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B
Back to GrefStartyfor the CHARTrm
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. . . Copyright
Terry Gibson, Updated May 2007, 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*
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Temporary Change ended June 1, 07
with thanks to Charlynn for continuing to help !
Ready to use but please scroll if links are still missing.
Please submit answers by e-mail to Terry or Charlynn
for full feedback (See end)
Did you download a copy of the Student Record
to keep track?
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And especially for Level 4:
SCROLL: Internal links don't work
Still under repair, good references but
no assignments are included yet...
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Click "back" here if it fails to advance..
Ta Daaa, assignments
Brought to you from Allpoetry unedited:
A4-B4-C4-D4-E4
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| A4 . .Commas
in long sentences, Punctuating |
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Punctuating sentence
fragments in conversation, omissions "understood" Assignment
A4 |
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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 -- Assignment B4a |
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| C4 . .Phrases in Sentence
structure, Proofreading |
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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," Assignment D4a |
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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 E 4a |
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This unit will be considerably changed in the near future.
Please do not proceed until this notice is gone.
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 year or so as we get more and more muddled. Keep current.
A4
A4
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A4 All About
Punctruating
Commas in long sentences,
Punctuating sentence fragments in INDENTED
conversation,
omissions "understood"
Assignment A4a, Two choices
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. . . .
.owl.english.purdue.edu/owl/
.Linked here with permission
.owl.english.purdue.edu/owl/
. . using adjectives, adverbs
. . . . ,. A great resource |
....In this selection, 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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. . . . ... . . . . . . . ... . . . assiA4
. . ... . . . . . . . ... . .Assignment A4
. . . . ... . . . . . . . ... . .PROOF-READING:
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New
FROM 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 from our selection:
"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,"
"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?
No, a subordinate adjective clause, modifying Sandra.
It's long, with two commas, and 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. However, unless your name is Charles Dickens, I wouldn't go there.
Putting it all within a single set of quotation marks would rescue its reputation, but make the character an absolutely
crashing bore.
Did you find any phrases in it? Adjective
and adverb phrases modify nouns and verbs respectively, but there is no verb in them.
Let's go and take a look.
"Ok, it has been less than three months, and you remember
how loyal Sandra was, and how she really needed the job."
There are two phrases. With that hint, can you spot them?
One modifies a pronoun. Answer follows in the next section: Parsing a sentence. Still unsure? Click get
That they don't know is that under a spreading maple, on a hillside with a breathtaking view, under those sun-dappled
leaves, Sandra's body waits patiently to be found.
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. . . . ... . . . . . . . ... . . . assiA4
. . ... . . . . . . . ... . .Assignment
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----1.
----2.
----3.
----4.
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. . . .B4
continues1
Next,
Parsing a Sentence.
Be glad you will not be asked to do this.
By eighth grade every student knew how.
From the assignment:
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. . . . . .."Ok,
it has been less than three months, //
. . . . . ..and you
remember how loyal Sandra was, //
. . . . . ..and how
she really needed the job." 3 clauses.
Method:
1. Separate it into bite size clauses.
2. One by one, stand each part on its edge.
3. Identify the part of speech of each word.
4. Tell what each word does, and to what.
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"OK, it has been less than three months..."
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What it is |
What it does |
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To what |
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"OK" interjection |
-- |
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'it' , pronoun |
subject of |
verb phrase 'has been' |
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has been, verb phrase |
bare predicate of |
pronoun 'it' |
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'less' pronoun |
subjective completion of |
verb phrase 'has been' |
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'than', preposition |
introducing adjective phrase |
'than three months' |
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'three' adjective |
modifying |
noun 'months' |
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'months' noun |
object of |
preposition 'than' |
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"and you remember how loyal Sandra was,"
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What it is |
What it does |
To what . |
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'and' coordinate
. . .. . .conjunct'n |
connects
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principal; clause
. . .. you remember |
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'you' pronoun |
subject of |
verb ' remember |
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'remember' verb
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remember "what?"
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object noun clause
'how loyal Sandra was' |
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also 'remember' verb |
bare predicate of |
pronoun 'you' |
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'how' adverb |
modifying |
adjective 'loyal' |
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'loyal' adjective |
subjective completion . . . . . .. . ..modifying |
noun 'Sandra' |
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'Sandra' noun |
subject of |
verb 'was' |
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'was' copula verb |
bare predicate of |
noun Sandra |
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. . . . . . . . . . . . . and how she really needed the
job.
What it is. . . . . . . . What it does. . . . . . . . To
what |
'and' coordinating .. joining adjective clause .
.to preceding noun clause,
. . . .conjunction . . .''how
she needed the job". .'how loyal Sandra.was' |
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'how' subordinate . . . introducing . .
. . ..... subordinate adverb clause,
...... . .conjunction . . . . . . . . . .
. . . . . . . . ..'she really needed the job' |
| 'she' pronoun . .. . .... .subject of .
. .. .. . .. .verb 'needed' |
| 'really' adverb . . . ... . modifying .
. . . . .. . . verb 'needed' |
| 'needed' verb . .... . . bare predicate of ...
.. .pronoun 'she.' |
| 'the' article ... . ....... . .modifying .
. .... ... .. .noun 'job' |
| 'job' noun ......... . .... . object of ...
.// .... . . the verb 'needed' |
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| . We should all be clear on that, but no wonder
it is not required. |
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. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .Assignment A5b
. . . . ... . . . . . . . ... . .PROOF-READING:
. . Please LIST examples of the following that you found
. . in the assignment above. All have
been displayed
. . in
earlier Grefs.
----1. apostrophes in possessives
----2. apostrophes in contractions
----3. commas in a series (if any)
----4. commas in other uses
----5. quotation marks - |
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C4
C4
C4 . .Phrases in Sentence
structure, Proofreading
Sentence structure with modifying phrases
Proofreading for punctuating errors -- Assignment C4a |
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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 errors in several areas.
Apostrophes
Grefs 1 and 2 contain much about
their use
possessives (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!
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 me 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 (homonyms)
here hear, then than, affect effect, except
accept, were we're where, farther further.
(Dictionary!)
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D4
D4
D4 . .Active world of
verbs, "Disappearing Subjunctive"
The active world of verbs and verb phrases
Remnants "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 to. 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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. . ... . . . . . . . ... . .Assignment
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. . ..New
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The ACTIVE WORLD of
Verbs and Verb Phrases
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. .General Information
If All the Verbs Were Gone
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
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.
. .In what follows, the name of the verb phrase is not as important as its meaning. For
those with a French background, the names will seem familiar, but different texts have new names for them, adding
to confusion. Therefore, go with the meaning!
It does not change.
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New
VERBS, and VERB PHRASES
"I don't know" contains a verb phrase,
Subject, "I", "do know" is a verb phrase.
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.
We ran for miles : Simple Past
tense
We run every day : Simple Present
tense.
We will run again : Phrase, Future tense has no simple form. (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. 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, theyI 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. 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.) |
He is running (now, Present progressive. verb phrase)
He does run (sometimes, auxiliary insisting?)
He can run fast (has ability)
He may run for office,
( possibility, but not sure)
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 |
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.
They could run, once, permission, or
physically able.
We have been running regularly every day
We had been running, often --since 2001, regularly
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. |
| Section 221 in Swan "Shall" in future is used much more often in UK
Elsewhere, "shall" has been replaced by the contraction 'll (I'll find the
book.) in predicting, conditional, requests, offers, orders, threats and promises. |
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. . ... . . . . . . . ... . .Assignment
. . . . ... . . . . . . . ... . .P
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E4
E4 . .Graphic Sentence
Analysis: commands, questions
Graphic Sentence Analysis: what makes commands and questions tick with verb phrases Assignment E 4a |
1
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. . .
. . . .
. . . . .. . . . .. . . . .. .
. 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.)
This may be unnecessary. . .
Subordinating conjunctions join
fragments (subordinate clauses) to describe, explain, and extend a principal clause
to make what is called 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.
. . . It
is with "relative pronouns"
that the tale tangles.
.
. .
. 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 which walked....
. . . (If we continue to call "which" by Subordinating
conjunction,
. . . its earlier name, 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, they replace them.
. . . (By itself, without the clause, it can act
as an adjective,
as in
. . . "Which dress will she wear?" and "That book is interesting."
. . . but even that is not a "pronoun.")
. . . This confusion had to be
resolved before the website could be posted.
. . . What 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
. . .. . .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," "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!
. . . .
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This extends Analysis
Nouns, pronouns, adjectives, articles, verbs, adverbs, prepositions, conjunctions,
participles, gerunds
.
. . .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!}
_underscore_ (pencil underline)
_Noun_ or _pronoun_
_subject_
{ _Jack Spratt_
could eat not 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 UNDERSTOOD. _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 . . . .
( ) Adjective . . . . // Adverb . . . .
[[ ]] Object of verb
. . . . #
Indirect object
. . . . <
> Conjunction
(( adjective )) subjective complement
[( noun )] same as subject
.
|
. .
And the process
|
|
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.
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. . . . .
. . . . . . . . . .Coded:
Did the cat catch the bird?. . . /Did/(the)_cat_ /catch/((the)) [bird?]
Add a modified adverbQ
. . . . . . . . . . . . . . . . Coded:
"Had the cat jumped so high?" /Had/(the)_cat_ /jumped/ \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?"
. . . . . . . . . . . . . . . . . . . "/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: . . . . . . . . . .. . . .
. . . . . . . . Coded
"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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. .
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. . . . ... . . . . . . . ... . . .
. . ... . . . . . . . ... . .Assignment
. . . . ... . . . . . . . ... . .P
. .- |
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to Start
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