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Back to GrefStartyfor the CHARTrm
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. . . Copyright
Terry Gibson, Updated July 2007, STILL UNDER RECONSTRUCTION
Grefs4, Cumulative REFERENCES
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Please Note: By request, Grefs 4 and 8E
need your opinion of this course to be complete.
The three paragraphs are called "assignment 5"
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Three Choices
GREFS are the grammar references presented
as self-instruction in eight units
AND in Allpoetry Classes:
TWO-TROPHY COURSE
if all five assignments of eight levels are attempted
(Choices exist)
ONE-TROPHY COURSE
if half the
assignments of eight levels are attempted
.*Points given for A's until my own are all gone. DeeCrepit*
Please submit answers by e-mail to Terry or Charlynn
with thanks to Charlynn for continuing to help !
for full feedback (See end)
Did you download the link to the Student Record to keep track?
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(Quick-Clicks) Main Menu
Here is a part of the MASTER MENU that will match the AP Class.
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| A4 . .Commas
in long sentences, Punctuating |
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Punctuating sentence
fragments in conversation, omissions "understood" Assignment
A4a or A4b |
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| B4 . .Paragraphing,
Fragments in fast conversation. |
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Paragraphing sentence fragments in fast conversation.
Use of phrases and clauses -- Parsing complex sentences.
. . . . . . . . . ..Choose
from Assignment B4a or B4b |
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| C4 . .Phrases
in Sentence structure, APOSTROPHES |
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Sentence structure with modifying phrases
Proofreading for punctuating errors -- Assignment C4a |
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| D4 . .Active
world of verbs, "Disappearing Subjunctive" |
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The active world of verbs and verb phrases
Remnants "disappearing Subjunctive,"
. . . . . . . . . . . ..Choose
from Assignment D4a D4b D4c |
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| E4 . .Graphic
Sentence Analysis: commands, questions |
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Graphic Sentence Analysis: what makes commands and questions tick with verb phrases Assignment E4a |
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This unit is being considerably changed.
First Intermediate level
Grammar-References
Starting to claw back the Age of Literacy
You think I jest? Forsooth!
with Updated USAGE
Practical English Usage by Michael Swan, published by Oxford,.... ...
The 1995 text that serves as reference is recent but will be replaced
\within the next few years as we get more and more muddled.
-----------------------------------A4
Important MEMO
Do not forget PART 5
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A4 All About
Punctuating
Commas in long sentences,
Punctuating sentence fragments in INDENTED conversation,
omissions "understood"
Assignment A4a, A4b
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| Commas in long sentences-- |
organise thought. Consider the selections below.. TT
The first has no commas. The second includes them.
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Their placement is more common-sense than rules, and
fewer are possible, but the second example shows how .
useful they are. . . . . . . . . . . . . . . . . . . . . . . . . . .
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Without.commas
Others had heard the bang too and a curious neighbour had
phoned in a gunshot report. The police had heard often from this woman multiple calls over the past couple of years
things that turned out either easily explained by the activities of kids cutting loose or else of no consequence.
Each new call from
her was less credible than the one before so it was no wonder that this time the eyeballs rose to the ceiling and
nothing was done.
With.commas.
Others had heard the bang too, and a curious neighbour had
phoned in a gunshot report. The police had heard often from this woman, multiple calls over the past couple
of years, things that turned
out either easily explained by the activities of kids cutting loose, or else of no consequence. Each new
call from her was less credible than the one before, so it was no wonder that this time the eyeballs rose to the ceiling, and nothing was done. BOx |
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| How to avoid repeating "he said," |
....In this selection, we see a writers' device
used by playwrights and novelists to move the action, called "business," small character-revealing acts,
like Rolly's pipe:
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in: He took out his pipe checked if it still had enough in it, and ritualistically lit
it before he said in a puff of smoke, "I don't miss...
".
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...."Business" makes it unnecessary
to identify a speaker by name. The same selection ends with another example:
". . .Rolly drew on his
pipe and opened the shed door,
ready to take out the lawn mower.
....Business reduces "he said, she
said" repetition.
....In published novels, we seldom see all
the synonyms for said, exclaimed, muttered, declared, implored, reminded... In fact,
if 'said' does its job and disappears, that's great! (Yet the Grade 5 curriculum had the kids finding every synonym
of "said" known to man! ) |
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INDENTED conversation:
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Punctuating sentence fragments
with omissions "understood"
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EXAMPLE A4
Pretend you cannot see the "----- " It indents.
Later, it will be the same colour as the background.
-----Newly retired Rolly Menard who had arrived at his dock, greeted his
wife Jeanne as he pulled his canoe up on shore. "Got a beauty," he said, "but the season isn't open
yet."
-----"So you tossed it back."
-----"Of course."
-----She smiled. "Phantom fish are fast to fillet." She knew he would enjoy the alliteration.
-----Rolly grinned, looking forward to the poem she had written in his absence. He knew he could count on her to
raise his spirits. Too bad he was mistaken.Ox
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REVIEW A4 above:
Study this selection.
458, 2--Swan (From Week 2) A new paragraph when there is:
[1.] Change of speaker, point of view.
[2.] Change of topic, time or place
[3.] Review the punctuation in this dialogue (dialog in US)
THINK: (no need to write.)
In sentence 2: Note commas and the space after each, no capital
when the spoken words start again.
What do you think the "beauty" is? Should it be told?
(It is a big fish in spawning season, not allowed to be kept. Would it be pedantic, to explain and lose the thread?)
In sentences 3 and 4, do we need to be told who speaks?
Sentence 5 is a way to avoid he said-she said repetition. It ends with a "hook" to foreshadow what may
happen later. In sentence 2:
Note commas and the space after each, no
capital when the spoken words start again.
. . . Indented paragraphs (like in published novels) have no blank lines
between paragraphs. Software
can make it hard to indent, collapsing the space.
With HTML,we would color those 3 to 5 dots ( ..... ) to match the background, and paste them to indent and disappear.
(Here we will pretend they do.) but for publication, plain text or Word would not have these problems..
AGAIN, a new paragraph if:
[1.] Change of speaker, point of view.
[2.] Change of topic, time or place
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. . . . ... . . . . . . . ... . . . assiA4a
.Assignment
A4a
. Please COPY / PASTE, punctuate and add capitals.
To save your time, the paragraphs are provided.
Note, if it doesn't fit, it may be spoken.
"Use quotation marks," she said.
This continues the story of Rolly and his wife Jeanne.
. . .together they climbed the hill to the house grass is getting long
. . .ill cut it ya know I worked a lot of long years for the privilege of cutting my grass before noon on a workday
. . .and you don't miss working even a little bit
. . .he took out his pipe checked it still had enough in it and ritualistically lit it before he said in a puff
of smoke I don't miss the shipping department but kind of wonder about the new guy who replaced me
. . .why is that
. . .another thoughtful puff of smoke I don't know why but I have a funny feeling about him
. . .you weren't the one who hired him
. . .no
. . .do you have a reason to say that
. . .rolly drew on his pipe and opened the shed door ready to take out the lawn mower his look told it all
End of A4a
.Assignment A4b
Proofreading and Use
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1. Commas in long sentences:
In the paragraph '. . .he
took out his pipe--' how many commas
were needed before the end of the sentence?
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2. Punctuating sentence fragments:
(A sentence fragment
lacks either a subject or verb, or both.
Hint, you'll find one in Example A4 ) In this selection above,
find, copy two, and punctuate.
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3. INDENTED conversation, with omissions "understood"
Hint, "understood" you'll find one in Example A4: "Got a beauty,"
he said, "but the season isn't open yet." ( When we know it was a fish it would be boring to tell the
obvious. )
Change the selection below either into a telephone conversation,
OR
into conversation between the police officers after the phone call, and punctuating correctly.
Others had heard the bang too,
and a curious neighbour had
phoned in a gunshot report. The police had heard often from this woman, multiple calls over the past couple of years, things that turned out either easily explained by the activities of kids cutting loose, or else of no consequence. Each new
call from her was less credible than the one before, so it was no wonder that this time the eyeballs rose to the ceiling, and nothing was
done.
End of A4b
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iB4
B4 All About
Paragraphing
Sentence Fragments in fast conversation.
Punctuating sentence fragments
Use of phrases and clauses
[Assignment A4a, Two choices?]
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FOR ASSIGNMENT B4
Paragraphing with sentence fragments in fast
conversation. Phrases and subordinate clauses
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Let's take a look at this sentence
"Ok, it has been less than three months, and you remember how loyal Sandra was, and how
she really needed the job."
. . . . A while ago, if you have been reading these
messages, we had a bit about the run-on sentence,
where such a monster was described as three or more principal clauses
joined by "and." At first glance the example above seems to be one of those.
Did it escape the proof-reading eye?
Listing the principal clauses we have:
"Ok, it has been less than three months,
/ and / you remember how loyal
Sandra was,"
So far, a normal compound sentence, right?
Yes.
Two principal clauses joined by "and."
To be a run-on sentence it needs one more. It already has two principal clauses joined by "and" (holding
breath)
let's look at:
. . . . "how she
really needed the job."
Principal clause?
No, a subordinate adjective clause, modifying Sandra.
The three-part sentence is long, with two commas,
made acceptable because that is how people speak.
If we had only:
"You remember how loyal Sandra was,"
and "how she really needed the job."
With a principal and a subordinate clause joined
by "and" what we have is called a complex
sentence.
Put it all together and you'll never guess what it is called.
Wait for it...
A compound
complex sentence!
Theoretically, so long as it has at least one
principal clause, it can have almost any number of subordinate
adverb and adjective and noun clauses
and still be an acceptable compound complex sentence.
Unless your name is Charles Dickens, I wouldn't go there.
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in: Below, you are introduced to a writers' device
used by playwrights and novelists to move the action, called "business," small
character-revealing acts, like Rolly's pipe:
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in: He took out his pipe checked if it still had enough in it, and ritualistically lit it before he said
in a puff of smoke, "I don't miss... ".
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...."Business" makes it unnecessary to identify a speaker by name, and the same selection ends with another example:
. . .Rolly drew on his pipe and opened the
shed door, ready to take out the lawn mower. "...
....Business reduces "he said, she
said" repetition.
....In published novels, we seldom see all
the synonyms for said, exclaimed, muttered, declared, implored, reminded... In fact,
if 'said' does its job and disappears, that's great!
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Remember the earlier clue for finding where the speaker changes? There is a period or
other end-of-sentence punctuation and two sets
of " quotation marks, followed
by a capital letter that starts the next sentence.
Your next move is to decide who says it.
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Assignment B4a
.PARAGRAPHING.
. . . . Sentence Fragments in fast
conversation.
Use Punctuation has been included to save time.
COPY / PASTE, use ( . . . ) as space holders, and please edit into indented paragraphs
with Rolly and Jeanne. Add who said it if unclear, not "understood." It has to make sense.
"I don't know. Ok, it has been less than three months, and you remember how loyal Sandra was, and how she
really needed the job." "So?" "She's gone. No one knows where. Gone." The lawn mower was
ready to go but moving nowhere. Rolly knocked out his pipe on the cement walk, and put it empty, into his pocket
as Jeanne watched the unconscious habit. "Maybe he insulted her? Overweight and all?" Jeanne knew something
strange was still coming. "He has a new clerk, all long nineteen-year-old legs and pouty lips, and eyes that
could etch glass." "Don't tell me. All glamour, attitude?" "Worse. Up to something. Frankly
I am concerned about Sandra." When the mower sprang into life, grass took the punishment of his thoughts.
Two choices B4a and B4b. (Choose one or both. )
A simple sentence has one principal clause.
A compound sentence has two principal clauses joined by a
conjunction like AND, OR, or BUT
A complex sentence has one principal clause and
one modifying subordinate adjective or adverb clause.
Assignment B4b
There are seven sentence fragments above
because that is how we speak.
Using a phrase and subordinate clause
in each, invent what was not written,
and change any five of them
into good complex sentences.
----1.
----2.
----3.
----4.
----5.
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C4
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C4Proofreading
Apostrophes
Proofreading and correcting apostrophes
and punctuating errors
-- Assignment C4a
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RULES FOR APOSTROPHES
All apostrophes in these sentences are correctly used.
Consider what each one does.
CONTRACTIONS ( SHORT FORMS )
1. I'm sure it's done,
but I'll check if he'd agree.
All replace missing letters from: am, is, will, would.
2. Don't bother them when they're reading!
Words: do not, they are.
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OWNERSHIP (SINGULAR)
3. Mary's car may have lost its back light.
Mary's (Mary owns it) its:
Pronoun possessives never have apostrophes.
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OWNERSHIP ( PLURAL means more than
one. )
4. The leader put the boys' coats
into the car.
Where the plural ends in s, the apostrophe follows it.
Plurals like children that do not end in S, use 's :
children's toys.
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REGULAR PLURALS HAVE NO APOSTROPHES
5. Dogs, cats, and birds are good pets.
6. EXCEPTIONS HAVE APOSTROPHES
. . . . How many A's did he get?
. . . . 7's and 13's have superstitions.
7. NAMES OF CLUBS OR TEAMS THAT
END IN 'S'
. . . . have NO apostrophe.
. . . . Lions Club, Dodgers game.
.BOx
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USE THESE REFERENCES
WHILE DOING THE ASSIGNMENT
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. . .Sentence structure
with modifying phrases,
scrambled word order, dubious apostrophes, and all manner of typos make
this a minefield.
Proof- reading becomes easier with practice,
but check and be safe!
. . . What we say and what we write are quite different, as the proof-reading
assignment C4 would certainly testify. In the assignment (in random order) are many kinds of mistakes.
FINE-TUNING Apostrophes
Grefs 1 and 2 contain much about their use REVIEW
possessives use apostrophes: (dog's,
many dogs' food, and assorted exceptions such as plural names) Never in pronouns!
Never in pronouns! Never in pronouns! Not EVER!
(What are pronouns? I, it, you, he, she, we, they, them, my, your,
yours, its, his, her, hers, our,
ours, their, theirs.)
Whose hat is that? It is mine:
(belongs to me.)
Ownership has a different word, no apostrophe!
Who's there means Who is there ?
Apostrophes replace single letters. Probably dropped while speaking long
ago, they entered the grammar as changes. Interesting to see when they first appeared in serious writing.
(also, while in the past, 'mine eyes' 'thine' is archaic, avoid unless
the whole poem is set in the historical middle ages..)
negatives, like isn't,
shouldn't, and didn't. Does not becomes doesn't. Can not is can't, could not is couldn't,
Must not is mustn't. Will not becomes won't. Shall not is shan't.
contractions, like I am, (I'm) you are (you're) he is (he's) they are (they're) we are (we're) simply
replace letters.
They had is they'd as in "They'd better go."
I will is I'll, he will, he'll, we will, we'll and you will, you'll
Most have no contraction:
Verbs with more than one syllable, also come, go, know all that do not
serve as auxiliary verbs in verb phrases.
(If you
know of exceptions, please let us know!)
Other words with 'is' use an apostrophe. (That's that is,
When's the meeting? when is, Why's he here? why is,
Who's on first? who is, What's? what is, There's, there is.)
Watch for sound-alikes
What does it mean? Proofreading
does not always contain things we expect. #7 is like that.
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. . . . ... . . . . . . . ... . . AssiC4a
.Assignment
C4a
. . . . ... . . . . . . . .PROOFREADING:
Find every typo and error
. . . . . . . . . . . . . . . . .(Caution: some things may be correct,
)
COPY / PASTE
and MAKE NECESSARY CHANGES
1. A good nights sleep is to die for.
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2. Thats saying quite a bit im really interested
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3. With all the bee's and flys, its good we were inside.
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4. Cant play loud music while your sleeping.
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5. He should of won his powers at it's peak
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6. Who's work did you comment on?
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7. Tell them you wont except the collect call or anything there giving.
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8. Get me a ticket to a Maple Leaf's game!
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9. Those dog's arent about to get outta my garden!
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10. Thats not fair, your's is better then mine.
24 errors, marked out of 20.
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D4
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D4.Active world of verbs,
"Disappearing Subjunctive"
The active world of verbs and verb phrases
Remnants of the "disappearing Subjunctive,"
. . . . . . . . . . . . . . . . . . . . . . . . . . Assignment D4a
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Subjunctive Mood
. . and Possible
doubt |
....Swan calls it the "disappearing Subjunctive" where
remnants of a very expressive verb form are all that remain in common use.
....That is not to say it
is wrong to use it, far
from it. It simply means that its day of popular use is gone. Readers unfamiliar
with spelling changes from the Indicative verb forms we use all the time may not recognize the meaning; in fact
think they are spelling mistakes.
....And there you see how
innocent ignorance drives changes
in our language. We do, after all, prefer to be understood.
....Its name, the Subjunctive Mood, gives an insight
to the much wider use it had in more contemplative times, unrestricted, available for all manner of dubious situations
that human emotions are prone Often
starting with "if
only" it is the wish for unlikely results, the yearning to see someone,
"If only he were here..." More
subtle than a stated need, in fiction it has the strength of its secrecy.
A use of the subjunctive common today is quite rightly in prayer, and
in related statements, "May God be with you" and "Allah be praised,"
as examples.
Other uses? Pattern: if it
were so (but it isn't) (normally it was)
If they came we would fight. Indicative would be, "they come."
Also the occasional piece of advice: "I wouldn't go there if I were you!" (but I am not.)
More would follow if time allowed. (but it does not) (time allows)
"To thine own self be true..."
Shakespeare.
So be it.
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. . . . ... . . . . . . . ... . . . assiD4a
. . ... . . . . . . . ... .. . ... . . . . .Assignment D4a
. . . . ... . . . . . . . ... . .Expressing doubt, hope and wishes
Using the information given above, and the "if " forms once in each, change any five of the following situations into two possible different
comments in the subjunctive mood.
----1. The computer is getting slow, hanging
up. You need it
----2. We used to be best friends but they moved
away.
----3. I saw the perfect gift for his birthday
but it costs too much.
----4. Saying "goodbye" is hard when
the task is dangerous.
----5. Are you sure you want to risk your life?
6. My relatives come to visit every summer.
7. Her berry pies are the best by far!
8. We hope to get home before the thunderstorm hits.
total ten .
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The ACTIVE WORLD of
Verbs and Verb Phrases
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. .. . . .. . . .. . . .. . . .. . MEANING
. .. . VERBS, and VERB PHRASES
"I don't know" contains a verb phrase,
Subject, "I", "do
know" is a verb
phrase.
Question: Do I know...?
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The auxiliary part (do) and the principal part (know) show that the action is still going on.
Present
(not) is an adverb and
not a part of the verb.
Question: Don't we know...?
We ran for miles : Simple Past
tense
Question: Did we run...?
We run every day : Simple Present
tense.
Question: Do we run...?
We will run again : Phrase, Future tense has no simple form.
Question: Will we run...?
(Future is uncertain?So far so good?)
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Let's complicate it a bit. "He runs the business." (NOT the same verb) because business is a noun, not a part of a verb.
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Run has many meanings, both as verb and as
noun.
Water flows and taps run. An engine runs, cars run.
Some shows on stage run for years.
He had a run of bad luck.
Politicians run for election.
The Marathon is a long run.
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Simple Present tense
I run, you run, he runs,
she runs, we run, they run,
I am, you are, he is, it
is, we are,
they are, who is,
I have, you have, she has, we have, they have, it has |
Triple-duty Participle: In the Present progressive tense, the
present participle works as part of the verb, "He is running" see below. Definitely a verb.
.
In "Running water resists freezing, it works as an adjective. describing the noun 'water'
.
and in Running is good exercise, it is a noun,
subject in its sentence, also known as a gerund.
It is what it does.
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Change meanings with
auxiliary in Present.
He runs. (now Simple Present tense,
not a verb phrase.)
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He is running (now, Present progressive.
verb phrase)
Question: Is he running...?
.
He does run (sometimes, auxiliary
insisting?)
He can run fast (has ability)
He may run for office, ( possibility,
but not sure)
.
Question: May he run...?
He might run, ( even less sure
of it.)
He must run. ( Compelled, Obsessive?
)
He has to run ( with the infinitive
'to run' No choice)
(Many auxiliary verbs like can, could, will be able to,
does (do) did, possibility: may, might, might have
change the meaning of the principal verb in all tenses.)
Clear so far? |
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. . . .
| Different meanings with auxiliary in Past tense. |
They ran. Simple Past tense, ran is not a verb phrase
Question: Also used in simple past "Did they run?"
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They were running.
Past progressive still
happening then")
He has run, [in French Passé indéfini ] repeatedly
before
He had run " pluperfect" Ran but not anymore
They did run, I insist they did, contradicting. See simple Past
They could run, once, permission, or
physically able
Question: Could they run...?.
We have been running regularly every day
We had been running, often --since 2001, regularly
Question: Had we been running...?
He might have been running (maybe but
I doubt it.)
He would have run (would have run, but no one asked him...)
We should have run (should have run but didn't) |
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. . . .
Other languages have a special form for the future (e.g. infinitive +ending in French,
voir, il verra; attendre, j'attendrai and for the
future-conditional: il verrait, nous attendrions, . . . . . . . . . . . . .
. . . . . . . . . . . . .. . . . . . . . . . . . . . we would
wait)
Hmm (Do other cultures have more faith in the
future?)
In English we rely on auxiliary verbs to get future and conditional
meaning.
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Verb phrases give future tenses:
She will run. A simple future verb phrase. (She will = future)
She would run, she
might run if allowed future-conditional
She might run, perhaps, undecided.
She will have been running daily for years. (future . . . . . . . . . . . . . . . . . . . . . .. . . . .
. . . . . . . . . . . . . . . . . . . . . ...progressive)
By the time we get home he should have run
already.
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Section 221 in Swan "Shall" in future is used much more often in UK
Elsewhere, "shall" has been replaced by the contraction of will: 'll (I'll
find the book.) in predicting, conditional, requests, offers, orders, threats
and promises.
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Question forms
A basic rule is illustrated in these examples.
Is this needed? Answer This is needed.
We reverse the order of words, Verb, subject , details.
Do you know how to do it? With a verb phrase like
"do know", the rest (what) just follows meekly.
These are some more examples: Are these some more ...
She is dependable. Is she dependable?
They have not arrived yet. Haven't they arrived yet?
She must have heard it before. Must she have heard it...?
Always remember to water the flowers.
( Tricky: Did you always remember to water...?
)
To yourself be true. Will you be
true to yourself?
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. . . . ... . . . . . . . ... . . .
assiD4b
.. . ... . . . . . . . ... .. . ... . . . ..Assignment D4b
. . . . ... . . . . . . . ... . .Playing with verbs and verb phrases
. . . . ... . . .. . . . . . . ... . Save time
by using Copy/paste,
. . . . ... . . . . . . . ... . With the examples as a guide, change
. . . . ... . . . . . these VERB
reference sentences into questions.
Present Tenses
.
1. He can run fast.
2. He has to run the business for his dad.
Past Tenses
3. They were running last year when it happened.
4. We have been running regularly every day
5. He had run the Marathon.
6. We should have run to catch the plane.
7 He might have been running but he missed it.
Future Tenses
7. She will run a clean campaign.
8. She would run every morning before the heat of the day.
9. She might run if we ask her nicely.
10. She will have been running daily for years.
.
And / OR
. . . for our poets, substitute
D4c .
think:
.What if all the verbs suddenly
disappeared?
.
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.
If All the Verbs Were Gone
Let's think about it;
we know what verbs are,
and what they do.
Without verbs, the world stands still, no-- for "stands" is also a verb, and "is" too. Ceases to exist? No, both ceasing and existing are verbs and we have said (oops, "have said" is a verb phrase) if there were none... No, even in the subjunctive "if there were" doubting as it does, "were" vanishes and itself disappears, dragging those three verbs away on the back of the participle, "dragging"...itself and "disappears,"
Pfffft
I thought of it and these three triads came.
The most essential of words,
when only in fragments, ....silently,
without action or existence,
now a memory of activity,
a sound of laughter dry of tears,
a reminder of life's persistence
but a wisp of remnant thought,
dusty and immobile, forgotten,
alone and forever, dead
.
TG
(Note how only adjectives, adverbs, and nouns remain.)
.
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. . . . ... . . . . AssiD4c . . ... . . .
. . ... . . . . . . . ... . .. . ... . . , ,Assignment D4c
. . ... . . . . . . . ... . .. . ... . . , ,. . . . ..For our POETS
. . ... . . . . . . . ... What
if all the verbs suddenly disappeared?
USING THE Enter Enter Enter Enter method, convert the paragraph below into unrhymed (or
rhymed if your Muse is working) verse. Keep the meaning but feel free to make it funnier. Add to or change the
listing of vanishing verbs.
Without verbs, the world stands still, no-- or "stands" is also a verb, and "is"
too. Ceases to exist? No, both ceasing and existing are verbs and we have said (oops, "have said" is
a verb phrase) if there were none... No, even in the subjunctive "if there were" doubting as it does,
"were" vanishes and itself disappears, dragging those three verbs away on the back of the participle,
dragging" oops, ...itself and "disappears," away.
At least three triads ( or Triolets ? ) are expected, preferably to lead to and match the
ones below. Do not leave any live verbs standing!
Please feel free to write it with a form of your choice,
rhythmically if you like, but end off with a world where nothing moves, nothing happens. At all.
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E4
E4 commands, questions
Graphic Sentence Analysis: with verb phrases.
Subordinating Conjunctions, "relative pronouns"
What makes commands and questions tick
. . . . . . . . . . . . . . . . . . . . . . . . . Assignment E4a
.
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A SUMMARY OF FACTS ABOUT NOUNS
1. Subject of a verb: boy laughed.
2. Object of a verb: He delivered what? [newspapers]
3. Object of a preposition:
phrase ---- without books ---- how?
phrase ---- after work --------- when?
phrase ---- as a reward ------- why?
phrase ---- in school ---------- where?
4. Two nouns in apposition,
meaning the same,
can both be subjects of the same verb.
---- Her mother, a nurse, helped us...
Two nouns in apposition, can both be objects of
the same verb.
---- She helped [[Sarah], [(my) neighbour]].
---- We watched [Nova], a [(TV) documentary].
Two nouns in apposition,can
be objects of the same preposition
---- into a shed, a safe shelter. [same meaning]
---- of yogourt, a milk product
5. Proper nouns need capitals
They are special names of persons, places, or things
---- Gandhi, Fred, Athens, TB, M.D.
Common nouns, everything else
----road, bread, thunder, friend, roses, albatross.
It includes abstract concepts,
---- loyalty, truth, faith, success, trouble, evil.
6. Nouns are modified by adjectives
----(ripe, sweet, delicious, slow, uncomfortable)
----(fresh, fresher, freshest)
----(interesting, more interesting, most interesting)
Nouns are modified by adjective phrases
----grapes (of wrath) --house (with green shutters)
Nouns are modified by adjective clauses
----The pioneers (who settled in the valley)...
----The cash (that is locked in the safe)...
------------------A SUMMARY OF FACTS ABOUT
VERBS
1. Intransitive verb has no object:
---- boy \\laughed\\.
---- baby \\slept\\.
2. Transitive verb has an object:
---- he \\delivered\\ what? [newspapers].
---- wind \\blew\\ what? [(the) tree ] //down//
3. Copula verb joins the subject and an adjective describing
the subject
---- the boy is (tall).
---- He felt (sick)
----
Copula verb joins the subject and a noun the same as the subject
---- the girl is [(his sister)]
---- greed became ((a)(serious) problem))
4, Verbs have TENSES,
---- present, she thinks
---- past, she thought
---- future, she will think
Each of these have other forms
---- present progressive, she is thinking
---- past progressive, she was thinking
---- future progressive, she will be thinking
They are listed in full in section D.
5. Depending on word order, verbs are active
---- The team won the game
Depending on word order, Passive
---- The game was won by the home team.
6. Meaning of verb is indicative
----It was a fact!
If meaning is subjunctive, contrary to fact,
----If only it were so!
7. Verbs are moderated by adverbs ---- fast, slowly, remarkably
Verbs are moderated by adverb phrases
----phrase, ran where?--//through town//
----phrase, ran how?---//without pausing//
----phrase, ran when?----- //on weekends//
----phrase, ran why?------ //for exercise//
Verbs are moderated by adverb clauses,
----She sang //while she worked.//
----He worked //until he had it right.//
------- and like that ---------
.
Or, look at it again, another way: in GRAPHIC ANALYSIS:
_subject_ underscored in pencil, would be underlined.
A Noun, or pronoun has double underscores only as a _subject_ of a verb.
-----------------------
A [[noun,pronoun,]] as [[OBJECT of verb]] has square brackets.
Put the adjective that modifies an object WITHIN the
[object's] box.
----Mother likes [[ (soft) music]].
Put the adjective phrase that modifies an object
WITHIN the [[ (the) object's]] box.
----Mother likes [[ ketchup (with eggs.) ]]
Put the adjective clause that modifies an object
WITHIN the [object's] box.
----Mother likes [[ (the) book (that she found).]]
-----------------------
A { Subjective Completion, or Complement } is a { noun, pronoun, same as subject.
}
Put the adjective that modifies Subjective Completion
WITHIN the { SC } box.
{(adjective) SC}---------He is {(a good) boy }
{(adjective phrase) SC}--He is {(a) boy (on that team)}
{(adjective clause) SC}--He is {(a) boy (we can trust.)}
A { Subjective Completion } may be an { adjective modifying the subject.}
Put the adverb that modifies the SC WITHIN the
{ SC } box. He is {dependable.}
{ /adverb/ SC}-------They seem { /very/ dependable }
{ /adverb phrase/ SC}---They seem { gentle /with pets/ }
{ /adverb clause/ SC}-------They seem { happy /where they work/ }
-----------------------
SENTENCES THAT COMMAND: IMPERATIVE Come here!
It seems to have no subject. Wrong! It's
YOU.
Three dots will mean UN-DER-STOOD. You . . .
An //adverb// modifies a \\ verb \\
------- __You__ . . . \\ Come \\
//here// //now// !
------- __You__ . . . \\ whistle\\
/while you work/
------- __You__ . . . \\ wash\\
[(those)dishes]
__You__ . . .\\ Be \\ {sure /that each part is clear/ /before moving on./ }
__You__ . . . \\Run off\\ [(a)(print) copy] /as reference./
(This)( first) __assignment__ \\will mix\\ [them,] so
__You__ . . . \\keep\\ [(the) samples (handy)].
--------------------------------------------------------
Let's ease into this task, taking it bit by bit.
Let us
.
Let's be firm there first.
To be a sentence it must have a noun or pronoun subject and
a verb as predicate.
.
. \\Will\\ __he__ \\come\\ /here?/
E4a1
. . . . . . . . .
. . .
. . . .
General Information for you
if you enjoy solving problems
. .. (Shhh! Safe to skip if you are only into coded sentence analysis.)
. .This gives you
the vocabulary that is used in references.
. . . . .. . . . .. . . . .. .
. Let's try this again.
. . . . . .Subordinating
Conjunctions
. . . . . . . .
. .roses by any name
In the New Usage, Michael Swan separates them into two categories, needlessly confusing the
fact that in each, it is a .Subordinating Conjunction that joins
the clause to the rest of the sentence, and that in his, only the relative adverb
really fits. The conclusion emerged:
The name is far less important than
what it actually does in a sentence!
Be aware that in different texts they may use
different names for the same thing, to create subordinate clauses (fragments if not connected
to a principal clause.)
. .. . .. Subordinating
conjunctions join fragments . ..
. .. . .. . .. (subordinate clauses) to describe, explain, and extend a .
.. principal clause to make a complex sentence.
Coordinating conjunctions
join with "and," "or" "but," to connect nouns, (brother and sister) adjectives, (hot or cold)
verbs, (stop and go) adverbs, (fast but carefully) phrases,
(in the cup or down the drain) clauses
(he loved salsa but
she preferred relish) two principal clauses to make a compound sentence.
. ....
. What used to be called a subordinating conjunction (like
. .... . "when, if, while, or as,)
is now called a .'Relative
Adverb'
... .
. It makes sense too, clarifying,
because it results in an
... . . Adverb
clause. That much we can accept at face value.
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It
is with "relative pronouns"
that the tale tangles.
Section 473, Practical English Usage
|
. .
. With a
subordinating conjunction like "which" it becomes
. . . "which walked into the
room" a subordinate adjective
clause
. . . to specify (modify)
a particular noun, like "A cat..."
"A cat which walked into the room caught
my attention.
(Not the cat that is asleep on the mat.)
. . . ( If we continue to call "which" by its earlier name,Subordinating
. . . . . . . .
. .
. conjunction, no problem; its adjective clause will still properly
. . . modify a noun, as adjectives do.)
. .
. However, above, it had been renamed a Relative Pronoun.
. . . . . . . .
. .
. . Pronouns do not modify nouns, . . . . .
. .
. . . . . . . . . . . . .
. .
. . . . . . . Not EVER! Pronouns
replace them.
. . . (By itself, without the clause, it can act
as an adjective,
as in
. . . "Which dress will she wear?" where which
modifies the noun
. . . and "That book is interesting." where that modifies book.
. . . but even that is not a "pronoun.")
. . . This confusion had to
be resolved before the website could be . . . . .
. .
.posted.
.WWhat use is change if it confuses?
. .
. Therefore
subordinating conjunctions like
. . . "which" really are not
Relative Pronouns
. . EXCEPT when they
introduce noun clauses!
. . .Memo: a noun answers what?
or who?
To explain NOUN CLAUSES:
Noun clause as subject of a sentence:
What she planned to do remained a mystery.
What remained. . .?
Noun clause as object of a verb:
She did not tell us that she wanted to leave.
. . . tell us what?
Noun clause as object
of a preposition in a phrase:
The true story of why he was late
was never told.
. . . of what?
. .
. Notice how the old subordinating conjunctions did it all?
. . . . . . . .
. Is it a case of change for the
sake of change?
. .
.
And NOW, ONWARD
. . .. . .VERBS are the action words
. that change
a phrase into a clause
. . . . . Somewhat Tedious Review:
. . .. .IMPERATIVE
SENTENCE
. . 1.
The PHRASE, "into the room," becomes a CLAUSE when
we
. . add the verb walk: "Walk into the room." or "Come into the room."
. . A
command, (Imperative) stands alone and is a principal
clause.
. . The subject "You" is understood. (You) walk alone, (or else!).
. . Walk
where? The verb "walk" is modified by the phrase "into
. . the
room," answering "where."
ADVERB and ADJECTIVE CLAUSES
. . 2.
Given that, add a subordinating conjunction like "when, if,
. . while,
or as," "after he walked into
the room," becomes an
. . adverb clause, modifying the verb "stopped" answering when?
. . (how?
where? or why?) Alone, it is a fragment.
.
. . 3. With a subordinating conjunction like "which" in "cat which
. . walked into the room" is a
subordinate adjective clause
. . modifying
the noun "cat." Alone, it is a fragment.
. . With
a relative pronoun like "who" it becomes "man who walked
. . into the room," a subordinate adjective
clause, modifying the
. . subject,
a man.... (i.e. not the one in the hall.) Alone,
it is a fragment.
. . But remember, IT IS THE MEANING THAT MATTERS!
r. . . .
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This extends Analysis
Nouns, pronouns, adjectives, articles, verbs, adverbs, prepositions, conjunctions,
participles, gerunds
. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .Assignment
. . . . ... . . . . . . . ... . .PROOF-READING:
. . |
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.
. . .Graphic
Analysis
. . . . A shortcut compared to parsing.
Back to GRAPHIC ANALYSIS
. . . . . (with arbitrary
coding)
. . . . By arbitrary, it means this
will do as well as
. . . . . . . . any other, no rules really exist.
Note: Please return to this updated version.
{It replaces previous ways. Paste the codes!}
A smaller summary of this (on pink) will follow you in every E-section to
the end.
_underscore_ (pencil underline)
_Noun_ or _pronoun_
_subject_
{ _Jack Spratt_
could eat no fat }
. . . .(Adjective modifies subject)
{ (His) wife could eat(no) lean }
. . . . . . . . . . . . [[noun,
pronoun, object of verb]]
. . . . { Between the two
of them they licked the [[
platter]] . . .
. . . . . . . .clean.}
. . . . . . . .(adjective,
modifies object)
. . . . . .{ they licked [(the) platter (clean)].}
. . Note: Keeping
the object and its modifiers together
. . will pay
off in clarity when sentences get longer.
. . . . . . .INDIRECT OBJECTS LATER IN WEEK 5
. . . . ..{ She gave
#me# the book.-- means "to me" }
. . .[[ noun, pronoun, subjective completion]] .
. The subjective completion is the same
as subject
. . . . . . . . . { Her father is a [[doctor]] }
. . . . . . . .((
adjective or adj ph, adj clause,
. . . . . . . . .modify subjective completion))
{ Her father is [(a famous plastic) surgeon ]
}
Note: Keeping the subjective completion and its modifiers . . .. . .. .together shows where the adjectives belong.
. . . .\\verb or
verb phrase, bare predicate.\\
.. . .{ It \\ is\\ here } { They
\\danced\\ all night. }
.. . .. .. . .{ When \\will\\ they \\be coming\\?
.. . .. .. . .. .. . .. I
\\do\\n't \\know\\. }
. .on't . . . . .//adverb,
modifies verb, adjective, or adverb//
.. . .. .. . .. { It \\is\\ //here// } where?
.. { They \\danced\\ //all night.// } when?
.. . { // How// \\will\\ they \\be coming\\?
.. . .. .. . .. I \\do\\ //not//
\\know\\. }
. .
. . . <Coordinating conjunction>
. . . . . . . <and> <or> <but>
. . . . { We sing <and> they dance } {
bread <and> butter }
. . . .. . . . {hot <or> cold} { Are you coming <or> not?}
. . . . . . . . { He wanted to go <but> there was no time. }
. . . . . . . . 3 dots
will mean UN-DER-STOOD. _You_
...
. . . . . . . Used in commands, imperative sentences.
. . . .. . . .. . . .. . . .
{ _You_ ... close the door! }
.Copy / paste to save time:
3 dots will mean UNDERSTOOD.
_You_ ...
.
..
Copy / paste to save time:
__ Subject__ .
\\ verb\\ . .
( word ) Adjective or Article ( the, a )(. . .
// word // Adverb .
[[ word ]] Object of verb
# word # Indirect object
.<
word > Conjunction
(( adjective )) subjective complement
[( noun )] same as subject
.
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...
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. .
And the process
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Let's ease into this task, taking it bit by bit.
. . . . . . . . . .Applying
the Codes for graphic analysis.
.
Let's be firm there first.
To be a sentence it must have a subject and a verb as predicate.
.
Sentence. .
. . . . . . . . . With code
.
Cat jumped. . . . . . . . . . ._Cat_ \\jumped\\
.
Add an adjective, black . . . . . .
. . . . change to verb phrase
Black cat had jumped . . . . . . . . . (black)
_cat_ \\had jumped\\
.
Negative: . . . . . . . . . . . . .
. . . . . . Coded
Black cat had not jumped . . (Black) _cat_ \\had\\ // not// \\ jumped\\
Add article The. . . . . . . . and add an adverb to modify verb phrase
The black cat had jumped high . .(The black) _cat_ \\had jumped\\ //
high//
(saw what? object) . . . . . . . . .
. . . . . . . . . . Coded
The cat saw a small bird . . . . .(The) cat \\saw\\ [[(a small)
bird.]]
We do not separate modifiers yet.
Note: Both [[(a small) bird.]] and (a small) [[bird.]] are correct.:
Your choice.
That is an assertive sentence. OK so far?
-------------------------------------------
.
Moving on to the Question:
We turn it inside out to make a question:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .Coded:
"He does jump" turns into "Does he jump?"
\\ Does\\
_he_ \\
jump\\ ?
.
With an object of the verb.
\\ Did\\
the cat \\catch\\ the
bird?. . .The verb
Did (the) _cat_ catch (the) [[bird?]] Subject and object.
Add a modified adverbQ
. . . . . . . . . . . . . . . . Coded:
"\\Had\\ the cat \\ jumped\\ so
high?"
Had (the)_cat_ jumped //so// //high//?
Where? high. how high? //so// high.
.
Negative: . . . . . . . . . . . . .
. . . . . . . . Coded
Hadn't the cat jumped so high?" You could say, Had not the cat...
but usually, "Had the cat not jumped so high?"
or
"Hadn't the cat jumped so high?"
"\\Had\\ // n't// (the)_cat_ \\jumped\\ //so//
// high//
?
------------------------------------------------
And the Command.
The Subject You is always not said, shown by ...
.
. . . . . . . . . . . . . . . . . . . . . . . . . . Coded:
Come here now! . . . . . . . .
_You_ ... \\come\\
//here// //now// !
.
With object of verb bring what?"
. . . . . . . . . . . Coded:
Bring in the newspaper. . . .
_You_ ... \\bring\\ //in//
(the)[[newspaper.]]
Negative: .
"Don't go" is "Do not go" . . . . _You_ ...
\\Do\\ //not// \\go\\
Or . . . . . . . . . . . . . . ._You_ ...\\Do\\
//n't// \\go\\
With an object, .forget what? . . . . . . . . . . . . Coded:
Don't forget your lunch. . . .
_You_ ... \\do\\ //n't// \\forget\\ (your) [[lunch.]]
Tedious to colour-code, but it clarifies it.
(Much faster done in low-tech pencil !)
.
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AND SO IT ENDS FOR THIS WEEK
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. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .Assignment
. . . . ... . . . . . . . ... . .P
--------------- Assignment E4
USING THE CHART AS A GUIDE, copy-paste and ANALYSE:
1. Black cat had jumped
2. Black cat had not jumped
3. The wild black cat had jumped high.
4. Did the hungry cat see a small bird?
5. Did you see the cat catch the bird?
6. The bird was far too smart for that.
7. Please bring in today's newspaper.
8. Little Jack Horner sat in a corner.
9. He was eating some delicious pie.
10. Where did we put the new magazine?
11. Can you remember the name of the new book?
12. The player's penalty made them lose the game.
13. A terrible accident happened at sea.
14. Why did the news leave it unreported?
15 The best ten will count in this open-book exercise.
End of E End of E End of E End of E End of E End of E End of E
. .-
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to Start
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