the second clause gives a reason for believing the first.] Yes No
3. *You* Be patient (PA), my soul [DirA] : | Thou hast suffered worse [#1] {than this}. |
Amplification (formal style) -- the second clause offers a reason for being patient. [Note that this is not really the general/specific relationship that is usually described in textbooks (assuming that the textbooks cover this question).] Yes? No
4. You think me the child [#2] {of my circumstances}: | I make my circumstance (DO). |
I see this as a contrast between what "you" see and what "I make." [But I would not tell Emerson that he was wrong.] Yes No?
5. Things do not change; | we change. |
Contrast -- the rest of the world as compared to us; permanence vs. change. Yes No
6. You do not lead {by hitting people [#3]} {over the head} -- | that's assault (PN), not leadership (PN). |
Amplification (informal style) -- the specific statement in the first clause is generalized and named ("assault") in the second. Yes No
Notes
1. Alternatively, “worse” could be considered a pronoun, or an adjective modifying an ellipsed “things.” In either case it would then be the direct object of “hast suffered.”
2. “Child” is a predicate noun of an ellipsed infinitive *to be,* of which “me” is the subject. The ellipsed infinitive phrase “me *to be* the child of my circumstances” is the direct object of “think.”
3. “People” is the direct object of the gerund “hitting,” and the gerund phrase functions as the object of the preposition “by.”
Ex. 3. The Logic of Colons, Dashes, and Semicolons
The logical relationships between the sentences in this exercise are fairly obvious, so an answer key is not needed. The important point is that the students use a punctuation mark and indicate their reason—contrast for the semicolon, etc. In sentence # 10, I did not have the nerve to use the text as my wife gave it to me. (She apparently saw it on a sign, where it read “Lettuce feed you tonight.”)
I am hoping that members of the KISS List, or anyone else who so wishes, will create additional sets of ten pairs of sentences. We could probably use nine or ten sets, a few of which teachers could use throughout the year in class as brief reviews, and a few, of course, for assignments.
Ex. 4 - Treasure Hunt (and/or Recipe Roster) [NA Skip?]
Ex. 5 - Writing Compound Sentences with a Dash, Colon, or Semicolon [NA]
KISS Level 3.1.2—Subordinate Clauses
Notes for Teachers
The ability to untangle subordinate clauses may be the most important thing that most students need from a formal study of grammar. Once they can do so, and once they understand the idea of chunking, they can understand almost all the “errors” that are typically worried about -- comma-splices, run-ons, and fragments are all clause boundary errors. But beyond errors, the ability to identify and discuss clauses will enable students to explore major areas of logic and style. These are, I would suggest, more important than the primary KISS objective—the ability to explain every word in every text.
Yes, students will know and do more, if they can identify the types of verbals (gerunds, gerundives, and infinitives), appositives, and noun absolutes, but an understanding of those constructions will not help students much if they cannot untangle the clauses in any sentence. This section explains the most frequently used types of clauses—those that function as simple nouns, adjectives, and adverbs. More complicated (and less frequent) clauses are introduced in KISS Level 3.2.
The exercises at this level (3.1.2) consist almost entirely of "Level-One" clauses -- generally one subordinate clause within a main clause. Clauses are, however, frequently embedded within clauses, as in:
They knew [that the man [who stole Sunday] was a magician].
Many students are amazed to learn that there can be clauses within clauses. KISS Level 3.1.3 focuses on untangling embedded clauses.
Two Approaches to Teaching Clauses—Learning Curves
The question here is how and how quickly does one introduce students to the kinds and embedding of clauses. The question implies a continuum, not an “either/or” distinction. In essence, it is a question of learning curves—gradual or steep. I myself prefer the steep curve because it requires students to learn and apply an analytical procedure that they will need anyway (to untangle sentences that include multiple subordinate clauses). Ultimately, it is also faster. The other primary advantage of the steep curve approach is that it forces students to think, right from the beginning. The exercises in this level are organized to address both learning curves,
The Steep Curve Approach
In the steepest of the steep-curve approaches, students are introduced to clauses, main and subordinate and embedding, all at the same time. They are given the instructional material and told to follow the analytical procedure:
Identify prepositional phrases, and then S/V/C patterns. For every S/V/C pattern, there is a clause. Check for conjunctions and compounding. Check for subordinating conjunctions, and then, if all the clauses are not explained, begin with the last S/V/C pattern and work your way backward. Find the first and last words in the clause, and determine how the clause functions—noun, adjective, or adverb.
This approach works, but teachers have to expect initial confusion (and errors) from the students until they get the hang of it. Most students' difficulty here is not really with KISS and grammar. It is much more fundamental—they have not been taught how to solve multi-step problems.
In KISS Level 1.2, it was explained that in Endangered Minds: Why Children Don't Think--and What We Can Do About It, Jane Healy discusses the following question (p. 189):
|National Math Assessment: |
|Sample Question |
|Only 6.4% of the 17-year-olds could solve multi-step problems like this one: |
|R |
|S |
|40 |
| |
|35 |
|25 |
|15 |
| |
|T |
|V |
|W |
| |
| |
|In the figure above, R, S, T, V, and W represent numbers. The figure is called a magic square because|
|adding the numbers in any row or column or diagonal results in the same sum. What is the value of R? |
|30; 40; 50; can’t tell. |
Source: “The Mathematics Report Card: Are We Measuring-Up?”
As the figure notes, “Only 6.4% of the 17-year-olds could solve multi-step problems like this one.”
Perhaps the most fundamental weakness in most education is the focus on “knowing what” rather than on “knowing how” to solve multi-step problems. Math teachers, for example, regularly struggle, trying to get the students to follow the procedures (steps) for solving problems. At the college level, the problems are more wide-spread. Particularly in the technical areas, professors complain that students seem to think that either one knows the answer or one does not. Many students refuse to learn the steps (the “how”) to solve problems. But in the technological world in which we live, all the important problems require multi-step processes for their solution.
Most grammar books, of course, teach “what,” not “how.” But if you have been working with the KISS Approach, you have already seen one procedure—the steps for determining complements. The procedure for distinguishing the types of clauses simply builds upon that one, but I cannot overly emphasize its importance. The KISS Approach, in other words, not only helps students to learn how to identify clauses fairly easily and quickly—it also helps students understand the importance of multi-step thinking.
To use the steep leaning curve, have your students use the analytical procedure and do the exercises in the first section, “Mixed Subordinate Clauses.” If they can do them, you can skip the exercises that focus just on noun clauses as direct objects, on adverbial clauses, and those on adjectival clauses. (You may, however, want to have them do some of the combining and logic exercises in those sections.)
The Gradual Curve
If the steep curve seems to be too steep, start with the sections on the various types of clauses. In them, students are first introduced to noun clauses that function as direct objects. The reasons for this are simple: 1.) subordinate clauses that function as direct objects are very common, and 2.) these students have already been taught to look for and identify the complements of verbs. In a sentence such as “We asked if we could go to the park,” students are going to look for the complement of “asked” by asking “Asked what? They can meaningfully see that the answer to that question is “if we could go to the park.” Having studied compound man clauses, and thus having a sense of what a “clause” is, they can understand that “if we could go to the park” is a clause and that it functions as the direct object of “asked.” This approach, therefore, should clarify rather than confuse them.
The next section focuses on adverbial clauses (because the conjunctions are relatively easy to identify), and the next is on adjectival clauses. KISS instructional materials include a “special focus” on what are called “mid-branching” adjectival clauses simply because some students are confused by them. “Mid-branching” means that the subordinate clause appears between the subject and verb of the main clause. (“Left-branching” appear before the main clause, and “right branching” appear after.) “Branching” raises some interesting stylistic questions, but the point here is that in a sentence such as “The man who stole Sunday was a magician,” many students will look at “stole” and see “man” as its subject. They are not accustomed to seeing an S/V/C pattern between a subject and its verb. Thus KISS has a few exercises to help them—if they need them. Students are then introduced to the less frequently used other noun clauses—objects of prepositions, subjects, and predicate nouns.
If you are using this approach, you can then go back to the “Mixed” section as a general "bringing it all together."
Noun Clauses as Direct Objects—Quotations
As always in KISS, the attempt should be made to help students master the basic, most commonly used constructions first. There is, however, one relatively simple question that is not addressed in most, if any, textbooks, but which should be addressed if you are going to have students analyze real texts. It involves main-clause breaks in quotations. For example:
Tammy whispered, “What’s making that noise? It scares me.”
In terms of meaning, the whole quotation is the direct object of “whispered,” but in many cases the quotation continues for several sentences, and sometimes even for paragraphs. The KISS approach, therefore, is to end the initial main clause at the end of the first main clause in the quotation:
Tammy whispered, [DO “What’s making that noise (DO)?] |
It scares me (DO).” |
The Dual Functions of Some Subordinate Conjunctions
This is, perhaps, a minor point, but at least one “grammarian” (I believe it was on the ATEG list.) claimed that subordinating conjunctions do not have a function within their clauses. That is true of some of the adverbial conjunctions (“because,” “since,” “so”), but it is definitely not true of conjunctions like “who,” “whom,” “whose,” “which,” and “that.”
Consider, for example, the sentences:
1. That is the girl who won the game.
2. She is the woman whom I met yesterday.
3. That is the person whom I was thinking of.
4. That is the book that they were talking about.
5. It is a problem about which much has been written.
We use “who” in the first, and “whom” in the second, precisely because the conjunctions DO have a function within their clauses. No one would accept “That is the girl whom won the game” as an acceptable sentence.
In (3), Standard American English considers “whom” the “proper” form precisely because it functions simultaneously the subordinating conjunction and the object of the preposition “of.” By analogy, in (4) “that” is simultaneously the subordinating conjunction and the object of the preposition “about,” as is “which” in (5).
Most pedagogical grammars do not deal with this question because they categorize words rather than analyze sentences, and apparently some grammarians themselves are stuck on categories as sorting boxes—a word has to belong in one box, or another. It can’t have more than one function. But that simply is not true.
Suggested Directions for Analytical Exercises
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.
4. Place a vertical line after each main clause.
Probable Time Required: See the Introduction.
Mixed Subordinate Clauses
Ex. 1.a - From “How Brave Walter Hunted Wolves”
[Note that # 2 has a subordinate clause within a subordinate clause.]
1. Thereupon Walter began to beat [#1] his drum (DO) {with all his might} [Adv. to "began" while they were going {through the wood}]. |
2. [Adv. to "would say" When he wrestled {with Klas Bogenstrom or Frithiof Waderfelt} and struck them (DO) {in the back}], he would say [DO “That is [PN what [#2] I shall do {to a wolf}!]”] |
3. Very soon he came quite close {to the kiln}, [Adj. to "kiln" where the wolves had killed the ram (DO)]. |
4. [Adv. to "asked" When they came {to the mill}] Walter immediately asked [DO if there [#3] had been any wolves (PN) {in the neighbourhood} lately. |
5. Perhaps the very ones [Adj. to "ones" which killed the ram (DO)] were still sitting there {in a corner}. |
6. The drumsticks stiffened {in Walter’s hands}, | and he thought [DO now they are coming. . . !] |
7. {For the rest} he has a good heart (DO) but a bad memory (DO), and forgets his father's and his mother's admonitions (DO), and so often gets {into trouble} and meets {with adventures}, [ [#4] as you shall hear], | but first {of all} I must tell you (IO) [DO how brave (PA) he was] and [DO how he hunted wolves (DO)]. |
Notes
1. “To beat” can be explained as an infinitive that functions as the direct object of “began,” or as part of the finite verb phrase “began to beat.”
2. Note how this “what” functions simultaneously as the subordinating conjunction and the direct object of “shall do.”
3. Alternatively, see Expletives.
4. Some grammarians would probably consider this clause to be adverbial, but it functions more as an interjection. Thus I would accept either explanation.
Ex. 1.b. From The Secret Garden, by Frances Hodgson Burnett [Skip?]
1. Her mother had been a great beauty (PN) [Adj. to "beauty" who cared only to go [#1] {to parties} and amuse herself [#1] {with gay people}]. |
2. [Adv. to "lay" and "stared" When she awakened] she lay and stared {at the wall}. |
3. [Subj. of "was" What [#2] she thought] was [PN that she would like to know [#3] [DO of "to know" if she was going {to nice people}, [Adj. to "people" who would be polite (PA) {to her} and give her (IO) her own way (DO) [Adv. to "give" as her Ayah and the other native servants had done]]]. |
4. "[Subj. of "is" What's expected (P) {of you}, Mrs. Medlock [DirA],] is [PN that you make sure [#4] [ [#4] that he's not disturbed (P) ] and [ [#4] that he doesn't see [DO what [#5] he doesn't want to see [#5] ]]]." |
5. She heard neither voices (DO) nor footsteps (DO), and wondered [DO if everybody had got well {of the cholera}] and [DO *if* all the trouble was over]. |
6. {At that very moment} such a loud sound {of wailing} broke out {from the servants' quarters} [Adv. (result) to "such" that she clutched the young man's arm (DO)]. |
7. [Adv. to "thought" When he was amused (P) and interested (P) ] she thought [DO he scarcely looked {like an invalid} {at all}, {except [OP that his face was so colorless (PA)] and [OP he was always {on the sofa}] } ]. |
8. She wondered also [DO who would take care (DO) {of her} now [ [#6] her Ayah was dead (PA) ]]. |
9. She was the kind (PN) {of woman} [Adj. to "woman" who would "stand no nonsense (DO) {from young ones}]." | {At least}, that is [PN what [#7] she would have said [Adv. to "would have said" if she had been asked (P) ]]. |
10. The young English governess [Adj. to "governess" who came to teach her to read and write [#8] ] disliked her (DO) so much [Adv. (result) to "so" that she gave up [#9] her place (DO) {in three months}], | and [Adv. to "went" when other governesses came to try to fill it [#10] ] they always went away {in a shorter time} {than the first one} [#11] . |
11. [Subj. of "was" What [#12] Mary felt afterward] was [PN that she need not fear {about Dickon}]. |
Notes
1. The verbals (infinitives) “to go” and “amuse” function as direct objects of “cared.” “Herself” is the direct object of “amuse.”
2. This “what” functions both as a subordinating conjunction and as the direct object of “thought.”
3. The verbal (infinitive) “to know” functions as the direct object of “would like.”
4. Don’t expect students working at this KISS Level to be able to explain these two “that” clauses. They are subjects of an ellipsed verbal (infinitive) “to be.” In a simple version, this construction is “make [that....] and [that....] *to be” sure.” “Sure” is thus a predicate adjective to the ellipsed “to be,” and the entire infinitive phrase is the direct object of “make.”
5. This “what” functions both as a subordinating conjunction and as the direct object of the verbal (infinitive) “to see.” The infinitive functions as the direct object of “doesn’t want.”
6. This clause clearly modifies the preceding “now.” Because “now” functions as an adverb, some people will see this clause as adverbial. But “now” can also be a pronoun (here functioning as an adverb), other people may prefer to see this clause as an adjective to “now.” As always, in KISS, sensible alternative explanations are acceptable.
7. This “what” functions both as a subordinating conjunction and as the direct object of “would have said.”
8. “To read” and “write” are verbals (infinitives) that function as the direct object of the verbal (infinitive) “to teach.” “Her” is simultaneously the indirect object of “to teach” and the subject of “to read” and “write.” The “to teach” phrase functions as an adverb (of purpose) to “came.”
9. “Gave up” means “resigned.” See KISS Level 2.1.5 - Phrasal Verbs (Preposition? Or Part of the Verb?)
10. “It” is the direct object of the verbal (infinitive) “to fill.” The “to fill” phrase functions as the direct object of the verbal (infinitive) “to try.” The “to try” phrase functions as an adverb (of purpose) to “came.”
11. Alternatively, this “than” construction can be explained as an ellipsed subordinate clause—“than the first one *went away in a short time*.” In either case, it modifies “shorter.”
12. This “what” functions both as a subordinating conjunction and as the direct object of “felt.”
Ex. 1.c. Tongue Twister—“She sells seashells” [Skip?]
She sells seashells (DO) {by the seashore}. |
The shells [Adj. to "shells" she sells] are surely seashells (PN). |
So [Adv. to ""am" if she sells shells (DO) {on the seashore}],
I'm sure (PA) [Adv. to "sure" she sells seashore shells (DO)]. |
Ex. 1.d. Based on The Queen of the Pirate Isle by Bret Harte
1. The colour [Adj. to "colour" they most loved], and [Adj. to "colour" which was most familiar (PA) {to them}], was the dark red (PN) {of the ground} {beneath their feet} everywhere. |
2. [Adv. to "paid" and "deposited" When the solemn rite was concluded (P) ], Step-and-Fetch-It paid his own courtesy (DO) {with an extra squeeze} {of the curly head}, and deposited her (DO) again {in the truck}. |
3. Polly was thinking {about [OP how she would care {for her poor children} ] }. |
4. The next thing [Adj. to "thing" she remembered] was [PN that she was apparently being carried (P) along {on some gliding object} {to the sound} {of rippling water}]. |
5. Perhaps I ought to explain [DO that she had already known other experiences (DO) {of a purely imaginative character}]. |
6. [ [#1] That Polly's personification {of "The Proud Lady"} disturbed her mother (DO) ] resulted {in Polly's abandoning it [#2] }. |
7. [DO of "to believe" That the red dust may have often given a sanguinary tone (DO) {to their fancies},] I have every reason (DO) to believe [#3] . |
8. Most {of the characters} [Adj. to "characters" that she assumed {for days and sometimes weeks} {at a time}] were purely original (PA) {in conception}. |
9. Any change {in the weather} was as unexpected (PA) [Adv. to the previous "as" as it is *unexpected* (PA) {in books}]. |
10. [Adv. to "settled" [#4] Well meant (PA) as her father's account was], it only settled {in the child's mind} [DO that she must keep the awful secret (DO) {to herself}] and [DO that no one could understand her (DO) ]. |
Notes
1. This clause functions as the subject of “resulted.”
2. “It” is the direct object of the verbal (gerund) “abandoning” which functions as the object of the preposition “in.”
3. The infinitive “to believe” functions as an adjective to “reason.”
4. You won’t find this discussed in grammar textbooks. The construction in fairly rare. An alternative explanation is to see “well meant” as adjectival to “it,” thereby making the subordinate clause begin with “as” and modify “meant.”
Ex. 1.e. From the Writing of Sixth Graders
Note: I did not find any subordinate clauses in this collection that functions as a subject. Thus sentence number five is made up.
1. My name is Fred (PN), | and I have just heard [DO that my favorite show Pokémon [#1] was taken (P) {off the air}]. |
2. Wrestlers go {into a cage} {with no way out [#2] } [Adv. to "no" unless they climb the cage (DO)]. |
3. Buddy went everywhere [ [#3] George went], | and he even slept {with him}. |
4. One reason is [PN it made money (DO), mainly [#4] [Adv. to "made" because lots {of people} watched it (DO) ]]. |
5. [Subj. That they were {in a far back room}] explains [DO why they did not hear the alarm (DO)]. |
6. It has stayed popular (PA) [Adv. to "has stayed" because people want to see family based shows [#5], [ [#6] which (PN) 7th Heaven is]]. |
7. He was so shocked [Adv. (result) to "so" that he pulled the trigger (DO) {to his gun}], and [Adv. (result) to "so" it shot {into the air}]. |
8. What *happens* [Adv. to "happens" if that was a really popular show (PN) {in Japan and America}]? |
9. That's [PN why it needs to stay [#7] on]. |
10. [Adv. to "should monitor" If the parents see a problem (DO)], they should monitor [DO what [#8] their child is watching]. |
Notes
1. “Pokémon” is an appositive to “show.” See KISS Level 5.4 - Appositives.
2. “Out” is a preposition with an ellipsed object “no way out *of it*. It really does not make a difference if students include or do not include it within the parentheses.
3. The clause “George went” clearly modifies “everywhere.” If we consider “everywhere” to be an adverb, then the clause is adverbial. But if we consider “everywhere” to be a noun used as an adverb, then we could consider the clause to be adjectival.
4. Note how “mainly” modifies the following adverbial clause. [You won’t find this illustrated or explained in most grammar textbooks.
5. “Shows” is the direct object of the verbal (infinitive) “to see.” The infinitive phrase functions as the direct object of “wanted.” [Should the question arise, “family based” could be explained in more detail. “Although KISS does not count it as a verbal, “based” is an adjective derived from a verb. “Family” can be explained as a noun used as an adverb to modify “based.”]
6. This clause would raise a lot of discussion among grammarians. It can be seen as an adjective to “shows,” as an appositive to “shows,” or as an interjection.
7. Some grammar textbooks include “need” among the helping verbs and some do not. Therefore the finite verb here could be “needs to stay.” If we do not consider “needs” as a helping verb then the verbal (infinitive) “to stay” functions as the direct object of “needs.”
8. In clauses like this one (and the “which” clause in sentence six, the pronoun functions as both a coordinating conjunction and as a complement. In this case, “what” is also the direct object of “is watching.”
Ex. 1.f. From Alice in Wonderland by Lewis Carroll [Skip?]
1. Dinah [DirA], my dear [#1], I wish [DO you were down here {with me}]! |
2. Now I'm opening out {like the largest telescope} [Adj. to "telescope" that ever was]! |
3. [Subj. of "is" What [#2] I was going to say], is [PN that the best thing to get us dry [#3] would be a Caucus-race (PN)]. |
4. She had put on one (DO) {of the Rabbit's little white kid-gloves} [Adv. to "had put" while she was talking]. |
5. Everything is so out-of-the-way (PA) down here [Adv. (result) to "so" that I should think very likely [#4] [DO the mouse can talk]]. |
6. Once or twice she had peeped {into the book} [Adj. to "book" her sister was reading], | but it had no pictures (DO) or conversations (DO) {in it}. |
7. Her first idea was [PN that she had somehow fallen {into the sea}]. |
8. She knelt down and looked {along the passage} {into the loveliest garden} [Adj. to "garden" you ever saw]. |
9. She found herself (DO) falling [#5] {down [OP what seemed to be a very deep well (PN) ] }. |
10. But [Adv. to "started" when the Rabbit actually took a watch (DO) {out of its waistcoat-pocket} and looked {at it} and then hurried on], Alice started {to her feet}. |
11. The question is, [PN what [#6] did the archbishop find?] |
Notes
1. “Dear” can be described either as and appositive to the preceding “Dinah,” which functions as a Direct Address, or it itself can be considered as another Direct Address. [For appositives, see KISS Level 5.4.]
2. Note how this “What” functions simultaneously as a subordinating conjunction and as the direct object of “was going to say.”
3. “Us” is the subject and “dry” is a predicate adjective to an ellipsed infinitive—“us *to be* dry.” This infinitive phrase functions as the direct object of the infinitive “to get.” The entire “to get” phrase functions as an adjective to “thing.” See infinitives in KISS Level 4.
4. A better, but more complex way to explain this part of the sentences is to use ellipsis—“I should think [DO *it is* very likely [Delayed Subj.the mouse can talk]].” This makes the “it is” clause the direct object of “should think” and the “the mouse can talk” a delayed subject to the “it”—“that the mouse can talk is very likely.” “Likely” then functions as a predicate adjective. See KISS Level 5.6 - Delayed Subjects and Sentences.
5. “Falling” can be explained as a gerundive that modifies “herself.” However, at KISS Level 5.8 Noun Absolutes, some people will prefer to see “herself falling” as a noun absolute that functions as the direct object of “found.” (She did not find “herself”; she found “herself falling.”) For more on this, see KISS Level 5.8. “OP” stands for “Object of a Preposition,” which is how the following clause functions.
6. See note # 2.
Rewriting Subordinate Clauses as Main Clauses
Remember that the objective of this exercise is to increase the flexibility of students’ writing. Even though the two main clauses may sound worse than the subordinate clause, it is important that students be able to change a subordinate clause into a main one. The versions given below suggest some of the possibilities. Some students will rewrite the sentences in other interesting ways. In the (b) notes below, I have suggested some of them and noted the constructions that would be used. If students use these, you can tell them that they have written interesting (correct) sentences, and even, if you wish, which constructions they have used, but try to make sure that students also understand how to rewrite the originals as two main clauses.
Ex. 2.a. From the Writing of Sixth Graders
Remember that the objective of this exercise is to increase the flexibility of students’ writing. Even though two main clauses may sound worse than a subordinate clause, it is important that students be able to change a subordinate clause into a main one. The versions given below suggest some of the possibilities. Some students will rewrite the sentences in other interesting ways. In the (b) notes below, I have suggested some of them and noted the constructions that would be used. If students use these, you can tell them that they have written interesting (correct) sentences, and even, if you wish, which constructions they have used, but try to make sure that students also understand how to rewrite the originals as either two main clauses or a main clause with compound finite verbs.
A. Subordinate to Main
A General Observation: Changing a subordinate clause into a main clause reduces the length of main clauses. (The average length of main clauses is a general measure of syntactic maturity. See KISS Level 6.5 Statistical Stylistics.) In some cases, however, the version with main clauses is better because it gives both clauses equal emphasis.
1. When I turned around, I almost wrecked the four-wheeler.
a. I turned around, and I almost wrecked the four-wheeler.
I turned around and almost wrecked the four-wheeler.
b. Turning around, I almost wrecked the four-wheeler. [Verbal that puts emphasis on "almost wrecked"]
I turned around, almost wrecking the four-wheeler. [Verbal that puts emphasis on "I turned around"]
2. There are lots of floors and halls that all look the same.
a. There are lots of floors and halls. They all look the same. [Making "They all looks the same" a separate main clause gives it more emphasis (which may, or may not, be desirable.]
3. My brother, who is 15 years old, is in high school.
a. My brother is 15 years old. He's in high school.
My brother is 15 years old and in high school.
b. My fifteen-year-old brother is in high school. [Reducimg "13 years old" de-emphasizes it.]
4. After I broke my arm and shoulder, I didn't run for a week.
a. I broke my arm and shoulder. I didn't run for a week.
I broke my arm and shoulder and didn't run for a week.
b. Having broken my arm and shoulder, I didn't run for a week. [This reduces the first clause to a gerundive that modifies "I." ]
5. The fund raiser, which worked well, had raised 1,200,396 dollars.
a. The fund raiser worked well. It had raised 1,200,396 dollars.
The fund raiser had worked well and raised 1,200,396 dollars.
The fund raiser worked well -- it had raised 1,200,396 dollars. [Whereas the first two versions simply state two facts, the third version relates them by indicating that the second main clause gives details (an example) on how it worked well.]
b. The fund raiser, having worked well, had raised 1,200,396 dollars. [Reducing either of the finite verbs to a verbal (gerundive) de-emphasizes that clause and shifts focus to the other one.]
[pic]
B. Main to Subordinate
A General Observation: Subordinating main clauses in other main clauses obviously increases the length of the remaining main clauses. It also de-emphasizes the ideas put in the subordinate clauses. Finally, the subordinating conjunctions used to do this reflect different logical connections among the expressed ideas.
1. We were in the hospital, and my mother and father said "Stick in there."
a. When [while] we were in the hospital, my mother and father said "Stick in there." [Subordinates "we were in the hospital," thereby putting more focus on "mother and father said."]
b. We were in the hospital, when my mother and father said "Stick in there."
2. I know a lot of adults. They enjoy the show also.
I know a lot of adults who enjoy the show also. [Reduces "They enjoy the show also" to an adjectival clause.]
3. They climbed out on the roof, and George screamed.
After they climbed out on the roof, George screamed. [Reduces "They climbed out on the roof" to an adverbial clause of time.]
4. She had just come from her doctor's. There she found out she had cancer.
She had just come from her doctor's, where she found out she had cancer. [Reduces "she found out" to an adjectival clause, which de-emphasizes it. Note that a tighter version of this would be something like "At her doctor's she had just found out she had cancer."]
5. I was taking the hose over to the wheelbarrow and my cousin was walking over and tripped on the hose and hit her head on the wheelbarrow.
a. While I was taking the hose over to the wheelbarrow, my cousin was walking over and tripped on the hose and hit her head on the wheelbarrow. [De-emphasizes what is in the "While" clause and establishes a logical connection of time.]
b. I was taking the hose over to the wheelbarrow, when my cousin was walking over and tripped on the hose and hit her head on the wheelbarrow. [De-emphasizes what is in the "when" clause and establishes a logical connection of time.]
c. Because I was taking the hose over to the wheelbarrow, my cousin, who was walking over, tripped on the hose and hit her head on the wheelbarrow. [This version establishes a cause/effect relationship between his moving the hose and his cousin's tripping and hitting her head. Note that this version also subordinates "who was walking over," thereby indicating that the cousin's walking over was not a result of his moving the hose.]
Ex. 2.b. Based on “Perseus” [Skip?]
A. Subordinate to Main
Note that subordinating a clause pushes it into the background, thereby highlighting the ideas in the main S/V/C pattern (giving them more of the focus).
1. You must go northward to the country of the Hyperboreans, [Adj. who live beyond the pole, at the sources of the cold north wind]. |
a. You must go northward to the country of the Hyperboreans. | They live beyond the pole, at the sources of the cold north wind. |
b. You must go northward to the country of the Hyperboreans beyond the pole, at the sources of the cold north wind. | [prepositional phrase Note how the omission of "who live" reduces the focus on the people and puts more emphasis on the place.]
2. [Adv. When they grew up] each tried to take away the other's share of the kingdom, and keep all for himself. |
a. They grew up, | and each tried to take away the other's share of the kingdom, and keep all for himself. |
b. Growing up, each tried to take away the other's share of the kingdom, and keep all for himself. | [verbal (with the same focus as the subordinate clause)]
They grew up, each trying to take away the other's share of the kingdom, and keep all for himself. | ["Each trying" is a noun absolute that functions as an adverb. This version makes "They grew up" the main idea.]
They grew up trying to take away the other's share of the kingdom, and keep all for himself. | [The omission of "each" turns "trying" into a gerundive that modifies "They." This version makes "They grew up" the main idea, but it messes up the clarity of the pronouns "They" to "himself."]
3. Poor Perseus, [Adj. who grew mad with shame], hardly knew [DO what he was saying]. |
a. Poor Perseus grew mad with shame, | and he hardly knew [DO what he was saying]. | [Two separate main clauses. The comma plus "and" joins them as being equally important but does not suggest a logical relationship between them.]
Poor Perseus grew mad with shame | -- he hardly knew [DO what he was saying]. | [A dash or colon here suggests that the second clause explains the first. For example, his "hardly" knowing could be a result of his shame.]
b. Poor Perseus grew mad with shame and hardly knew [DO what he was saying]. | [Compound finite verbs shortens the sentence, but also reduces the focus on "he" (Perseus).]
Poor Perseus, growing mad with shame, hardly knew [DO what he was saying]. | [This version makes "growing" a gerundive, a verbal adjective that modifies "Perseus."]
Poor Perseus grew mad with shame, hardly knowing [DO what he was saying]. | [This version makes "knowing" the gerundive, thereby shifting the original emphasis (focus) from "knew" to "grew mad."]
4. [Adv. Because you have risen up against your own blood], your own blood shall rise up against you. |
a. You have risen up against your own blood. | Therefore your own blood shall rise up against you. | [Separate main clauses make the sentence(s) simpler. The "therefore" is a conjunctive adverb, so the causal connection between the two clauses is maintained.]
b. I don't see any other one-main-clause option here.
5. She cared for no one but her boy, and her boy's father, [Adj. whom she never hoped to see again]. |
a. She cared for no one but her boy, and her boy's father. | Him she never hoped to see again. | [Does not the making of "Him she never hoped to see again" into a separate main clause give it more attention?]
b. I don't see any other one-main-clause option here.
[pic]
B. Main to Subordinate
1. He spoke and pointed to the babe. |
a. [Adv. As (time) he spoke] he pointed to the babe. |
b. He spoke [Adv. As (time) he pointed to the babe]. |
2. You must find the three Gray Sisters. | They have but one eye and one tooth between them. | [Note: It is "between" and not "among" in the original.]
You must find the three Gray Sisters, [Adj. (identity) who have but one eye and one tooth between them]. |
3. He had no sword. | He therefore caught up the stone hand-mill. |
a. [Adv. (cause) Because he had no sword] he caught up the stone hand-mill. |
b. He had no sword [Adv. (result) so he caught up the stone hand-mill]. |
4. The Egyptians looked long for Perseus's return, but in vain, and worshipped him as a hero, and made a statue of him in Chemmis. | It stood for many a hundred years. |
The Egyptians looked long for Perseus's return, but in vain, and worshipped him as a hero, and made a statue of him in Chemmis, [Adj. (identity) which stood for many a hundred years]. |
5. You have sinned against your kindred. | Therefore by your kindred you shall be punished. |
a. [Adv. (cause) Because you have sinned against your kindred], by your kindred you shall be punished. |
b. You have sinned against your kindred [Adv. (result) so by your kindred you shall be punished. |
The Logic of Subordinate Clauses—Notes for Teachers
“Ugh, logic!” So wrote a contributor to the NCTE-Talk discussion list. I can understand what might have been the reason behind the comment. College courses often “introduce” students to a field of study by focusing on what interests the instructor, and not on what the students need. Logic can become extremely complex. But it need not be, and it should not be for beginners. Indeed some basic logic was taught for decades in the grammar books that explained the various types of adverbial clauses—time, space, cause, purpose, result, manner, etc. I was deeply shocked and saddened when I heard a member of the NCTE Assembly for the Teaching of Grammar state that there is no need for students to learn these types of clauses. There is a need, a very desperate need.
Over the years, I have heard numerous college instructors complain that students answer every question as if it were a “What?” question. Instructors ask why (cause) something happened, and students respond with what (identity) happened. Instructors ask how (manner) something is done, and students explain what (identity) is done, but not how. This is not only basic logic, but it is a fundamental problem for instructors, students, and society as a whole.
There are many ways in which logic can be integrated into the teaching of grammar. I love Hume’s three primary distinctions (identity, extension in time or space, and cause/effect) because they are very simple and extremely powerful. Students will probably be able to look at any modification relationship and intelligently discuss it in terms of these three categories. The KISS instructional material includes the traditional types of adverbial clauses within the framework of Hume’s categories.
The amount of time you spend on these logical connections is, of course, optional, but I would strongly suggest that you at least introduce your students to these exercises. And I emphasize the “introduce.” Remember, KISS teaches students to analyze real, randomly selected texts. With the exception of adverbial clauses of manner and concession, the logical concepts used in KISS should be fairly easily understood by most students—the logical relationships of time, space, cause, effect, purpose, condition, and comparison are fairly easily perceived. What the students need is for someone to bring the logic to their attention.
But to analyze real texts, students need to expect the unexpected and to think about what sentences mean. For example, “If he wins, I’ll win a bet” includes a clear “if” clause of condition. But in real texts, you may find this written as “Should he win, I’ll win a bet.” In that format, there is no subordinating conjunction, so some students may have problems even in identifying the subordinate clause. Fortunately, the “should he win” format is relatively rare. Trying to introduce students to all of these rarities at this point in their work will only confuse them, so expect students to have problems.
Ex. 3. From The Secret Garden, by Frances Hodgson Burnett
Students may ask about the functions of some words in the sentences. The following key provides answers to the specific directions plus the rest of the analysis.
1. You won't see much (DO) [Adv. (C/E - cause) to "won't" because it's a dark night (PN) ]. |
2. He was not working [Adv. (Space) to "was not working" where she had left him (DO)]. |
3. That is the garden (PN) [Adj. (ID) to "garden" where Ben Weatherstaff works]. |
4. She could never have done it (DO) [Adv. (C/E - condition) to "never" if Misselthwaite had been {like other big houses} (PA) ]. |
5. He was so startled (P) [Adv. (C/E - result) to "so" that he almost jumped back]. |
6. [Adv. (time) to "lay" and "stared" When she awakened] she lay and stared {at the wall}. |
7. She was glad (PA) [Adv. (C/E - cause) to "glad" that there was grass (PN) {under her feet}] and [Adv. (C/E - cause) to "glad" that her steps made no sounds (DO)]. |
The grass under her feet and the lack of sound make her glad.
8. I am your guardian (PN), [Adv. (C/E - concession) to "am" though I am a poor one (PN) {for any child} [#1] ]. |
9. Mary knew the fair young man (DO) [Adj. (ID) to "man" who looked {like a boy}]. |
10. The gray rain-storm looked [Adv. (C/E - manner) to "looked" as if it would go on forever and ever]. |
Seeing “manner” as a cause/effect may be questionable. Hume based his ideas on Aristotle’s explanation of “cause.” For Aristotle, “how” something is (or in this case “looked”) is a cause of what it is.
Notes
1. The prepositional phrase “for any child” can be connected (by a perceiver’s mind) to the sentence in at least three different ways. It can be processed as an adverb to “am” or as an adverb to “poor.” It could also be viewed as an adjective to “one” (which is modified by “poor”).
A Passage for Analysis
Ex. 4. from Chapter Nine of Blue Willow, by Doris Gates [Skip?]
This selection was made and submitted by a member of Ambleside Online.
Deciding [#1] [DO she had nothing (DO) to fear [#2] ] and glad [ [#3] that {at last} she could put her trust (DO) {in this man} just [Adv. to "could put" as she had wanted to do [#4] that day [NuA] {under the willows} [#5] ,]] Janey once more perched herself (DO) {on the edge} {of her chair} and began her story (DO). | She told it (DO) straightforwardly and simply {without any emphasis} {on any particular part}. | {Except [OP when Dad won second prize (DO) {in the contest}]} [#6] | and then a note {of pride} did creep {into her voice}. |
“We got this coat (DO) {with some} {of the money},” [ [#7] she said {in an aside} {to Mrs. Anderson}]. |
[Subject “And a very pretty one (PN) it is,”] was her reply (PN). |
They exchanged knowing smiles (DO) {with each other}, quite ignoring Mr. Anderson [#8], [Adv. to "ignoring" since no man could be expected (P) to appreciate a thing [#9] {like that}]. |
Notes
1. “Deciding” is a gerundive that chunks to “Janey.”
2. The infinitive “to fear” functions as an adjective to “nothing.”
3. This clause is adverbial to “glad” which modifies “Janey.”
4. The infinitive “to do” functions as the direct object of “had wanted.”
5. “Under the willows” can be described as an adverb to “had wanted” (or “to do”), or it can be described as an adjective to “day.”
6. Lacking a main subject/verb, this is a fragment.
7. KISS explains this clause as an interjection. (See the instructional material on Subordinate clauses as interjections or direct objects.)
8. “Mr. Anderson” is the direct object of “ignoring,” which is a gerundive that modifies “They.”
9. “Thing” is the direct object of the infinitive “to appreciate.” The infinitive phrase functions as a retained direct object after the passive “could be expected.” (The active voice version would be something such as “They could expect no man to appreciate a thing like that.”)
Style—Parallel Constructions
Ex. 5.a. From “The Butterfly That Stamped,” by Rudyard Kipling [Skip?]
Suleiman-bin-Daoud was wise.| He understood [DO of "understood" what the beasts said,] [DO of "understood" what the birds said,] [DO of "understood" what the fishes said,] and [DO of "understood" what the insects said.] | He understood [DO of "understood" what the rocks said deep {under the earth} [Adv. to "said" when they bowed in {towards each other} and groaned;]] | and he understood [DO of "understood" what the trees said [Adv. to "said" when they rustled {in the middle} {of the morning}.]] | He understood everything (DO), {from the bishop} {on the bench} {to the hyssop} {on the wall}, | and Balkis, his Head Queen [#1], the Most Beautiful Queen Balkis [#1], was nearly as wise (PA) [Adv. to the preceding "as" as he was. ] |
Note
1. Appositives to “Balkis.”
Ex. 5.b. Abraham Lincoln's “Gettysburg Address”
1.) Four score and seven years [NuA] ago our fathers brought forth {on this continent} a new nation (DO), conceived [#1] {in liberty} and dedicated [#1] {to the proposition} [Adj. to "proposition" that all men are created (P) equal (RPA) [#2]]. | Now we are engaged (P) {in a great civil war}, testing [#3] [DO of "testing" whether that nation or any nation so conceived [#1] and so dedicated [#1] can long endure]. | We are met (P) {on a great battlefield} {of that war}. | We have come to dedicate a portion [#4] {of that field} {as a final resting-place} {for those} [Adj. to "those" who here gave their lives (DO) [Adv. to "gave" that that nation might live]]. | It is altogether fitting (PA) and proper (PA) [ [#5] that we should do this (DO)]. |
2. But {in a larger sense}, we can not dedicate, we can not consecrate, we can not hallow this ground (DO). [#6] | The brave men, living and dead [#7] [Adj. to "men" who struggled here] have consecrated it (DO) far {above our poor power} to add or detract [#8]. | The world will little note nor long remember [DO what (DO) we say here], | but it can never forget [DO what (DO) they did here]. |
3. It is {for us} the living [#9] rather to be dedicated [#10] here {to the unfinished work} [Adj. to "work" which (DO) they [Adj. to "they" who fought here] have thus far so nobly advanced]. | It is rather {for us} to be here dedicated [#10] {to the great task} remaining [#11] {before us} -- [ [#4] that {from these honored dead} we take increased devotion (DO) {to that cause} [Adj. to "cause" {for which} they gave the last full measure (DO) {of devotion}]] -- [ [#12] that we here highly resolve [DO of "resolve" that these dead shall not have died {in vain}], [DO of "resolve" that this nation {under God} [#13] shall have a new birth (DO) {of freedom}], and [DO of "resolve" that government {of the people}, {by the people}, {for the people} shall not perish {from the earth}]]. |
Notes
1. “Conceived” and “dedicated” are gerundives to “nation.”
2. “Equal” is retained from the active voice “God created all men *to be* equal.”
3. “Testing” is a gerundive that modifies “war.” Or does it modify “we”?
4. “Portion” is the direct object of the infinitive “to dedicate” which functions as an adverb (of purpose) to “have come.”
5. Students will not be able to name the function of this clause unless they have studied Delayed Subjects. If they had not done so, I would ask them what the sentence means—What “is fitting and proper?” The answer to that is “that we should do so”—the sentence means “That we should do so is altogether fitting and proper.” Hence the clause “that we should do so” functions as a delayed subject.
6. Is this one main clause or is it three. Since the complement of “dedicate” is “ground,” I have analyzed it as one, but an equally valid argument could probably be made that it is three. I would consider this a fine point, not worth arguing about, but it would be an important question in a statistical analysis.
7. “Living” (a gerundive) and “dead” function as post-positioned adjectives to “men.”
8. The infinitives “to add” or “detract” function as adjectives to “power.”
9. “The living” is an appositive to “us.”
10. The infinitive “to be dedicated” functions as the delayed subject to “It.”
11. The gerundive “remaining” modifies “task.”
12. The function of the “that” clauses that follow the dashes is debatable. (Hence I would not use this text as an assessment quiz.) Personally, I prefer to see them as adverbial clauses of result to the infinitive phrase “to be dedicated.” Normally, an adverbial clause that begins with “that” has a “so” in front of it, but earlier in the speech Lincoln used what is clearly an adverbial “that” clause without a “so”—“who here gave their lives that that nation might live.” One could, however, argue that these two “that” clauses are, for example, appositives to the earlier “task.”
13. Note the difference if we consider “under God” as functioning as an adverb—which is a viable explanation.
Ex. 6. From “Endicott and the Red Cross,” [Skip?]
There are five parallel, adjectival “which” clauses in which each finite verb is immediately followed by a “with” prepositional phrase. Note also the forceful parallel in the three following, single-main-clause questions.
Here we stand {on our own soil}, [Adj. to "soil" which (DO) we have bought {with our goods}], [Adj. to "soil" which (DO) we have won {with our swords}], [Adj. to "soil" which (DO) we have cleared {with our axes}], [Adj. to "soil" which (DO) we have tilled {with the sweat} {of our brows}], [Adj. to "soil" which (DO) we have sanctified {with our prayers} {to the God} [Adj. to "God" that brought us (DO) hither]]! | Who shall enslave us (DO) here? | What (DO) have we to do {with this mitred prelate}, -- {with this crowned king}? | What (DO) have we to do {with England}? |
Noun Clauses as Direct Objects
Ex. 1.a From Lassie, Come Home by Eric Knight [Skip?]
1. "I understand now [DO what [#1] you mean, Grandfather [DirA] ]." |
2. "I wonder [DO if we could feed it (DO) ]!" |
3. "Nor did Lassie know [DO that she had come but [#2] three miles [NuA] {from the den} {under the gorse clump}]. |
4. She was doing exactly [DO what was expected (P) {of her}. |
5. It had shown Lassie (IO) clearly [DO that she wanted to keep [#3] away {from him}]. |
6. But Priscilla knew [DO she could dismount and mount again much more easily {than her grandfather} [#4] ]. |
7. The Scot saw [DO that he had no chance (DO) {of catching the dog [#5] } {by speed}]. |
8. But she knew [DO she must be cautious (PA) ]. |
9. And then, suddenly, {on the path} she saw [DO what [#6] her nose had warned her (DO) [#7] {of}]. |
10. She could not know [DO that the instinctive straight line {toward home} would bring her (DO) {to an impasse} {against the great lochs} {of Scotland}]. |
11. "I think [DO I know [DO what is {in your mind}, Your Lordship [DirA] ]]." |
Notes
1. This “what” functions simultaneously as the subordinating conjunction and as the direct object of “you mean.”
2. This “but” means “only” and therefore functions as an adverb to “three.”
3. The verbal (infinitive) “to keep” functions as the direct object of “wanted.”
4. Some grammarians prefer to see this as an ellipsed clause—“than her grandfather could.” Either way, it functions as an adverb to “more.”
5. “Dog” is the direct object of the verbal (gerund) “catching.” “Catching functions as the object of the preposition “of.”
6. This “what” functions simultaneously as the subordinating conjunction and as the object of the preposition “of” (at the end of the sentence).
7. Whether “her” is a direct or indirect object of “had warned” would probably be a matter of debate among grammarians. Thus I would accept either explanation.
Ex. 1.b. From the Writing of Sixth Graders
1. My mom said [DO he was probably a stray cat (PN)]. |
2. I know [DO it is all fake (PA)], | but it is so well put (P) together. |
3. He told them (IO) [DO he needed a helicopter (DO)]. |
4. I took out my map (DO), and found out [DO where we were]. |
5. I hope [DO we never get lost (PA) [#1] again]. |
6. My friends could tell you (IO) [DO how much I love Pokémon (DO)]. |
7. Nobody knew [DO who hit Stone Cold (DO)] {until about a week ago} [#2]. |
8. Who knows [DO what [#3] disappointed viewers could do]. |
9. He woke up and saw [DO the kitchen was {on fire} (PA) [#4] ]. |
10. I know [DO my friends and I like the show (DO)], | and [#5] we wouldn't want it taken [#6] off. |
Notes
1. Alternatively, “lost” can be explained as part of a passive finite verb phrase. See KISS Level 5.7 - Passive Voice and Retained Complements.
2. The phrase “until about a week ago” could be explained in much more detail, but because most people will see it as acting as a unified prepositional phrase, such explanation is probably distracting overkill.
3. This “what” functions as both the subordinating conjunction and the direct object of “could do.”
4. The phrase “on fire” can also be explained as adverbial (if one sees it answering the question “How?” rather than “What?”).
5. This “and” can alternatively be explained as joining two clauses both of which are direct objects of “know.”
6. Expect students to be confused here. Most will probably realize that the direct object of “wouldn’t want” is “it taken off.” But how do we explain “it taken”? At KISS Level Four, “it” is explained as the subject of an ellipsed infinitive—“it *to be* taken off.” Thus “to be taken” is an infinitive, and “it” is the subject of this infinitive. The infinitive phrase functions as the direct object of “wouldn’t want.”
Ex. 2. Based on “The Story of the First Hummingbird”
Note that the second group includes two adverbial clauses that will confuse students who have not yet studied them.
1. Then the gentle Spirit of Fire called, [DO “*You* Come back, my flames [DirA],] [#1] | *You* come back again! | The people {in the village} will not know [DO that you are {in a frolic}], | and they will be afraid (PA).” |
2. The two hunters went to look [#2] {upon the mountain}, | and [Adv. to "said" [#3] when they came back], they said sadly, [DO “There are no flowers (PN) {on the mountain}]. [#1] | Not a bird-song (DO) did we hear. | Not a living creature (DO) did we see. | It is all dark (PA) and gloomy (PA). | We know [DO the fire is there], [Adv. to "know" for the blue smoke still floats up {to the sky}], | but the mountain will never again be our friend (PN).” |
3. The Great Spirit listened {to the words} {of the gentle Spirit} {of Fire}, | but he answered, [DO “The fires must perish]. [#1] | They have been cruel (PA) {to my people}, | and the little children will fear them (DO) now.” |
Notes
1. See the Instructional Material.
2. The verbal (infinitive) “to look” functions as an adverb (of purpose) to “went.” If the students have not yet studied verbals, I would simply accept “went to look” (alternatively) as the finite verb.
3. Expect students to be confused by this clause if they have not yet studied adverbial clauses.
Ex. 3 - Treasure Hunt (and/or Recipe Roster) [Skip?]
Adverbial Subordinate Clauses
Ex. 1.a. From The Secret Garden [Skip?]
1. But just [#1] [Adv. (time) to "asked" before Martha went down-stairs {for the tea-tray}], Mary asked a question (DO). |
2. Do roses quite die [Adv. (time) to "Do die" when they are left (P) {to themselves}]? |
3. [Adv. (time) to "stopped" As she came near the second {of these alcoves}] she stopped skipping (DO) [#2]. |
4. Even [Adv. (concession) to "are" if the roses are dead (PA)], there [#3] are other things (PN) alive [#4]. |
5. But he likes to hear [#5] {about this garden} [Adv. (cause) to "likes" because it is a secret (PN)]. |
6. She found many more (DO) {of the sprouting pale green points} [Adv. (comparison - degree) to "more" than she had ever hoped to find [#6] ]. |
7. Ben stood up and rested one hobnailed boot (DO) {on the top} {of his spade} [Adv. (time) to "stood" and "rested" while he looked Mary (DO) over [#7] ]. |
8. She was glad (PA) [Adv. (cause) to "glad" that there [#3] was grass (PN) {under her feet} ] and [Adv. (cause) to "glad" that her steps made no sounds (DO) ]. |
9. She went {from place} {to place}, and dug and weeded, and enjoyed herself (DO) so immensely [Adv. (result) to "so" that she was led (P) on {from bed} {to bed} and {into the grass} {under the trees}. |
10. She searched about [Adv. (time) to "searched" until she found a rather sharp piece (DO) {of wood} ] [#8] and knelt down and dug and weeded out {the weeds and grass} [Adv. (time) to "weeded" until she made nice little clear places (DO) {around them}]. |
Notes
1. Note that “just” modified the entire “before” clause.
2. “Skipping” is a verbal (a gerund) that functions as the direct object of “stopped.”
3. For an alternative explanation of “there,” see KISS Level 2.1.3 - Expletives (Optional).
4. If students considered “alive” an adverb to “are,” I would not object. “Alive” is one of the relatively rare adjectives that function only as predicate adjectives. The KISS explanation here is that “alive” is a post-positioned adjective after “things,” a reduction of “things *that are* alive.” See KISS Level 5.5 - Post-Positioned Adjectives.
5. “To hear” is a verbal (infinitive) that functions as the direct object of “likes.”
6. “To find” is a verbal (infinitive) that functions as the direct object of “hoped.”
7. Because “looked over” here means “examined,” “over” can be considered part of the verb phrase. Alternatively, it can be seen as an adverb. See KISS Level 2.1.5 - Phrasal Verbs (Preposition? Or Part of the Verb?)
8. I have interpreted this sentence to mean that having found the piece of wood, she stopped searching. Equally valid, however, is to see this clause as extending to the end of the sentence.
Ex. 1.b. Famous (or Interesting) Quotations [Skip?]
1. A lie can travel half way [NuA] {around the world} [Adv. to "can travel" while the truth is just putting on its shoes (DO)]. |
2. [Adv. to "no" If a man empties his purse (DO) {into his head}], no man can take it (DO) away {from him}. | An investment {in knowledge} always pays the best interest (DO). |
3. *You* Be nice (PA) {to people} {on your way up} [#1] [Adv. to "Be" because you meet them (DO) {on your way down}]. |
4. Life is something (PN) {like a trumpet}. | [Adv. to "won't" If you don't put anything (DO) in], you won't get anything (DO) out. |
5. Smartness runs {in my family}. | [Adv. to "was" When I went {to school}] I was so smart (PA) [Adv. to "so" [#2] my teacher was {in my class} {for five years}]. |
Notes
1. Note that “up” is a remnant of the ellipsed “on your way up the ladder of success.” Thus it is a preposition in an ellipsed phrase that modifies “way.”
2. With no “that” here, some students will be confused by this. (Some prescriptive grammarians will probably claim that a “that” should be here, but it is not unusual for this “that” not to appear in published writing.)
Ex. 1.c. Based on The Queen of the Pirate Isle by Bret Harte
1. [Adv. to "were lifted" Before the children could fairly comprehend [DO what had passed]], they were again lifted (P) {into the truck} and began to glide [#1] back {into the tunnel}. |
2. Fortunately, the representation {of a resuscitated person} required such extraordinary acting (DO) [#2] [Adv. to "such" that Mrs. Smith was resuscitated (P) only {for a day}]. |
3. Hickory softly scratched his leg (DO) [Adv. to "scratched" while a broad, bashful smile, [#3] almost closed his small eyes (DO)]. |
4. Indeed, most {of Polly's impersonations} were got rid of [#4] {in this way}, [Adv. to "were got rid of" although it {by no means} prevented their subsequent reappearance (DO)]. |
5. A bland smile broke {on Wan Lee's face}, [Adv. to "broke" as, {to the children's amazement}, he quietly disengaged himself (DO) {from the group} and stepped {before the leader}]. |
6. The famous old lode {of Red Mountain} never would have been found (P) [Adv. to "never" if Polly hadn't tumbled {over the slide} directly {on top} {of the outcrop}]. |
7. Satisfied [ [#5] that no one could observe her (DO)], she softly visited the bedside (DO) {of each} {of her companions}, and administered {from a purely fictitious bottle} spoonfuls (DO) {of invisible medicine}. |
8. Even [#6] [Adv. to "never" when her companions sometimes hesitated {from actual hunger or fatigue} and forgot their guilty part (DO)], she never faltered. |
9. Limited [#7] [Adv. to "limited" as her functions were], Polly performed them (DO) {with inimitable gravity and unquestioned sincerity}. |
10. This was a favourite imaginative situation (PN) {of Polly's} [#8] , but [#9] only indulged (P) [Adv. (Time) to "only" when her companions were asleep], partly [Adv. (Cause) to "only" because she could not trust confederates (DO) {with her more serious fancies}], and partly [Adv. to "only" because (Cause) [#10] they were {at such times} passive (PA) {in her hands}]. |
Notes
1. The verbal (infinitive) “to glide” functions as the direct object of “began.”
2. Because it is modified by adjectives. most grammarians would probably not consider “acting” to be a gerund, but in KISS either explanation (gerund or :”regular” noun) is acceptable.
3. In the text from which these sentences were taken, Harte frequently separates a subject from its verb by a comma. This is not standard practice.
4. “Were got rid of” is idiomatic for “were eliminated.” Thus this verb is in the passive voice.
5. This “that” clause is adverbial because it answers the question “how?” in relation to “Satisfied.” “Satisfied” is a verbal (gerundive) that modifies “she.”
6. Note that “Even” functions as an adverb to the entire following “when” clause.
7. “Limited” can be explained as a gerundive that modifies “them.” Some people may prefer to see an ellipsed “As” in front of it. That would make the following “as” clause adverbial to the ellipsed “As” (which would modify “Limited”).
8. “Polly’s” would normally function as an adjective. Thus, people who want to be more technical can see ellipsis here—“of Polly’s *imaginative situations*.” They may also prefer to see the prepositional phrase as adverbial to “favourite.”
9. This “but” can be seen as joining two compounded verbs. If that seems awkward, it can be seen as joining two main clauses, the second of which is partially ellipsed—“but *it was* only indulged . . . .”
10. You may want to tell students that the two “because” clauses form what is known as a “parallel construction.” Two reasons are given and each is in an adverbial causal clause.
Ex. 1.d. From the Writing of Sixth Graders
1. We were all [#1] inside [Adv. to "were" when dad found a cat (DO)]. |
2. We were happy (PA) [Adv. (cause) to "happy" that we helped the cat (IO) [#2] ]. |
3. I'm glad (PA) [Adv. (cause) to "glad" we got home [NuA] safe [#3] ]. |
4. My friend and I had to be brave (PA) [Adv. to "had to be" when we wrecked his four-wheeler (DO)]. |
5. So just [#4] [Adv. to the "not" in "shouldn't" because a few complaining parents don't like it (DO)], you shouldn't take it (DO) {off the air}. |
6. It was getting dark (PA) [Adv. to "was getting" when they were called (P) in {for supper}]. |
7. The basement was now covered (P) {in flames}, [Adv. (result) to "was covered" so [#5] he dove {through the window} {in his kitchen} and jumped {over a line} {of fire}]. |
8. [Adv. (condition) to "not" If it wasn't {for him and his bravery},] my family might not be alive (PA) today. |
9. As quickly [Adv. to "as" as we could] we ran back {to the camp}, packed everything (DO) up, and left as soon [Adv. to "as" as we could]. |
10. [Adv. (time) to "went" While we were camping] my family went hunting [#6] [Adv. (cause) to "went" because we had no food left [#7]. |
Notes
1. If we consider this “all” as an adverb, it would mean “completely.” Because it does not mean that, it is an adjective that modifies “We.”
2. “Cat” is an indirect object because the direct object of “help” is normally an infinitive—“We helped the cat (IO) survive (DO).”
3. Grammarians will give different explanations of “safe.” In KISS, “safe” could be explained as an adverb, or it can be seen as a predicate adjective in a palimpsest pattern. In the latter case, “got” is written over “were.” See KISS Level 2.1.4 - Palimpsest Patterns.
4. This “just” functions as an adverb to the following adverbial clause.
5. See KISS Level 3.2.2 - “So” and “For” as Conjunctions.
6. “Hunting” is a verbal (gerund) that functions as a Noun Used as an Adverb.” See KISS Level Four - Verbals (Gerunds, Gerundives, & Infinitives).
7. Most students will easily see that “no food left” is the direct object of “had,” but at this point they will not know how to explain it. “Food” can be considered the direct object of “had” and “left” as a verbal (gerundive) that modifies “food.” But at KISS Level 5.8 - Noun Absolutes, some people may prefer to see “food left” as the core of a noun absolute that functions as the direct object of “had.”
Ex. 2 Sentence-Building: Adding Adverbial Clauses [NA Skip?]
Rewriting Adverbial Clauses as Main and Main as Adverbial
Ex. 3.a. Based on Lassie, Come Home, by Eric Knight [NA Skip?]
There are, of course, various ways by which adverbial clauses can be rewritten as main. Thus this key gives only some examples.
A. Rewriting Adverbial Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adverbial subordinate clause into a main clause. (You can do this by creating two main clauses or by creating compound finite verbs in one main clause.)
1. Joe heard her voice trail [#1] away [Adv. [#1] as, silently, he followed his father (DO) and Lassie (DO)]. | [14 w/mc; focus is on "heard" with a logical connection of time ]
Separate Sentences: Joe heard her voice trail away. | Silently, he followed his father and Lassie. | [6.5 w/mc]
Compound Finite Verbs: Joe heard her voice trail away, and silently followed his father and Lassie. | [13 w/mc]
2. [Adv. to "came" When Joe swallowed and started to speak [#2] ], his words came slowly. | [11 w/mc; focus is on "came" with a logical connection of time ]
Separate Sentences: Joe swallowed and started to speak. | His words came slowly. | [5 w/mc]
Compound Finite Verbs: Joe swallowed and started to speak, but [and] his words came slowly. | [11 w/mc]
3. Priscilla watched the dog (DO) [Adv. (time) to "watched" until Hynes came {from the front} {of the kennels}. | [13 w/mc; focus is on "watched" with a logical connection of time ]
Separate Sentences: Priscilla watched the dog. | Then Hynes came from the front of the kennels. | [6.5 w/mc]
4. [Adv. (time) to "dropped" After she launched herself (DO) {out of the pen}], she dropped {to the ground}. | [13 w/mc; focus is on "dropped" with a logical connection of time]
Compound Sentence: She launched herself out of the pen, | and she dropped to the ground. | [6.5 w/mc]
Compound Finite Verbs: She launched herself out of the pen and dropped to the ground. | [12 w/mc]
5. [Adv. (time) to "had heard" When he had wakened once late {at night}], he had heard his parents arguing [#3]. | [14 w/mc; focus is on "had heard" with a logical connection of time ]
Compound Sentence: Once, late at night, he had wakened, | and he had heard his parents arguing. | [7 w/mc]
Compound Finite Verbs: Once, late at night, he had wakened and had heard his parents arguing. | [13 w/mc]
[pic]
B. Rewriting Main Clauses as Adverbial
Directions: Rewrite each sentence by changing a main clause into an adverbial subordinate clause.
1. The Duke and Priscilla were {out of sight}. | Hynes put on his cap (DO) savagely. | [7 w/mc]
[Adv. to "put" When the Duke and Priscilla were out of sight,] Hynes put on his cap savagely. | [15 w/mc] Focus = "put on"; logical connection = time
[Adv. to "put" After the Duke and Priscilla were out of sight,] Hynes put on his cap savagely. | [15 w/mc] Focus = "put on" ; logical connection = time
The Duke and Priscilla were out of sight, [Adv. to "were" before Hynes put on his cap savagely]. | [15 w/mc] Focus = "were" ; logical connection = time
[Adv. to "put" Because the Duke and Priscilla were out of sight,] Hynes put on his cap savagely. | [15 w/mc] Focus = "put on"; logical connection = cause/effect
The Duke and Priscilla were out of sight, [Adv. to "were" so Hynes put on his cap savagely]. | [15 w/mc] Focus = "were" ; logical connection = cause/effect
2. Priscilla looked {down the road}. | She saw the dog going [#4] {at a steady gait}. | [7 w/mc]
[Adv. to "put" When Priscilla looked down the road], she saw the dog going at a steady gait. | [15 w/mc] Focus = "saw" ; logical connection = time
[Adv. to "put" As Priscilla looked down the road], she saw the dog going at a steady gait. | [15 w/mc] Focus = "saw"; logical connection = time
3. It was growing dark (PA). | Lassie came {down the road}. | [4.5 w/mc]
It was growing dark [Adv. to "was growing" as Lassie came down the road]. | [10 w/mc] Focus = "was" ; logical connection = time
Lassie came down the road [Adv. to "came" as it was growing dark]. | [10 w/mc] Focus = "came" ; logical connection = time
4. He sat {for some time}. | Then his eyes saw more plainly {in the evening}. | [7 w/mc]
He sat for some time [Adv. to "sat" before his eyes saw more plainly in the evening], | [14 w/mc] Focus = "sat" ; logical connection = time
He sat for some time [Adv. to "sat" until his eyes saw more plainly in the evening], | [14 w/mc] Focus = "sat" ; logical connection = time (with implications of cause?)
[Adv. to "sat" After he sat for some time,] his eyes saw more plainly in the evening], | [14 w/mc] Focus = "saw" ; logical connection = time
5. Their eyes followed the dog (DO). | The dog trotted near. | [4.5 w/mc]
Their eyes followed the dog [Adv. to "followed" as she trotted near]. | [9 w/mc] Focus = “followed”; logical connection = time
[Adv. to "trotted" While their eyes followed the dog] she trotted near. | [9 w/mc] Focus = “trotted”; logical connection = time
Notes
1. “Voice” is the subject of the infinitive “trail.” The infinitive phrase functions as the direct object of “heard.”
2. The infinitive “to speak” functions as the direct object of “started.”
3. “Parents” can be considered the direct object of “had heard.” This view makes “arguing” a gerundive that modifies “parents.” At KISS Level 5.8, some people will prefer to see “parents arguing” as a noun absolute that functions as the direct object of “had heard.”
4. “Dog” can be described as the direct object of “saw,” and “going” as a gerundive (verbal) that modifies “dog.” When they get to noun absolutes, some students will prefer to explain “dog going” as a noun absolute that functions as the direct object of “saw.” See KISS Level 5.8 Noun Absolutes.
Ex. 3.b. From the Writing of Sixth Graders
A. Rewriting Adverbial Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adverbial subordinate clause into a main clause. (You can do this by creating two main clauses or by creating compound finite verbs in one main clause.)
1. [Adv. to "could not find" When we started to go [#1] back,] we could not find the path (DO). | [12 w/mc; focus is on "could not find" with a logical connection of time]
Compound Main Clauses: We started to go back, | but we could not find the path. | [6 w/mc]
2. It's educational (PA) [Adv. to "is" because it teaches many people (IO) {about life}]. | [9 w/mc; focus is on "is educational" with a logical connection of cause]
Separate Sentences: It's educational. | It teaches many people about life. | [4 w/mc]
Compound Main Clauses: It's educational | -- it teaches many people about life. | [4 w/mc; The dash suggests that the following main clause gives an example of the first.]
Compound Finite Verbs: It's educational and teaches many people about life. | [8 w/mc; In this version, the second finite verb is redundant. (Compound with "and" imply the joining of two different things.)]
3. I'm going to give you (IO) some medicine (DO) to make you sleep [#2] [Adv. to "going to give" since this is your first day (PN) {of therapy}]. | [19 w/mc; focus is on "going to give" with a logical connection of cause]
Separate Sentences: This is your first day of therapy. | I'm going to give you some medicine to make you sleep. | [9 w/mc]
4. Super Market Sweep should come back {on air} [Adv. to "should come" because that was another one (PN) {of our favorite shows}]. | [17 w/mc; focus is on "should come back" with a logical connection of cause]
Separate Sentences: Super Market Sweep should come back on air. | It was another one of our favorite shows. | [8 w/mc]
5. But [Adv. to "smelled" when he stood up], he smelled smoke (DO). | [8 w/mc; focus is on "smelled" with a logical connection of time]
Compound Sentence: But he stood up, | and he smelled smoke. | [4 w/mc]
Compound Finite Verbs: But he stood up and smelled smoke. | [7 w/mc]
[pic]
B. Rewriting Main Clauses as Adverbial
Directions: Rewrite each sentence by changing a main clause into an adverbial subordinate clause.
1. Six months passed. | I was able (PA) to move my arm and shoulder [#3] again. | [6.5 w/mc]
[Adv. to "was" After six months passed], I was able to move my arm and shoulder again. | [14 w/mc] Focus = "was able" ; logical connection = time
Six months passed [Adv. to "passed" before I was able to move my arm and shoulder again]. | [14 w/mc] Focus = "months passed" ; logical connection = time
2. They ate. | Then George did his homework (DO). | [3.5 w/mc]
[Adv. to "did" After they ate], George did his homework. | [7 w/mc] Focus = "George did homework" ; logical connection = time
They ate [Adv. to "ate" before George did his homework]. | [7 w/mc] Focus = "They ate" ; logical connection = time
3. Andy is funny (PA). | He is always doing weird things (DO). | [4.5 w/mc]
Andy is funny [Adv. to "is" because he is always doing weird things]. | [10 w/mc] Focus = "is funny" ; logical connection = cause
Andy, [Adj. to "is" who is always doing weird things], is funny. | [9 w/mc] Focus = "is funny" ; logical connection = identity (of Andy)
4. He thought [DO it was lightning (PN)]. | He heard a big boom (DO). | [5 w/mc]
He thought it was lightning [Adv. to "thought" when he heard a big boom]. | [11 w/mc] Focus = "thought" ; logical connection = time
He thought it was lightning [Adv. to "thought" because he heard a big boom]. | [11 w/mc] Focus = "thought" ; logical connection = cause
He heard a big boom [Adv. to "heard" so he thought it was lightning]. | [11 w/mc] Focus = "heard" ; logical connection = result
5. We couldn't keep the cat (DO). | My dad is allergic (PA). | [4.5 w/mc]
We couldn't keep the cat [Adv. to "couldn't keep" because my dad is allergic]. | [10 w/mc] Focus = "couldn't keep" ; logical connection = cause
My dad is allergic [Adv. to "is" so we couldn't keep the cat]. | [10 w/mc] Focus = "is allergic" ; logical connection = result
Notes
1. The verbal (infinitive) “to go” functions as the direct object of “started.”
2. “You” is the subject of the verbal (infinitive) “sleep.” This infinitive phrase is the direct object of the infinitive “to make.” “To make” functions as an adverb of purpose to “going to give” and/or as an adjective to “medicine.”
3. “Arm” and “shoulder” are direct objects of the verbal (infinitive) “to move.” The infinitive phrase functions as an adverb to the predicate adjective “able.”
The Logic of Adverbial Clauses
Ex. 4. From Lassie, Come Home, by Eric Knight
1. But the Duke only roared louder [Adv. (time) to "roared" when he heard Priscilla's question (DO)]. |
2. Lassie was right [Adv. (place) to "was" where she always is]. |
3. Priscilla pulled the Duke's head (DO) down [Adv. (C/E - purpose) to "pulled" so that she could speak directly {into his ear}]. |
4. The young man said that (DO) {in such an eerie tone} [Adv. (C/E - result) to "such" that they both shuddered]. |
5. {For a long moment} the boy stood [Adv. (place) to "stood" where his fingers could reach {through the mesh} to touch the coolness [#1] {of the dog's nose}]. |
6. Surely then, Joe's father strode, [Adv. (C/E- cause) to "strode" for he knew where (DO) to look [#2] {for his son}]. |
7. [Adv. (C/E - concession) to "cried" Though his brain told him (IO) all these things (DO)], his heart still cried {for Lassie}. |
Contrary to the expected causal relationship: if his brain told him all these things, one would expect these things to stop him from crying.
8. Things were not [Adv. (comparison) to "not" as they used to be]. |
9. And [Adv. (time) to "will have" when she's gone], never another tyke (DO) will I have {in my house}. |
10. Now what (DO) would ye do [Adv. (C/E - condition) to "not" if ye were alone [#3]]? |
Notes
1. “Coolness” is the direct object of the infinitive (verbal) “to touch.” The infinitive phrase functions as an adverb (purpose or result) to “could reach.”
2. The infinitive (verbal) “to look” functions as an adjective to “where.”
3. Alternatively, “alone” can be described as a predicate adjective.
The Logic of Adverbial Clauses (Combining Five Sentences)
Ex. 5. From Lassie, Come Home, by Eric Knight
1. Carefully her nose came nearer and nearer. | Then it touched the freshly killed rabbit (DO). | [7 w/mc]
Carefully her nose came nearer and nearer [Adv. to "came" until it touched the freshly killed rabbit]. | [14 w/mc] Focus = “came” ; logical connection = time
[Adv. to "touched" As her nose carefully came nearer and nearer,] it touched the freshly killed rabbit. | [14 w/mc] Focus = “touched”; logical connection = time
Carefully her nose came nearer and nearer [Adv. to "came" so that it touched the freshly killed rabbit]. | [15 w/mc] Focus = “came”; logical connection = c/e (result)
2. Lassie was moving more slowly now. | The pads {of her feet} were bruised (PA) [#1] and sore (PA). | [7.5 w/mc]
Lassie was moving more slowly now, [Adv. to "was moving" for the pads of her feet were bruised and sore]. | [16 w/mc] Focus = "was moving"; logical connection = c/e See KISS Level 3.2.2 - "So" and "For" as Conjunctions. Although the question needs more study, "for," as opposed to "because" seems to imply "I'm saying this because," whereas "because" implies a direct cause/effect connection between the subordinate clause and what it modifies.
Lassie was moving more slowly now, [Adv. to "was moving" because the pads of her feet were bruised and sore]. | [16 w/mc] Focus = "was moving" ; logical connection = c/e -cause
The pads of her feet were bruised and sore, [Adv. to "were bruised" so Lassie was moving more slowly now ]. | [16 w/mc] Focus = "were bruised"; logical connection = c/e -result
3. The current {of the river} drew her (DO) down, | and she disappeared. | [5.5 w/mc]
[Adv. to "disappeared" When the current of the river drew her down], she disappeared. | [11 w/mc] Focus = "disappeared" ; logical connection = time
[Adv. to "disappeared" Because the current of the river drew her down], she disappeared. | [11 w/mc] Focus = "disappeared" ; logical connection = cause
[Adv. to "disappeared" Where the current of the river drew her down], she disappeared. | [11 w/mc] Focus = "disappeared" ; logical connection = place
The current of the river drew her down, [Adv. to "drew" so that she disappeared]. | [12 w/mc] Focus = "drew" ; logical connection = cause
4. She left the road (DO) behind and set her path (DO) {across meadows and flatlands}. | [13 w/mc]
Because this sentence has a compound finite verb instead of two main clauses, it will puzzle some students at first, but if they think about what is involved, they should be able to solve the puzzle.
[Adv. to "set" After she left the road behind], she set her path across meadows and flatlands. | [14 w/mc] Focus = "set" ; logical connection = time [Also "When" or "As," but "As" has implications of cause]
She left the road behind, [Adv. to "left" as she set her path across meadows and flatlands]. | [14 w/mc] Focus = "left" ; logical connection = "As" has implications of both time and cause [Also "when" but "when" denotes only time]
She left the road behind, [Adv. to "left" because she set her path across meadows and flatlands]. | [14 w/mc] Focus = "left" ; logical connection = cause
5. Now some {of the stiffness} was gone {from her body} | and she managed to go [#2] quite freely {on three legs}. | [10 w/mc]
[Adv. to "managed" When some of the stiffness was gone from her body], she managed to go quite freely on three legs. | [ w/mc] Focus = "managed" ; logical connection = time
[Adv. to "managed" Because some of the stiffness was gone from her body], she managed to go quite freely on three legs. | [ w/mc] Focus = "managed" ; logical connection = cause
Some of the stiffness was gone from her body, [Adv. to "was gone" so she managed to go quite freely on three legs]. | [ w/mc] Focus = "was gone" ; logical connection = result
Notes
1. “Were bruised” could be considered a passive finite verb phrase. “Bruised,” however, could also be considered a gerundive that functions as a predicate adjective because the important point here is the condition of her paws—not what bruised them.
2. The verbal (infinitive) “to go” functions as the direct object of “managed.”
A Passage for Analysis
Ex. 6. From “How the Alphabet Was Made,” by Rudyard Kipling
And {after thousands and thousands and thousands} {of years}, and {after Hieroglyphics and Demotics, and Nilotics, and Cryptics, and Cufics, and Runics, and Dorics, and Ionics, and all sorts} {of other ricks and tricks} ( [ [#1] because the Woons, and the Neguses, and the Akhoonds, and the Repositories {of Tradition} would never leave a good thing (DO) alone [Adv. to "would leave" when they saw it (DO) ]]), the fine old easy, understandable Alphabet —A, B, C, D, E, and the rest [#2] {of ‘em} —got back {into its proper shape} again {for all Best Beloveds} to learn [#3] [Adv. to "to learn" when they are old (PA) enough. ] |
Notes
1. The parentheses make this clause parenthetical, or, in KISS terms, an interjection. Note that the “because” explains why the alphabet, through all those thousands of years, went through all those variations. The clause, in other words, does not syntactically modify (or chunk to) any of the other words in the sentence.
2. These are all appositives to “Alphabet.”
3. This infinitive functions as the core of a phrase. With “all Best Beloveds” as its subject, the phrase functions as the object of the preposition “for.”
Ex. 7. Treasure Hunt (and/or Recipe Roster) [Skip?]
Adjectival Subordinate Clauses
Ex. 1.a. From The Secret Garden, by Frances Hodgson Burnett
1. I am the first person (PN) [Adj. to "person" who has spoken {in here} {for ten years}]. |
2. [Adv. to "turned" After Martha was gone] Mary turned {down the walk} [Adj. to "walk" which led {to the door} {in the shrubbery}]. |
3. Mary made the long voyage (DO) {to England} {under the care} {of an officer's wife}, [Adj. to "wife" who was taking her children (DO) to leave them [#1] {in a boarding-school}. |
4. The road went up and down, | and several times [NuA] the carriage passed {over a little bridge} [Adj. to "bridge" {beneath which} water rushed very fast {with a great deal} {of noise}. |
5. The native servants [Adj. to "servants" she had been used to (P) {in India}] were not {in the least} {like this} (PA). |
6. A very strong boy [Adj. to "boy" I know] will push my carriage (DO). |
7. The time had come [Adj. to "time" when Mary had forgotten to resent Martha's familiar talk [#2] ]. |
8. It's the strangest house (PN) [Adj. to "house" any one ever lived in]. |
9. The few books [Adj. to "books" she had read and liked] had been fairy-story books (PN), | and she had read {of secret gardens} {in some} {of the stories}. |
10. She led him (DO) {round the laurel path} and {to the walk} [Adj. to "walk" where the ivy grew so thickly]. |
Notes
1. “Them” is the direct object of the verbal (infinitive) “to leave.” The infinitive phrase functions as an adverb of purpose.
2. “Talk” is the direct object of the infinitive “to resent.” The infinitive phrase functions as the direct object of “had forgotten.”
Ex. 1.b. Famous (or Interesting) Quotations [Skip?]
1. Victory goes {to the player} [Adj. to "player" who makes the next-to-last mistake (DO)]. |
2. Imagination is the highest kite (PN) [ [#1] one can fly]. |
3. {For every minute} [Adj. to "minute" you are angry (PA)] you lose sixty seconds (DO) {of happiness}. |
4. Experience is the name (PN) [Adj. to "name" everyone gives {to their mistakes}]. |
5. {Among those} [Adj. to "those" whom [#2] I like or admire], I can find no common denominator (DO), | but {among those} [Adj. to "those" whom I love], I can: | all {of them} make me laugh [#3]. |
Notes
1. Some people will see this clause as functioning as an adverb to “highest,” and I would certainly accept that explanation. However, others will see “higher” as chunked to “kite,” and this clause as modifying the modified “kite.”
2. The “whom” functions simultaneously as the subordinating conjunction and as the direct object of “like” and “admire,” and later “love.”
3. “Me” is the subject of the infinitive “laugh,” and the infinitive phrase is the direct object of “make.”
Ex. 1.c. From the Writing of Sixth Graders
1. Here right now I have 400 people (DO) [Adj. to "people" who want that show (DO) back on]. |
2. I have strong feelings (DO) [Adj. to "feelings" that you should keep Boy Meets World (DO) {on the air}]. |
3. He has "Buckwalter {for Supervisor}" signs (DO) [Adj. to "signs" that he puts out {in the front yard}]. |
4. {For example}, the fact [Adj. to "fact" this show has been {in the 95%} {of most popular shows} {for four years}] has been overlooked (P). |
5. Matt is a rich guy (PN) [Adj. to "guy" who lives {in Washington D.C.}] |
6. The place [Adj. to "place" where he gets his paper work (DO)] is the fire hall (PN). |
7. I gave you (IO) three good reasons (DO) [Adj. to "reasons" why you should keep Boy Meets World (DO) {on the air}]. |
8. It's not just kids (PN) [Adj. to "kids" who enjoy the show (DO)]. |
9. Your children need the company (DO) {of their parents} more {than the gift} [#1] [Adj. to "gift" that parents give their children (IO) [#2] ]. |
10. It all started last weekend [NuA] [Adj. to "weekend" when we played Hampton (DO) {on the turf}]. |
Notes
1. Some grammarians see this “than” phrase as an ellipsed subordinate clause—“than *they need* the gift . . . . ” Either explanation is acceptable in KISS.
2. The direct object of “give” is the “that” that also functions as the subordinating conjunction.
Ex. 2. Mid-Branching Adjectival Clauses - Famous (or Interesting) Quotations
1. The man [Adj. to "man" who makes no mistakes (DO)] does not usually make anything (DO). |
2. He [Adj. to "He" that won't be counseled (P) ] can't be helped (P). |
3. The worst boss [Adj. to "boss" anyone can have] is a bad habit (PN). |
4. He [Adj. to "He" that hath no brother (DO)] hath weak legs (DO). |
5. A person [Adj. to "person" who talks {about his inferiors}] hasn't any (DO). |
6. He [Adj. to "He" who laughs last] has not yet heard the bad news (DO). |
7. The hand [Adj. to "hand" that follows intellect (DO)] can achieve. |
8. He [Adj. to "He" who permits himself to be insulted [#1]] deserves the insult (DO). |
9. Nothing [Adj. to "Nothing" that you have not given away] will ever be really yours (PN). |
10. Only [#2] those [Adj. to "those" who dare to fail [#3] greatly] can ever achieve greatly. |
Notes
1. “Himself” is the subject of the passive infinitive “to be insulted.” The infinitive phrase functions as the direct object of “permits.”
2. “Those” is essentially an adjective, but functions here as a pronoun, standing for “those people.” Thus we can still say that “only” is an adverb because it modifies the essential adjective.
3. Alternatively, “dare” can be explained as the finite verb and “to fail” as an infinitive that functions as the direct object of “dare.”
[Ex. 3 Sentence Building: Adding Adjectival Clauses] [Skip?]
Punctuating Adjectival Clauses and Other Modifiers—A Note for Teachers
There is a short essay in the Level 3.1.2 booklet on “Restrictive and Non-Restrictive Modifiers.” Some grammar textbooks devote a lot of time to this question; others do not even mention it. As I note in the short essay, it really does not make sense to teach the restrictive/non-restrictive distinction to students who have not been taught to identify clauses in the first place.
The important aspect of this distinction is that modifiers that are needed to identify the word that they modify are almost never set off by commas. But in more than thirty years of teaching writing to college students, I don’t remember a single student who had any problems with this. You might, therefore, simply use these exercises as additional practice in identifying adjectival clauses. If you do want to have students look at the punctuation, you can have the students use “restrictive” and “non-restrictive” as terms for explanation, but you may simply want to used “needed” and “not needed.” In the current chaos of grammar instruction, no respectable standardized test should ask students to know the terms “restrictive” and “non-restrictive.”
You will probably find that some writers do not set off non-restrictive modifiers. Once we are beyond some basics, punctuation is part of the art of writing. Some writers simply use commas to slow the pace of the text.
If you have the time, you may want to follow these exercises on punctuation with an “Investigating Punctuation” exercises. Have each student select a short passage (75-100 words?) from a text that includes some adjectival clauses. Tell each student to investigate the punctuation in the passage to see how the writer uses (or does not use) commas to set off clauses (and other modifiers), and have each student report to the class.
Ex. 4.a. Punctuating Adjectival Clauses, Based on “Perseus” [Skip?]
1. *You* Know now [DO that the Gods are just (PA), and help him (IO) [Adj. who helps himself (IO) ]]. |
[The “who” clause limits (restricts) those who will be helped.]
2. *You* Come *and* dance {with us} {around the tree} {in the garden} [Adj. to "tree" (or is it to "garden"?) which knows no winter (DO)]. |
[The lack of a comma before “which” restricts the tree (or garden) --there is only one tree in the garden (or one garden) that knows no winter.]
3. And you must ask Atlas's daughters (IO), the Hesperides [#1], [Adj. to "Hesperides" who are young (PA) and foolish (PA) {like yourself}]. |
[The “who” clause is non-restrictive because the identify of the Hesperides is assumed to be known. The clause therefore just adds some sarcastic description.]
4. Oh [Inj], sir [DirA], *you* have pity (DO) {upon a stranger} [#2], [Adj. to "stranger" whom (DO) a cruel doom has driven {to your land} ]. |
[The identity of the stranger is known—he is speaking. The “whom” clause is thus non-restrictive. It simply adds information about himself that the speaker hopes will evoke pity for himself.]
5. *You* Return {to your home}, and do the work (DO) [Adj. to "work" which waits there {for you}]. |
[The “which” clause restricts (identifies) the meaning of “work.”]
6. This deed requires a seven years' journey (DO), [Adj. to "journey" {in which} you cannot repent or turn back nor escape]. |
[Although there is a comma, which (according to the textbooks) makes this a non-restrictive clause, the information in the clause sounds very specific to the journey. The comma here seems optional.]
7. Those [Adj. to "Those" who had nothing (DO) better [#3] ] brought a basket (DO) {of grapes}, or {of game}. |
[The clause is not set off by commas because it identifies who “Those” are.]
8. Atlas became a crag (PN) {of stone}, [Adj. to "crag" and/or "stone" which sleeps {for ever} far {above the clouds}]. |
[The clause is non-restrictive because it describes the crag but does not identify it. There is no identifiable crag or stone that literally sleeps for ever.]
9. You must go {to the southward}, {into the ugly glare} {of the sun}, [Adv. (time) to "must go" till you come {to Atlas the Giant} [#4] , [Adj. to "Atlas the Giant" who holds the heaven (DO) and the earth (DO) apart]]. |
[The “who” clause is non-restrictive because the speaker assumes that the listener already knows who Atlas is. The clause thus gives additional (in this case, almost formulaic) information.]
10. So [#5] you will bring the shield (DO) safely back {to me}, and win {to yourself} renown (DO), and a place (DO) {among the heroes} [Adj. to "heroes" who feast {with the Immortals} {upon the peak} [Adj. to "peak" where no winds blow]]. |
[The “who” clause is restrictive because it identifies exactly which “heroes” are meant. The “where” clause is likewise restrictive because without it the listener would not know which peak is “the” peak.]
Notes
1. “Hesperides” is an appositive to “daughters.” See KISS Level 5.4 - Appositives.
2. The phrase “upon a stranger” can be seen as an adjective to “pity” or as an adverb (where?) to “have.”
3. “Better” is a post-positioned adjective, a reduction of “nothing *that was* better . . . “ See KISS Level 5.5 - Post-Positioned Adjectives.
4. If we want to get more detailed, “Giant” is an appositive to “Atlas.”
5. Depending on what comes before it, this “So” could either an adverb or a coordinating conjunction. See KISS Level 3.2.2 - “So” and “For” as Conjunctions.
Ex. 4.b. From Lassie, Come Home [Skip?]
1. {Behind him} followed the young woman and man [Adj. to "woman" and "man" who had stood {by the bridge}]. |
[The “who” clause clarifies (restricts) which woman and man are meant.]
2. Priscilla, [Adj. to "Priscilla" who was standing still (PA) [#1] {beside the aged evergreens}], saw the dog come [#2] {from the kennel} {to the run}. |
[This “who” clause is non-restrictive because the identity of Priscilla is already known. The clause adds supplemental information.]
3. Joe, [Adj. to "Joe" who sat {on the rug} {beside his father},] watched each turn (DO) {of the brush}. |
[This “who” clause is non-restrictive because the identity of Joe is already known. The clause adds supplemental information.]
4. Lassie lay there and did not turn {toward the people} [Adj. to "people" who stood looking [#3] {at her} ]. |
[The “who” clause clarifies (restricts) which people are meant.]
5. She turned and dashed back -- straight {into the faces} {of the men} [Adj. to "men" who charged {after her}]. |
[The “who” clause clarifies (restricts) which men are meant.]
6. Joe trotted {beside his father}, [Adj. to "father" who walked quickly]. |
[This “who” clause is non-restrictive because the identity of his father is already known. The clause adds supplemental information.]
7. Lassie's head was pointed (P) {in the direction} [Adj. to "direction" that Sam Carraclough and his son had gone the evening [NuA] before [#4] ]. |
[The “that” clause clarifies (restricts) which direction is meant.]
8. But his father, [Adj. to "father" who was walking {beside him} {with his head very high [#5] } and {*with* his gaze [#5] straight ahead}], caught him (DO) {by the shoulder} and shook him (DO). |
[This “who” clause is non-restrictive because the identity of his father is already known. The clause adds supplemental information.]
9. Sam Carraclough, [Adj. to "Sam Carraclough" who saw Priscilla coming [#6] ], lifted his cap (DO) and poked his son (DO) to do [#7] likewise. |
[This “who” clause is non-restrictive because the identity of his Sam Carraclough is already known. The clause adds supplemental information.]
10. There was a hole (PN) {under the fence} [#8] there [Adj. to "hole" that she had found before]. |
[There may have been many holes under the fence, so the “that” clause clarifies (restricts) which hole is meant.]
Notes
1. “Still” (“motionless”) can be explained as a predicate adjective in a palimpsest pattern. See KISS Level 2.1.4 - Palimpsest Patterns. (Alternatively, “still” could be explained as an adverb to “was standing.”)
2. “The dog come” fails the sentence test, so it is a verbal. See KISS Level 2.1.6 - Distinguishing Finite Verbs from Verbals. “Dog” is the subject of the infinitive “come,” and the infinitive phrase functions as the direct object of “saw.”
3. In KISS, “looking” can be explained in three different ways: 1.) as part of the finite verb phrase (in a palimpsest pattern); 2.) as a gerundive that modifies “who”; 3.) as a gerund that functions as a Noun Used as an Adverb.
4. “Before” is a preposition with its object (*this*) ellipsed. The prepositional phrase functions as an adjective to “evening.”
5. “Head . . . high” is an ellipsed noun absolute—“head *being* very high.” The noun absolute functions as the object of the preposition “with.” The same is true for “gaze,” except the ellipsis is “gaze *looking* straight ahead.”
6. “Priscilla” can be explained as the direct object and “coming” as a gerundive that modifies “Priscilla.” But at KISS Level 5.8, many people may prefer to see “Priscilla coming” as a noun absolute that functions as the direct object of “saw.”
7. The verbal (infinitive) “to do” can be explained as an adverb to “poked.” I would not object if someone wanted to see “son” as the subject of the infinitive and the infinitive phrase as the direct object of “poked.” [This explanation more clearly aligns the son as the subject of “to do,” and it strengthens the implication that “poked” means “made.”
8. “Under the fence” can be viewed as an adjective to “hole” and/or as an adverb to “was.”
Rewriting Adjectival Clauses as Main Clauses and Main as Adjectival
Ex. 5.a. From Alice in Wonderland by Lewis Carroll
A. Rewriting Adjectival Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adjectival subordinate clause into a main clause. (You can do this by creating two main clauses or by creating compound finite verbs in one main clause.)
1. The Queen said it (DO) {to the Knave} {of Hearts}, [Adj. to "Knave" who only bowed and smiled {in reply}]. | [16 w/mc; focus is on "said" with a logical connection of identity (non-restrictive)]
Separate Sentences: The Queen said it to the Knave of Hearts. | He only bowed and smiled in reply. | [8 w/mc]
2. Alice found herself (DO) {in a long, low hall}, [Adj. to "hall" which was lit (P) up {by a row} {of lamps} hanging [#1] {from the roof}]. | [21 w/mc; focus is on "found" with a logical connection of identity (non-restrictive)]
Separate Sentences: Alice found herself in a long, low hall. | It was lit up by a row of lamps hanging from the roof. | [10.5 w/mc]
3. The Hatter looked {at the March Hare}, [Adj. to "March Hare" who had followed him (DO) {into the court}]. | [14 w/mc; focus is on "looked" with a logical connection of identity (non-restrictive)]
Separate Sentences: The Hatter looked at the March Hare. | The Hare had followed him into the court. | [7.5 w/mc]
4. Her face brightened up {at the thought} [Adj. to "thought" that she was now the right size [NuA] {for going [#2] } {through the little door} {into that lovely garden}]. | [24 w/mc; focus is on "brightened" with a logical connection of identity (restrictive)]
Compound Main Clauses: Her face brightened up at the thought | -- she was now the right size for going through the little door into that lovely garden. | [11.5 w/mc] This one may be difficult for some students. It depends on the students seeing that the dash (or a colon) can be used to make the second clause main as an amplification of "thought."
5. Five, [Adj. to "Five" who had been anxiously looking {across the garden},] called out, "The Queen! The Queen!" (DO) | [15 w/mc; focus is on "called out" with a logical connection of identity (non-restrictive)]
Separate Sentences: Five had been anxiously looking across the garden. | He called out, "The Queen! The Queen!" | [7.5 w/mc]
Compound Finite Verbs: Five had been anxiously looking across the garden and called out, "The Queen! The Queen!" | [15 w/mc]
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B. Rewriting Main Clauses as Adjectival
Directions: Rewrite each sentence by changing a main clause into an adjectival subordinate clause.
1. Soon her eye fell {on a little glass box}. | It was lying {under the table}. | [7.5 w/mc]
Soon her eye fell on a little glass box [that was lying under the table]. | [15 w/mc; Main Idea (Focus) = "eye fell"; Logic = Restrictive -- specifies which box]
2. "We, indeed! [Inj]" (DO) cried the Mouse. | He was trembling down {to the end} {of its tail}. | [7.5 w/mc]
"We, indeed!" cried the Mouse, [who was trembling down to the end of its tail]. | [15 w/mc; Main Idea (Focus) = "cried"; Logic = non-restrictive -- adds additional details about the mouse]
3. All [Adj. to "all" she could see] was an immense length (PN) {of neck}. | It seemed to rise [#3] {like a stalk} {out of a sea} {of green leaves} [Adj. to "leaves" that lay far {below her}]. | [14.5 w/mc]
All she could see was an immense length of neck, [which seemed to rise like a stalk out of a sea of green leaves that lay far below her]. | [29 w/mc; Main Idea (Focus) = "could see"; Logic = non-restrictive -- adds additional details about the neck]
4. She was walking {by the White Rabbit}. | The Rabbit was peeping anxiously {into her face}. | [7.5 w/mc]
She was walking by the White Rabbit, [who was peeping anxiously into her face]. | [14 w/mc; Main Idea (Focus) = "was walking"; Logic = non-restrictive -- adds additional details about the White Rabbit]
5. She came {upon a neat little house}. | {On its door} was a bright brass plate. | [7.5 w/mc]
She came upon a neat little house, [on the door of which was a bright brass plate]. | [17 w/mc; Main Idea (Focus) = "came"; Logic = non-restrictive -- adds additional details about the house]
Notes
1. “Hanging” is a gerundive that modifies “lamps.”
2. The gerund “going” functions as the object of the preposition.
3. The verb “seem” would probably raise many discussions among grammarians. (It is rarely, if ever, discussed in textbooks.) The easiest explanation here, and probably the best, is to consider “seemed to rise” as the finite verb phrase. Some people may prefer to explain “to rise” as an infinitive that functions as a direct object of “seemed”; others may see it as an adverb to “seemed.” This becomes a tangled discussion of terms.
Ex. 5.b. Based on “Perseus” [Skip?]
A. Rewriting Adjectival Clauses as Main Clauses
Directions: Rewrite each sentence by changing an adjectival subordinate clause into a main clause. (You can do this by creating two main clauses or by creating compound finite verbs in one main clause.)
1. And Proetus and his Cyclopes built {around Tiryns} great walls (DO) {of unhewn stone}, [Adj. to "walls" which are standing {to this day}]. | [19 w/mc; focus is on "built" with a logical connection of identity (non-restrictive)]
Separate Sentences: And Proetus and his Cyclopes built around Tiryns great walls of unhewn stone. | They are standing to this day. | [9.5 w/mc]
2. And {over her shoulder}, {above her long blue robes}, hung a goat-skin, [Adj. to "goat-skin" which bore up a mighty shield (DO) {of brass}, polished [#1] {like a mirror}. | [24 w/mc; focus is on "hung" with a logical connection of identity (non-restrictive)]
Separate Sentences: And over her shoulder, above her long blue robes, hung a goat-skin. | It bore up a mighty shield of brass, polished like a mirror. | [12 w/mc]
3. Then the fisherman, [Adj. to "fisherman" who took Danae (DO) {by the hand}], lifted her (DO) {out of the chest}. | [15 w/mc; focus is on "lifted" with a logical connection of identity (non-restrictive)]
Compound Main Clauses: Then the fisherman took Danae by the hand, and he lifted her out of the chest. | [7.5 w/mc]
Compound Finite Verbs: Then the fisherman took Danae by the hand, and lifted her out of the chest. | [15 w/mc]
4. The blood-drops fell {to the earth} {from the Gorgon's head}, and became poisonous asps (PN) and adders (PN), [Adj. to "asps" and "adders" which breed {in the desert} {to this day}]. | [24 w/mc; focus is on "fell" and "became" with a logical connection of identity (non-restrictive)]
Separate Sentences: The blood-drops fell to the earth from the Gorgon's head, and became poisonous asps and adders. | They breed in the desert to this day. | [12 w/mc]
Compound Finite Verbs: The blood-drops fell to the earth from the Gorgon's head, became poisonous asps and adders, and breed in the desert to this day. | [23 w/mc]
5. [Adv. (condition) to "must die" If your heart fails you (DO)], you must die {in the Unshapen Land}, [Adj. to "Unshapen Land" where no man will ever find your bones (DO)]. | [20 w/mc; focus is on "must die" with a logical connection of identity (non-restrictive)]
Separate Sentences: If your heart fails you, you must die in the Unshapen Land. | There no man will ever find your bones. | [10 w/mc]
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B. Rewriting Main Clauses as Adjectival
Directions: Rewrite each sentence by changing a main clause into an adjectival subordinate clause.
1. Proetus went {across the seas}, and brought home [NuA] a foreign princess (DO) {for his wife}, and foreign warriors (DO) to help him [#2]. | [20 w/mc]
Proetus, [who went across the seas], brought home a foreign princess for his wife, and foreign warriors to help him. | [20 w/mc; focus is on "brought" with a logical connection of identity (non-restrictive)]
2. Then the Immortals took pity (DO) {on them both [#3] }, and changed them (DO) {into two fair sea-birds}. | [15 w/mc]
Then the Immortals, [who took pity on them both], changed them into two fair sea-birds. | [15 w/mc; focus is on "changed" with a logical connection of identity (non-restrictive)]
Then the Immortals, [who changed them into two fair sea-birds], took pity on them both. | [15 w/mc; focus is on "took pity" with a logical connection of identity (non-restrictive)]
3. Perseus saw {before him} a mighty mountain-wall (DO). | It was all rose-red (PA) {in the setting sun}. | [7.5 w/mc]
Perseus saw before him a mighty mountain-wall, [which was all rose-red in the setting sun]. | [15 w/mc; focus is on "saw" with a logical connection of identity (non-restrictive)]
4. Who is this young stranger (PN)? | He stands {like a wild bull} {in his pride}. | [7 w/mc]
Who is this young stranger [who stands like a wild bull in his pride]? | [14 w/mc; focus is on "is" with a logical connection of identity (restrictive)]
5. The poor mother could not sleep, but watched and wept, | and she sang {to her baby}. | [8 w/mc]
The poor mother, [who could not sleep, but watched and wept,] sang to her baby. | [15 w/mc; focus is on "sang" with a logical connection of identity (non-restrictive)]
The poor mother, [who sang to her baby,] could not sleep, but watched and wept. | [15 w/mc; focus is on "could not sleep," "watched," and "wept" with a logical connection of identity (non-restrictive)]
Notes
1. “Polished” is a verbal (gerundive) that modifies “brass.”
2. “Him” is the indirect object of the verbal (infinitive) “to help.” This is a good example of the ambiguity involved in compounding. Does the infinitive phrase function as an adverb to “brought,” as an adjective to “warriors,” and/or as an adjective to “wife.” It is not precisely clear, in other words, if this sentence means that he brought home a wife to help him.
3. “Both” is an appositive to “them.”
A Passage for Analysis
Ex. 6. The Opening of Chapter 15 from Heidi by Johanna Spyri
The kind doctor [Adj. to "doctor" who had sent Heidi (DO) home [NuA] {to her beloved mountains}] was approaching the Sesemann residence (DO) {on a sunny day} {in September}. | Everything {about him} was bright (PA) and cheerful (PA), | but the doctor did not even raise his eyes (DO) {from the pavement} {to the blue sky above [#1]} . | His face was sad (PA) | [#2] and his hair had turned very gray (PA) {since spring}. | A few months [NuA] ago the doctor had lost his only daughter (DO), [Adj. to "daughter" who had lived {with him} {since his wife's early death}]. | The blooming girl had been his only joy (PN), | and [Adv. (time) to "was bowed down" since she had gone {from him}] [#3] the ever-cheerful doctor was bowed (P) down {with grief}. |
[Adv. (time) to "bowed" When Sebastian opened the door (DO) {to the physician}] [#3] he bowed very low, [Adv. (cause) to "bowed" for the doctor made friends (DO) [Adv. (place) to "made" wherever he went]]. |
Notes
1. “This “above” can be considered as either inside or outside the prepositional phrase. KISS analyzes it as an instance of ellipsis that means “to the blue sky *which was* above *him*.”
2. Note that the two main clauses are joined by “and” without a preceding comma.
3. Contrary to the rules in some grammar books, in this sentence, and the following one, an initial adverbial clause is not set off by a comma.
Ex. 7 - Treasure Hunt (and/or Recipe Roster) [Skip?]
Other Noun Clauses
Ex. 1.a. Mixed Noun Clauses from Heidi by Johanna Spyri
1. [Subj. of "was" "Does Heidi look well, Brigida [DirA]?"] was a frequent question (PN), [Adj. to "question" which always got a reassuring answer (DO)]. |
2. Heidi's only comfort was [PN that her coming [#1] brought such happiness (DO) {to the old woman}]. |
3. "How happy (PA) I am to be able to thank you [#2] {for [OP what [#3] you have done] }, uncle [DirA] !" |
4. [Subj. of "was" What [#4] you asked for] was not very good (PA) {for you} just now. |
5. Only [Adv. to "did become" when Heidi was sitting {in the train}] did she become conscious (PA) {of [OP where she was going] }. |
6. That is [PN why she thinks {of such absurd things}]. |
7. Her only fear was [PN that the poor blind grandmother might have died [Adv. to "might have died" while she was away]]. |
8. Her father told her (IO) {of [OP what had happened] } and {*of* [OP how the doctor had ordered Heidi (DO) back {to her home}, [Adv. to "had ordered" because her condition was serious (PA) and might get worse (PA)]] }. |
9. [Subj. of "seemed" Whatever (DO) Heidi read] always seemed real (PA) {to her}. |
10. The strange thing was, [PN that none {of the servants} dared to go [#5] anywhere alone and always found an excuse (DO) to ask each other's company [#6] ]. |
Notes
1. “Coming” is a gerund.
2. “You” is the direct object of the verbal (infinitive) “to thank.” That infinitive phrase functions as an adverb to the adjective “able.” “Able: is a predicate adjective after the infinitive “to be.” The “to be” phrase functions as an adverb to “happy.” The following “for” phrase functions as an adverb to “thank.”
3. “What” functions as both a subordinating conjunction and the direct object of “have done.”
4. “What” functions as both a subordinating conjunction and either as the object of the preposition (if you explain “for” as such), or as the direct object if you consider “asked for” a phrasal verb that equals “requested.”
5. The verbal (infinitive) “to go” functions as the direct object of “dared.”
6. “Company” is the direct object of the infinitive “to ask.” The infinitive phrase functions as an adverb to “found” or as an adjective to “excuse,” or both, depending on how you want to look at it.
Ex. 1.b. Mixed Noun Clauses from Lassie, Come Home by Eric Knight
1. [Subj. What [#1] she was attempting] was almost {in the realm} {of the impossible}. |
2. For the Duke had one firm belief (DO): | which [#2] was [PN that the world was going, [ [#3] as he phrased it (DO)], {"to pot."}] |
3. And somehow, Joe could feel the importance (DO) {of [OP what [#4] his father was trying to show him [#5] ] }. |
4. And that's [PN what I mean {by clinging [#6] {to [OP what ye've got ] } ]. |
5. The first [Adj. to "The first" that the men {about the fire} knew {of the dog's return}] was [PN [#7] when a furry shape came {across the patch} {of light} {from the fire} {like a thunderbolt}]. |
6. You were very fine (PA) | -- and that's [PN what I should have said {in the first place}]. |
7. {At first}, he found himself unable to realize [#8] [DO that [Subj. what his senses told him (IO)] could be true (PA)]. |
8. They were dressed (P) alike, {in rough homespun tweed}, {except [OP that the younger one wore a peaked cap (DO) ] and [OP the other *wore* a great woolen tam-o'shanter (DO)] }. |
9. Now [#9] [Subj. what can't be helped (P) {in this life}] must be endured (P), Joe [DirA] lad [#10]. |
10. It seemed [Adv. to "seemed" that they were {in [OP what the newspapers called "the stricken areas" (DO) -- sections [#11] {of the country} [Adj. to "sections" {from which} all industry had gone]] } ]. |
Notes
1. This “What” functions simultaneously as subordinating conjunction and as the direct object of “was attempting.”
2. This colon and “which” bring us into the highly debated territory of the witch in “which.” Some grammarians insist that “which” is a subordinating conjunction, but many accomplished writers use it as the equivalent of “this.” (See KISS Level 3.2.4 - “Tag” and Other Questions about Clauses.) This leaves KISS users with the option of considering this “which” clause as a separate main clause, or as a subordinate clause that functions as an appositive to “belief.”
3. Most textbooks would probably consider this “as” clause as an adverb to “was going.” Note, however, it does not explain the “was going,” as much as it does the language being used in the sentence. Thus it is metacommentary, and in that sense, an interjection. I would accept either explanation.
4. This “what” functions simultaneously as subordinating conjunction and as the direct object of the infinitive “to show.” (This, or similar explanations apply to other sentences in this exercise.)
5. “Him” is the indirect object of the infinitive “to show.” The infinitive phrase functions as the direct object of “was trying.”
6. “Clinging” is a verbal (gerund) that functions as the object of the preposition “by.”
7. If viewing this “when” clause as a predicate noun seems strange, note that “The first” means “The first time.” That time is equal to the time described in the “when” clause.
8. The infinitive “to realize” functions as an adverb to the adjective “unable.” “Unable” can be explained in at least two ways. We could view it as the predicate adjective in an ellipsed infinitive construction (“himself *to be* unable”). That would make “himself the subject of the ellipsed infinitive and the infinitive phrase the direct object of “found.” The other alternative is to see “unable” as the predicate adjective in a noun absolute construction (“himself *being* unable”). This would make the noun absolute the direct object of “found.”
9. Alternatively, and probably preferably, this “now” can be described as an interjection.
10. “Lad” can be explained either as another instance of direct address, or as an appositive to “Joe.”
11. “Sections” is an appositive to “the stricken areas.”
Ex. 2. Based on Black Beauty, by Anna Sewell
Note that in these sentences “what” functions simultaneously as the subordinating conjunction and either the subject or the complement within its clause. Students who have not yet studied subordinate clauses will often consider just the “what” as the object of the preposition.
1. I could not understand much (DO) {of [OP what (DO) they said] }. |
2. I was very much excited (P) {by [OP what had happened] }. |
3. {From [OP what (DO) I see {of this horse}] }, [Inj. I should say], that is his case (PN). |
Note how the “From” phrase modifies “is,” whereas the “of this horse” phrase modifies “what.” Alternatively, we can explain “I should say” as the main clause with the rest of the sentence as the direct object of “should say.” From that perspective, the “From” phrase can be seen as modifying either the “is” or the “should say.” (For more on this see Level 3.2.3 - Interjection? Or Direct Object?)
4. Will you give evidence (DO) {of [OP what (DO) you saw] }? |
5. [Adv. to "need not be" If the gentry would think {of [OP what (DO) they want] }, and order their meat (DO) the day [NuA] before ], there need not be this blow up (PN)! |
Most grammar textbooks do not deal with words like “before” here. It clearly modifies “day,” and I would not argue with a student who claimed that it functions as an adverb modifying the adverbial function of the noun “day.” Alternatively, however, it can be explained as a preposition in an ellipsed phrase (the day before the day they need it) or as a subordinate conjunction in an ellipsed adjectival subordinate clause (the day before they need it.)
6. [Adv. to "can go" If they can't walk so far] they can go {to [OP what is nearer (PA)] }. |
Ex. 3. Noun Clauses as Subjects -- Famous (or Interesting) Quotations
1. [Subj. of "loses" Whoso neglects learning (DO) [#1] {in his youth},] loses the past (DO) and is dead (PA) {for the future}. |
2. [Subj. of "will hurt" What [#2] you don't know] will always hurt you (DO). |
3. [Subj. of "is" What [#2] the world really needs] is more love (DO) and less paper work (DO). |
4. I'm a skilled professional actor (PN). | [Subj. of "is" Whether or not [#3] I've any talent (DO)] is {beside the point}. |
Notes
1. Whether or not “learning” is a gerund here depends on whether one interprets it to mean the activity itself, or the result of that activity.
2. Because they rarely discuss sentences such as these, it is difficult to know how the writers of various grammar textbooks would explain this “What.” The most likely explanation is that it functions simply as a subordinating conjunction, but note that it also functions as the direct object of “don’t know” in # 2, and “needs” in # 3.
3. Coordinating conjunctions normally combined “like” grammatical constructions, but here we have a subordinating conjunction combined with an adverb because we reduce the full clause constructions—“Whether I have any talent or whether I do not have any talent. . . .” Thus the “or” can be seen as joining two subordinate clauses.
Ex. 4. Noun Clauses as Predicate Nouns -- From Lassie, Come Home
1. And that was [PN why Lassie meant so much {to them}]. |
2. She knew [DO that was [PN what her grandfather wanted her to say [#1] ]]. |
3. All [Adj. to "all" she knew] was [PN that it gave her (IO) protection (DO) and warmth (DO)]. |
4. That was [PN where she would go]. |
5. That's [PN what I mean]. |
6. "Now the thing is, [PN what shall we do {aboot this dog}?]" |
7. "And so the moral is, Donnell [DirA], [PN as long [Adv. to "as" as ye're {on this job},] *you* never trust a bloomin' dog (DO)]." |
8. It was [PN what she wanted]. |
9. "It's just [PN that thy father won't lie]." |
10. That's [PN what made her come [#2] home [NuA] all that way [NuA]]. |
Notes
1. “Her” is the subject of the infinitive (verbal) “to say.” The infinitive phrase functions as the direct object of “wanted.”
2. “Her” is the subject of the infinitive “come.” The infinitive phrase functions as the direct object of “made.”
Ex. 5 - Treasure Hunt (and/or Recipe Roster) [Skip?]
KISS Level 3.1.3 -- Embedded Subordinate Clauses
Notes for Teachers
Technically, any subordinate clause is embedded in a main clause. But students do not have much of a problem seeing the structure of a subordinate clause within a main clause. They do, however, have problems untangling subordinate clauses that are embedded in subordinate clauses that are embedded in subordinate clauses. The exercises in this KISS Level are, therefore, simply aimed at helping students untangle these levels of embedding.
Because it is a classic and an excellent example of embedded subordinate clauses (twelve deep), the last sentence of “The House That Jack Built” is the first exercise in each of the KISS Level 3.1.3 sections. Exercises two through six are just that. Most students will need practice at untangling heavily embedded clauses. Exercise seven insures that every grade-level will have at least one exercise based on a complete passage. The “suppose you say that I said that she said” play in 78-word passage from Kipling’s “The Beginning of the Armadilloes” makes it another humorous, but challenging exercise with third and fourth level embeddings of subordinate clauses.
Suggested Directions for Analytical Exercises
[Note that these are identical to the directions for Level 3.1.2]
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.
4. Place a vertical line after each main clause.
For review, add:
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct address (“DirA”).
Probable Time Required
If you have been taking the slow learning curve apporach to clauses [See Level 3.1.2], you'll probably want to do three or four exercises from this section. Ideally, at this point in your work with KISS, your students should be spending most of their time with KISS on logic and style exercises and on analyzing selections from their own reading and writing.
Ex. 1. The Last Sentence of “The House That Jack Built”
This is the Farmer (PN) [Adj. to "Farmer" who sowed the corn (DO)
[Adj. to "corn" That fed the Cock (DO) [Adj. to "cock" that crowed {in the morn},]
[Adj. to "cock" That waked the Priest (DO) all shaven [#1] and shorn, [#1]
[Adj. to "priest" That married the Man (DO) all tattered [#1] and torn, [#1]
[Adj. to "man" That kissed the Maiden (DO) all forlorn, [#1]
[Adj. to "maiden" That milked the Cow (DO) {with the crumpled horn},
[Adj. to "cow" That tossed the Dog (DO),
[Adj. to "dog" That worried the Cat (DO),
[Adj. to "cat" That killed the Rat (DO),
[Adj. to "rat" That ate the Malt (DO),
[Adj. to "malt" That lay {in the house} [Adj. to "house" that Jack built]]]]]]]]]]]].|
Notes
One could easily argue that the “That waked the priest” clause modifies the “that” in the “that crowed in the morn” clause. (It was the crowing that probably waked the priest.) Doing so would mean that there would be no bracket after “morn,” and that there would be an additional one at the end, making an thirteen. (As a teacher, I would accept either response, asking, of course, for the student’s reasons.
1. “Shaven,” “shorn,” “tattered,” and “torn” can all be explained as gerundives to the words they modify. “Forlorn” is a post-positioned adjective to “maiden.”
Ex. 2.a. From “How Brave Walter Hunted Wolves”
1. {In the pretty house}, [Adj. to "house" which has white window-frames (DO), a neat porch (DO) and clean steps (DO), [Adj. to "steps" which are always strewn (P) {with finely-cut juniper leaves}]], Walter's parents live. |
2. [Adv. to "crept" When Walter beat his drum (DO)], Caro crept out, | and [Adv. to "ran" when Walter ran away], Caro ran {after him}, [Adv. to "ran" as he so often does [Adv. to "does" when Walter wants to romp and play [#1] ]]. |
3. I only asked [Adv. to "asked" so that I should know [DO if I should take Jonas (DO) {with me}]]. |
4. He went only so near [Adv. to "so" that he could see the ram’s blood (DO) [Adj. to "blood" which coloured the grass red [#2] ], and some tufts (DO) {of wool} [Adj. to "tufts"/"wool" which [#3] the wolves had torn {from the back} {of the poor animal}]]. |
5. Dear Walter [DirA], *you* remember [DO that it is only cowards (PN) [Adj. to "cowards" who boast]]; | [#4] a really brave man never talks {of his bravery}. |
6. I only want someone (DO) [Adj. to "someone" who will see [DO how I strike the wolf (DO)] and [DO how the dust flies {out of his skin}]]. |
7. He took {with him} his drum (DO), [Adj. to "drum" which had holes (DO) {in one end} {since the time} [Adj. to "time" he had climbed up {on it} to reach a cluster [#5] {of rowan berries}]], and his tin sabre (DO), [Adj. to "sabre" which was a little [NuA] broken [#6] , [Adv. to "was broken" because he had {with incredible courage} fought his way [#7] {through a whole unfriendly army} {of gooseberry bushes}]]. |
Notes
1. The infinitives “to romp” and “play” function as direct objects of “wants.”
2. “Red” is a predicate adjective after an ellipsed infinitive (“to be”); “grass” is the subject of that infinitive, and the infinitive phrase is the direct object of “coloured.”
3. This “which” functions simultaneously as the subordinating conjunction and the direct object of “had torn.”
4. This is a sentence pattern that is rarely, if ever, discussed in grammar textbooks. Because of the semicolon, KISS considers this a main clause break, but clearly the clause that follows is also a direct object of “remember.”
5. “Cluster” is the direct object of the infinitive “to reach.” The infinitive phrase functions as an adverb to “had climbed.”
6. Grammarians will disagree here. Some will consider “broken” to be part of a finite passive verb phrase, whereas others will explain “broken” as a predicate adjective.
7. Some people will see “way” as answering the question “Fought what?” and thus consider it to be the direct object of “fought”; others will see it as answering the question “Fought where?” and thus consider it to be a noun used as an adverb.
Ex. 2.b. From the Writing of Sixth Graders
1. The letter stated [DO that [Adv. to "would watch" when their family had any problems (DO) {with growing [#1] up}], they would watch 7th Heaven (DO)]. |
2. But his mom said [DO he couldn't go back {into the house} [ [#2] because it was up {in flames} (PA) ]]. |
3. I would bet [DO that [Adv. (condition) to "would understand" if you sat {through one episode} {of Pokémon}], you would understand [DO what [#3] I am talking about]]. |
4. The hunt went so well [Adv. (result) to "so" that every shot [Adj. to "shot" my dad took] was a kill (PN)] and [Adv. (result) to "so" we had kept going [Adv. to "had kept going" until we had one bullet (DO) left [#4] ]]. |
5. I like "Smart Guy" (DO) so much [Adv. (result) to "so" that every time [NuA] [Adj. to "time" I get {out of school}], I run home [NuA] to watch it [#5] ]. |
6. She wouldn't let us take the stray cat [#6] {into the house} [Adv. to "wouldn't let" because she didn't know [DO if it had rabies (DO) or something (DO)]]. |
7. Her doctor had told her (IO) [DO that the cancer [Adj. to "cancer" she had] was treatable (PA) {with a special kind} {of therapy}]. |
8. The bear growled and growled [Adv. to "growled" till Mike realized [DO he had food (DO) [Adj. to "food" the bear wanted]]]. |
9. She was so terrified (P) to jump [#7] {off the high dive} [Adv. (result) to "so" that she did not go {on it} {until the last day} [Adj. to "day" the pool was open (PA) ]]. |
10. The reason [Adj. to "reason" why I said [DO Golden Girls and Full House should stay {on the air}]] was [PN because [#8] they said [DO) that they were going to take Golden Girls (DO) and Full House (DO) {off the air}]]. |
Notes
1. The verbal (gerund) “growing” functions as the object of the preposition “with.”
2. Note that this “because” clause could, with equal justification, be viewed as modifying “said.” From this perspective, it is not embedded in the “couldn’t go” clause.
3. This “what” functions as both subordinating conjunction and the object of the preposition “about.”
4. At KISS Level Four, “left” can be explained as a verbal (gerundive) that modifies “bullet.” At KISS Level 5.8 - Noun Absolutes, some people will prefer to see “bullet left” as a noun absolute that functions as the direct object of “had.”
5. “It” is the direct object of the verbal (infinitive) “to watch.” The infinitive phrase functions as an adverb (of purpose) to “run.”
6. “Cat” is the direct object, and “us” is the subject of the verbal (infinitive) “take.” The infinitive phrase functions as the direct object of “wouldn’t let.”
7. The verbal (infinitive) “to jump” functions as an adverb (of manner) to “was terrified.” (Alternatively, “terrified” can be explained as a verbal (gerundive) that functions as a predicate adjective.)
8. This sentence brings up the supposed prohibition against “The reason is because.” Although I myself would have used “that” instead of “because” here, I still have trouble justifying the prohibition. There seems, for example, to be no similar injunction against “the time when . . .” or “the place where.” And even though there is a major difference in that the “because” is a predicate noun clause after a “to be” verb, many people use “The reason is (was) because” and no one misunderstands them. In other words, the prohibition appears to be a usage question that is minor in comparison to other problems many people have with grammar.
Ex. 2.c. From Heidi by Johanna Spyri
1. Deta shook hands (DO) {with her companion} and stood still (PA) [#1] [Adv. to "stood" while Barbara approached the tiny, dark-brown mountain hut (DO), [Adj. to "hut" which lay {in a hollow} a few steps [#2] away {from the path}]]. |
2. I prophesy [DO that you will learn it (DO) {in a very short time}, [Adv. to "will learn" as a great many other children do [Adj. to "children" that are {like you} and not {like Peter} [#3] ]]]. |
3. The people {in the village} called {to her} (IO) now more [Adv. to "more" than they had {on her way up} ], [Adv. to "more" because they all were wondering [DO where she had left the child (DO)]]. |
4. Clara was looking forward {to this visit}, and told Heidi (IO) so much (DO) {about her dear grandmama} [Adv. to "so" that Heidi also began to call [#4] her (DO) {by that name}, {to Miss Rottenmeier's disapproval}, [Adj. to "Miss Rottenmeier" who thought [DO that the child was not entitled (P) {to this intimacy}]]]. |
5. "I can bring the kittens (DO) {to your house}, [Adv. (condition) to "can bring" if you tell me (IO) [DO where you live,"]] [ [#5] said Heidi's new friend, [Adv. to "said" while he caressed the old cat (DO), [Adj. to "cat" who had lived {with him} many years [NuA] ]]]. |
6. Autumn and winter had passed, | and Heidi knew [DO that the time was coming [Adj. to "time" when Peter would go {up the Alp} {with his goats}, [Adv. to "would go" where [#6] the flowers were glistening {in the sunshine}] and [Adv. to "would go" *where* the mountains were all afire (PA) ]]]. |
Notes
1. “Still” can be explained as a predicate adjective in a palimpsest pattern with “stood” written over “was.” (See KISS Level 2.1.4 - Palimpsest Patterns.) Alternatively, it can be explained as an adverb to “stood.”
2. “Steps” is a Noun Used as an Adverb, but there is ambiguity in what it modifies—the hut or the hollow. If it modifies “hut,” it is adverbial to “lay.” If it modifies “hollow,” it is in an ellipsed adjectival clause—“a hollow *which was* a few steps away.” Thus it modifies the “was” in the ellipsed clause, and the clause modifies “hollow.”
3. Alternatively, the two “like” phrases can be described as predicate adjectives.
4. Alternatively, “to call” can be explained as an infinitive that functions as the direct object of “began.”
5. KISS explains this clause as an interjection. For an explanation and alternative, see KISS Level 3.2.3 - Interjection? Or Direct Object?]
6. Note how the two “where” clauses seem to modify a place “up the Alp.” If a student suggested that they modify that prepositional phrase (as adjectives), I would praise the student for good thinking.
Ex. 2.d. Based on “Perseus” by Charles Kingsley [Skip?]
1. Then he told them (IO) [DO how the prophecy had declared [DO that he should kill his grandfather (DO)], and all the story (DO) {of his life}]. |
2. For you must go eastward and eastward ever, {over the doleful Lybian shore}, [Adj. to "shore" which Poseidon gave {to Father Zeus}, [Adv. to "gave" when he burst open [#1] the Bosphorus (DO) and the Hellespont (DO), and drowned the fair Lectonian land (DO) ]]. |
3. {Over the sands} he went, | -- he never knew how far (DO) or how long (DO) [#2], feeding [#3] {on the fruit} [Adj. to "fruit" which the Nymphs had given him (IO)], [Adv. to "feeding" till [#4] he saw the hills (DO) {of the Psylli}, and the Dwarfs (DO) [Adj. to "Dwarfs" who fought {with cranes}]]. |
4. Then Perseus lowered his hand (DO); | and Polydectes, [Adj. to "Polydectes" who had been trembling all this while [NuA] {like a coward}, [Adv. to "had been trembling" because he knew [DO that he was {in the wrong}]]], let Perseus and his mother pass [#5]. |
5. She stood and looked {at him} {with her clear gray eyes}; | and Perseus saw [DO that her eye-lids never moved, nor her eyeballs, but looked straight {through and through him}, and {into his very heart}, [Adv. to "looked" as if she could see all the secrets (DO) {of his soul}, and knew all (DO) [Adj. to "all" that he had ever thought or longed for {since the day} [Adj. to "day" that he was born (P) ]]]]. |
6. But [Adv. to "forgot" after Perseus was gone] they forgot Zeus (DO) and Athene (DO), and worshipped again Atergatis (DO) the queen [#6], and the undying fish (DO) {of the sacred lake}, [Adj. to "lake" where Deucalion's deluge was swallowed (P) up, | and they burnt their children (DO) {before the Fire King}, [Adv. to "burnt" till Zeus was angry (PA) {with that foolish people}, and brought a strange nation (DO) {against them} {out of Egypt}, [Adj. to "nation" who fought {against them} and wasted them (DO) utterly, and dwelt {in their cities} {for many a hundred years}]]. |
Notes
1. The easiest way to explain this “open” is simply to consider it to be an adverb. For those who prefer a more technical explanation, it can be explained as a predicate adjective in an ellipsed infinitive phrase—“burst the Bosphorus and the Hellespont *to be* open.” This makes “Bosphorus” and “Hellespont” subjects of the ellipsed infinitive and the infinitive phrase the direct object of “burst.”
2. Grammarians will probably have a number of explanations of the separate words in “how far” and “how long,” but such discussion will probably bore students.
3. “Feeding” is a gerundive that modifies “he.”
4. Although this “till” clause can be seen as modifying “feeding,” is clearly also crosses the main-clause boundary and goes back to “went.”
5. “Perseus” and “mother” are subjects of the verbal (infinitive) “pass.” The infinitive phrase functions as the direct object of “let.”
6. “Queen” is an appositive to “Atergatis.” (See KISS Level 5.4 - Appositives.) [It is not clear from the text, but the following “fish,” which I have marked as a direct object, may be another appositive to “Atergatis.”]
Ex. 2.e. From The Secret Garden [Skip?]
1. [Adv. to "found" When she went {into the room} [Adj. to "room" which had been made (P) {into a nursery} {for her}]], Mary found [DO that it was rather {like the one} (PA) [Adj. to "one" she had slept in]]. |
2. They thought [DO Mary was not listening] [Adv. to "thought" [#1] because she was standing a little [NuA] apart {from them} {at the window} {of the private hotel} [Adj. to "hotel" they had gone to]]. |
3. The door opened {into an enormous hall}, [Adj. to "hall" which was so dimly lighted (P) [Adv. to "so" that the faces {in the portraits} {on the walls} and the figures {in the suits} {of armor} made Mary feel [#2] [DO that she did not want to look [#3] {at them}]]]. |
4. [Adv. to "would have broken" If she had been an affectionate child (PN), [Adj. to "child" who had been used (PA) {to being loved [#4] }]], she would have broken her heart (DO), | but [Adv. to "was" even though she was "Mistress Mary Quite Contrary" (PN)] she was desolate (PA), | and the bright-breasted little bird brought a look (DO) {into her sour little face} [Adj. to "look" which was almost a smile (PN)]. |
5. Mary's mother had not wanted a little girl (DO) {at all}, | and [Adv. to "handed over" when Mary was born (P) ] she handed her (DO) over {to the care} {of an Ayah}, [Adj. to "Ayah" who was made (P) to understand [#5] [DO that [Adv. to "must keep" if she wished to please the Mem Sahib [#6] ] she must keep the child (DO) {out of sight} as much as possible [#7] ]]. |
6. She wondered [DO if she should ever see Mr. Archibald Craven (DO) ], | but she knew [DO that [Adv. to "should not like" if she did] [#8] she should not like him (DO)], and [DO he would not like her (DO)], and [DO that she should only stand and stare {at him} and say nothing (DO), [Adv. to "should stand and stare" though she should be wanting dreadfully to ask him [#9] [DO why he had done such a queer thing (DO) ]]]. |
7. All [Adj. to "all" she thought {about the key}] was [PN that [Adv. to "could open" if it was the key (PN) {to the closed garden}], and [Adv. to "could open" *if* she could find out [DO where the door was]], she could perhaps open it (DO) and see [DO what was {inside the walls}], and [DO what had happened {to the old rose-trees}]]. |
Notes
1. Alternatively, this “because” clause can be seen as modifying “not” in “was not listening.”
2. “Mary” is the subject of the verbal (infinitive) “feel.” The infinitive phrase is the direct object of “made.” I have marked the following clause as a direct object, but some people may see it as answering the question :”feel how?” rather than “feel what?” Thus they would see it as adverbial.
3. The verbal (infinitive) “to look” functions as the direct object of “did not want.”
4. “Loved,” like the preceding “used,” is a verbal (gerundive) that functions as a predicate adjective. “Being” is a verbal (gerund) that functions as the object of the preposition “to.”
5. The verbal (infinitive) “to understand” functions as a retained direct object after the passive “was made.” (The active voice version would be “They made the Ayah understand that . . . .”) See KISS Level 5.7 - Passive Voice and Retained Complements.
6. “Mem Sahib” is the direct object of the verbal (infinitive) “to please.” The infinitive phrase functions as the direct object of “wished.”
7. “As possible” is an ellipsed subordinate clause—“as *it would be *possible* to keep him out of sight.” The clause is adverbial to the preceding “as.”
8. Although this “if” clause is in the first direct object of “knew,” it carries across “and” (twice) to apply to all three of the clauses that function as direct objects of “knew.”
9. “Him” is the indirect object of the infinitive “to ask.” The infinitive phrase functions as the direct object of “should be wanting.”
Passages for Analysis
Ex. 3.a. From Chapter One of Blue Willow, by Doris Gates [Skip?]
This selection was made and submitted by a member of Ambleside Online.
Reminder: This selection includes several constructions that will probably confuse primary school children. Keep their attention focused on what they can understand.
{At that very instant} there [#1] had come {over her} the distinct feeling [Adj. to "feeling" that something fine [#2] had happened]. | Not just the feeling [#3] [Adj. to "feeling" she always had [ [#4] when looking {at the willow plate}]] [Adj. to "feeling" that something fine [#2] was about to happen [#5]. | This time [NuA] it actually had. | Lupe had said [DO she hoped [DO they would stay]]! | It was the first time (PN) [Adj. to "time" anyone had ever said that (DO) {to Janey}. | A new warmth was encircling her heart (DO), the kind [#6] {of warmth} [Adj. to "kind" that comes there only [#7] [Adv. to "comes" when one has found a friend (DO)]]. | She stood perfectly still to let the full joy {of the discovery} travel [#8] all [#9] {through her}. |
Notes
1. Little words cause the biggest problems. Traditional grammarians would probably consider this “there” as an expletive, and “feeling” as the subject. Within KISS, expletives are an optional concept - you can use the concept, or skip it. If we skip it, we can consider “there” as an adverb, which in this case is the simplest approach, or we can consider the “there” the subject, an “feeling” as a predicate noun in a palimpsest pattern with “had come” written over “was.”
2. Although I doubt that students will have any problem seeing that “fine” functions as an adjective to “something,” KISS ultimately describes it as a post-positioned adjective, a reduction of “something *that was* fine.”
3. This is a fragment, but a perfectly acceptable one. It is very clear that this “feeling” repeats, and thus modifies, the “feeling” stated in the previous sentence. We could, if we wished, explain this “feeling” as a predicate noun in an ellipsed main clause “*It was* not just the feeling....”
4. This is a semi-reduced clause, reduced from “when *she was* looking....” It functions as an adverb to “had.”
5. This “about” is rarely, if ever discussed in grammar textbooks. Within KISS, it can be described as a preposition. The verbal (infinitive) “to happen” functions as the object of the preposition, and the prepositional phrase functions as an adverb to “was.”
6. “Kind” is an appositive to the previous “:warmth.”
7. Note that this “only” modifies, and thus chunks to, the following adverbial clause.
8. “Travel” is a verbal (infinitive). Its subject is “joy.” This infinitive phrase functions as the direct object of the verbal (infinitive) “to let.” The entire “to let” phrase functions as an adverb to “still” and or “stood.”
9. This “all” functions as an adverb to the following prepositional phrase.
Ex. 3.b. From “The Beginning of the Armadilloes” by Rudyard Kipling
“Well [Inj], *you* suppose [DO of "suppose" you say [DO of "say" that I said [DO of "said" that she said something (DO) quite different [#4],]]] | [#1] I don’t see [DO of "don't see" that it makes any difference (DO)]; [#2] [Adv. to "don't see" because [Adv. to " is" if she said [DO of "she said" what (DO of "said") you said [DO of "you said" I said [DO of "I said" she said,]]]] it’s just the same (PN) [Adv. to "is", or Adv. to "same" as if I said [DO of "I said" what (DO of "said") she said [DO of "she said" she said.]]]] | {On the other hand}, [Adv. to "can't help" if you think [DO of "think" she said [DO of "she said" that you were to uncoil me [#5] {with a scoop}, {instead of pawing me [#6]} {into drops} {with a shell},]]] I can’t help that (DO)], [ [#3] can I?]” |
Notes
This passage presents the words of the Tortoise, who is purposefully trying to confuse the Painted Jaguar.
1. Note the comma-splice.
2. Normally in KISS Grammar, a semicolon between clauses denotes the end of a main clause, but if we mark it that way here, the following “because” clause is a fragment.
3. Linguists call these “tag questions.” Since they are fairly easy to recognize, you can teach that to students and hope that they will care and remember, or you can Keep It Simple, and consider them as interjections.
4. This is a post-positioned adjective, a reduction of “something *that was* quite different.”
5. “Me” is the direct object of the infinitive “to uncoil.” The infinitive is a retained direct object after an ellipsed passive verb—“you were *directed* to uncoil me.”
6. “Me” is the direct object of “pawing” which is a gerund that functions as the object of the preposition “instead of.”
Appendix
In addition to explaining the codes and colors used in the analysis keys, this key is also called “The KISS Grammar Toolbox.” It presents, in very brief form, all the essential concepts that students will need to learn in order to explain, and thus intelligently discuss, how any word, in any English sentence, functions within that sentence.
The KISS Grammar Toolbox
With the exception of passive voice (which is required to understand retained complements), this list includes all the concepts and constructions that students need in order to explain the function of any word in any sentence. In effect, it is the KISS Toolbox. The following colors and codes are used throughout the analysis keys in the KISS Workbooks.
Two KISS Concepts
Compounding – Coordinating Conjunctions
Whereas most grammar texts explain compounding in multiple places (compound subjects; compound verbs, compound clauses, etc.) KISS treats compounding as a concept. Any identical parts of speech (such as adjective and adjective) or any construction can be compounded, usually by using "and," "or," or "but"). Once students can be expected to identify the constructions that are being joined, the conjunctions are coded orange.
Ellipsis – The Omission of Understood Words
The analysis keys indicate words that are ellipsed by placing them between asterisks – *You* close the door.
KISS Levels One and Two
Subjects and finite verbs are underlined, with subjects colored green and finite verbs blue. (Html does not allow for double underlining of finite verbs.) Complements are in brown and labeled: PN (Predicate Noun); PA (Predicate Adjective); IO (Indirect Object); and DO (Direct Object). A (P) after a finite verb indicates that it is in passive voice.
Adjectives and Adverbs are not always identified, but when they are, adjectives are in green and adverbs in blue. In some of the upper level keys, adjectives and adverbs are identified simply by being in smaller type to show how much of the text students can already be expected to analyze. Sometimes they are not colored because the result is a confusion of colors. Likewise, once students have some experience identifying prepositional phrases, I do not usually ask them to draw arrows from simply adjectives and adverbs to the words they modify. Doing so often results in a confusion of lines on the students' papers.
Prepositional Phrases are identified {by braces}. The words in adjectival phrases are in green; adverbial; phrases are in blue because we are more interested in the functions of phrases than in the functions of individual words. Embedded phrases and the phrases they are embedded in are underlined when the directions specifically call for identifying the embeddings.
KISS Level Three
Subordinate clauses are identified (P) {by red brackets}. The function {of the clause} follows the opening bracket (DO). Subordinate conjunctions [Adj. to "conjunctions" that have no other function (DO)] are {in bold red}. A vertical line "|" identifies the end (DO) {of each main clause}. |
KISS Level Four
The functions of verbals (gerunds, gerundives, and infinitives) are explained in notes.
KISS Level Five
All these constructions are identified by bracketed, superscript links that lead to the basic instructional material about them.
Expletives (It and There) [Exp]
Noun Used as an Adverb [NuA]
Interjection [Inj]
Direct Address [DirA]
Appositive [App]
Delayed Subject [DS]
Post-Positioned Adjective [PPA]
Retained Complements [RDO], [RPN], [RPA]
Noun Absolute [NAbs]
If additional explanation is needed, links are included in notes at the bottom of the page.
Using the KISS Analysis Keys
Originally, there were analysis keys for each KISS level for each KISS exercise. They used a lot of paper so they have been replaced by one key, a key in which every word in every sentence is explained. My assumption is that parents and teachers will usually know which words students should be expected to explain. In many cases, the keys include notes about this. But this can be confusing for teachers who are not themselves comfortable with KISS terminology. Consider a couple of examples.
An exercise in KISS Level 1.5 (Adding Prepositional Phrases) includes the sentence:
The corn which had been sowed in the field over the field-mouse's home grew up high into the air, and made a thick forest for the poor little girl, who was only an inch high.
The first thing we should note is that this is a very sophisticated sentence for a grammar textbook. The directions for this exercise are:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
In the analysis key, you will find it analyzed as:
The corn [Adj. to "corn" which had been sowed (P) {in the field} {over the field-mouse's home}] grew up high {into the air}, and made a thick forest (DO) {for the poor little girl}, [Adj. to "girl" who was only an inch [NuA] high (PA).] |
Based on the directions, you should expect the students to analyze the following:
The corn which had been sowed {in the field} {over the field-mouse's home} grew up high {into the air}, and made a thick forest (DO) {for the poor little girl}, who was only an inch high (PA).
In other words, you can ignore the rest of the analysis. It is there as information for parents and teachers who want to know how to analyze every word. You are, of course, always welcome to ask questions on the KISS Grammar List or the Yahoo Grammar Group about sentences in exercises (or any other sentences).
Creating Directions for Your Students
The directions for KISS analytical exercises are in the Master Books for each level and also in the exercises in the workbooks. Don’t forget, however, that you can adapt these directions to suit the needs of your own students. The only things I would suggest is that once students get to prepositional phrases, the following basic sequence should usually be used. (Numbers 3 and 4, of course, would be added in KISS Level 3.)
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function.
4. Place a vertical line after each main clause.
Because students will already have the sentences to be analyzed one paper in front of them, they will not have to copy sentences, etc. It therefore should take them very little time to do these four things, and these four mark out the major parts of most sentences.
Directions for KISS Punctuation Exercises
Punctuation exercises are very easy for anyone to create. Simply select a short text, remove all the punctuation marks, change capital letters to lower case, and give the students the text with the following directions:
|Directions: The punctuation and capitalization in the following text was lost. Please fix it (right on this page). |
These exercises will be most effective if they are followed by a class discussion of various changes that students made, particularly if the students are also shown the punctuation in the original passage.
Directions for Sentence-Combining Exercises
The following directions are standard for KISS sentence-combining exercises. I give them here so that you can use them to create your own exercises without confusing students by changing directions that they may be accustomed to. These are, I should note, the directions that were used for the "Aluminum" passage created by Roy O'Donnell.
|Read the passage all the way through. You will notice that the sentences are short and choppy. Study the passage, and |
|then rewrite it in a better way. You may combine sentences, change the order of words, and omit words that are repeated |
|too many times. But try not to leave out any of the information. |
Directions for De-Combining Exercises
|Many of the sentences in the following selection are long and complex. Rewrite the passage, breaking each sentence into |
|as many shorter sentences as you can. Then consider the stylistic differences between the original and your rewritten |
|version. |
Although textbooks tend to focus on combining exercises, de-combining may be as or more important than combining exercises. Developmental psychologists such as Piaget and Vygotsky claimed that reversibility -- the ability to undo a mental operation -- is a sign of cognitive mastery. More specifically in terms of syntactic maturity, de-combining exercises can help students see the relationships between ellipsed and reduced forms (such as verbals) and the simpler "underlying" sentences. Finally, decombining exercises give students a somewhat different perspective on style since they will find some sentences very difficult to decombine.
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