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| A6 . . . Review, Participle, Literary
terms for Unity |
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Using the dash and ellipsis. Selection to write dialogue and action. "Business,"
the Link, a Bridge, Local Colour, Comic Relief.
Assignment A6 Two choices: A descriptive poem or a "Treasure hunt" (Do one) AND Writing a link or bridge. |
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| B6 Paragraphing,
Plotting Practice -- and Using a Plan. |
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Plotting practice, (one of two choices)
Editing, punctuating, paragraphing
Assignment B6 As above,
and answers to questions. |
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| C6 . .
. Review of
'Parts of Speech,
Meaning, spelling |
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Comparison of adjectives and adverbs, Homophones,
Use of the apostrophe, or not, terribly common errors.
Assignment C6 Using them all correctly in sentences. |
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| D6. . . . Reference list of Irregular
Verbs and their Tenses |
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More irregular verbs in verb tenses and verb phrases.
Assignment D6 Memory hooks, similarities. |
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E6 . .
. Comparing Old
and new graphic codes, and the
. . . . . . Indirect Object, Gerund. |
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Graphic analysis of compound and complex
sentences, positive and negative, Gerund
Assignment E6: Analyse the sentences (for best 5.) |
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Practical English Usage by Michael Swan, published by Oxford, 1995
Be The Source of All Knowledge
Grammar REFS
Grefs6
Your dictionary could tell these things, but this is a running list of terms.....
and definitions when first met, giving their meaning.
Starting to claw back the Age of Literacy
You think I jest? Forsooth!
Updated USAGE
A6A5
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.....
...... ......
And so we continue
a Leisurely Crash Course in Written English
i
. . . . . . .A6
Review, Participle, Literary terms for Unity
Link and Bridge and Local Color..
(colour in UK)
Assignment A6 Two choices:
A descriptive poem or a "Treasure hunt" (Do one)
AND
Using the dash and ellipsis in selection
to write dialogue and action in a link or bridge.
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GENERAL INFORMATION
In fiction and story-writing
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BUSINESS --briefly doing something--
can replace "he said" altogether. A term used
in scripts, draws attention to the speaker through actions and mannerisms, while showing character.
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LINK a few words or a sentence to connect
a new thought to an earlier unrelated part to get an easy transition or flow.
.
BRIDGE A more lengthy event or description
which provides a transition from one situation to another.
It can include related material, or at times, additional information or local color. (as in "color commentary"
in sports)
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LOCAL COLOR a passage which slips unobtrusively
into the action and places the dialog into its setting,
unobtrusively describing its location.
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COMIC RELIEF is a short funny piece
with the same characters used when the plot starts to plod along or get heavy, scary, tedious?
.
DASH two hyphens (--) When printed they
form a single short line,
which interrupts, or suddenly cuts off a thought partway.
.
ELLIPSIS, either three dots ( . . . ) separated by a space or not, which means
there is a lot more to be told, or three dots and a period (.
. . .) the latter meaning there is more but will not
be told. Never more than four. The 4th period can be replaced with a "!"
or "?" but never both. |
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. . . . . GENERAL INFORMATION for Writers of Poetry
| . . . TO PUNCTUATE or
not THAT IS THE QUESTION |
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. . . . Particularly in poetry, the ways that
punctuation can alter or improve meaning has to be experienced.
So often we see it written with no punctuation at all and in reading silently the eye slides through
it end to end letting details pass as soon as new ones replace them without guidance as to which of them are more
important than others without attention coming to what is written unless it is done by pausing
to isolate for focus. Even in prose it has that effect.
Some of the meaning is clarified by line breaks, if they
chunk ideas together:
So often we see it written
with no punctuation at all
and in reading silently
the eye slides
through it end to end
letting details pass
as soon as new ones
replace them without guidance
as to which of them are
more important than others
without attention coming
to what is written unless
it is done by pausing
to isolate for focus
Wide open to interpretation as it is, many prefer to leave it so, for recreational
value in finding meaning there. Their style. The way
line breaks are placed has become the only guide. Altering them
can give quite a different impression.
Consider the difference when attention is guided by commas
and other punctuation. It is often not at the ends of lines. No law states
that it must be there, and, in reading it the enjambment
continues to
the next line without a break, especially good for making rhymes hide. Let's see what we can draw attention to,
with the use of commas-- and this is not even a poem!
So often, we see it written
with no punctuation at all.
And in reading, silently,
the eye slides
through it end to end,
letting details pass
as soon as new ones
replace them. Without guidance
as to which of them are
more important than others,
without attention coming
to what is written, unless
it is done by pausing . . .
to isolate for focus!
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Slightly exaggerated, still whatever we do with commas should be done
with good reason. Would it work better if . . . ?
Experienced writers punctuate automatically, milking their words for maximum impact
and meaning. It is not run by rigid rules, where it stutters and stumbles when too
many are used, but to leave them out altogether feels unfinished, running breathlessly to the end. Without focus
it can mean many things to many people, not necessarily a
bad thing in stream-of-consciousness pieces, or not much, if it loses
subtle meaning that needed attention. Manipulation of the location
of line breaks and placement of lines works too.
Note on the ellipsis...
There are three dots here because more follows.
A fourth dot would be a period if it is complete, or a ? or !.
Reference: Practical English Usage by Michael Swan,
published by Oxford, 1995, to teach and to reassure.
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----------------Assignment A6
---------------Two choices in A6 (Do one)
A6a Use of the dash and ellipsis (using
the selection.)
A6b YOU write dialog and action: The Link,
the Bridge.
EXAMPLE A6a Sample selection from Chapter 2.
(--- ) Not to be confused with ellipsis, space-holder for indentations may be typed or pasted. Spacebar spaces
disappear in most software. (.....) works too.
Note, italics may be used for thoughts if not heard.
.
--- In the cafeteria, Shawna and Sonya had claimed the last available table beside the window.
Hearing a gasp, Sonya asked, "What's wrong?"
--- "This is just so beautiful! The last place I worked had a coffee pot in an afterthought of a place for
us, smelling of old cigarette smoke, no windows at all. This view is awesome!" She couldn't believe the difference.
"Those huge pines! That tall rock at the edge of the water, the shrubs, all double-
imaged, reflected in that big pond...! It is so calm the mirror is as crisp and clear as the--"
--- Shawna noticed Sonya's bemused look, and after "... the original," she paused. Has
she tuned me out? "Sorry! I know I was babbling."
--- "No, not at all! What you said about the reflection..." Sonya smiled. "You think like Nellie."
--- Like Nellie? After all the praise? Shawna blushed.
"How do you mean?"
--- "She might have said that. Do you write poems too?"
--- "Not since English class!"
--- "Maybe you should. Would you like to meet her? Nellie'd inspire you."
--- "I'd love to meet her of course," Shawna sounded doubtful. "But I did not really enjoy-- OK,
I hated having to force ideas into little boxes, having to count syllables, choosing words with the stress on the
right syl-LA-ble, forcing thoughts to fit a rhyme, strangling their grace and fluency-- No... No."
--- Taken aback, Sonya ventured, "Everything does not have to rhyme."
--- "I know." Reaching for her sandwich, Shawna continued, "It's just that my attempts have defeated
me."
.
---------------ASSIGNMENT
A6a
.
With "ing" as a rhyme, write a short descriptive poem, a take-off of the view through the cafeteria window.
Feel free to add ideas of your own.
----------------OR Assignment A6aa
answer the treasure-hunt below.
Listed in order of appearance: Find above and identify, then
Decide and paste: participle describing (what?) :
Part of a verb: (tell the complete verb phrase)
[Be careful. Sometimes the auxiliary verb is omitted. If so put it in.]
Note, much more information about participles is in D6 of Grefs6. You may want to go
there and check it out first.
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B61
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. . . . . . B6
Paragraphing, Plotting Practice--
Editing, punctuating, Using a Plan
Assignment B6 As above, and answers to questions.
...
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I speak from experience. 34 chapters with Tabby Disease, a three-part children's What-If book answering "What
if the force of gravity doesn't work for her anymore?" Tabitha's Secret (Parents
invited too) http://www.mattaweb.ca/archive0/tabmenu.htm
Plotting: In writing a novel we need to to know where it ends before we get there, or else we can
write ourselves to the end of a plank and OOPS. In Tabitha (subtitled Tabby Disease) with three
parts, each was plotted as needed.
In a whodunit, only the author knows, and false clues
are planned ahead.
In other types, the twists and turns of plot are considerably
more unconstrained, and if something better comes, at the risk of a longer book, it can
be included, perhaps leading to a quite different end. In Tabitha the characters
took over and the first draft was an absolute hoot, each morning discovering what they had been up to. Eight edits later it was ready to illustrate and publish.(Editing is
work.)
More on editing later, probably, but even there, keeping a file of ideas as they occur
will save forgetting, confusion, and time.
Meanwhile, we need:
Characters that live and breathe. Readers
have to care. In the early chapters used here, although it is in its first draft,
people have their flaws as well as their strengths, there was some description of appearance earlier, but best
to let the reader "see" the character from his reactions and behaviour. Does surface appearance really
matter, except in cardboard characters, mostly only "bit players?"
Creating curiosity. Leave some facts unsaid, have interactions among the "cast"
that take away the predictability, but plant doubts or possibilities that will matter to a character. Emotions
are important, being vulnerable, in jeopardy, having obstacles to overcome, all give a sense of immediacy, and
reality that plugs into lives of readers.
Foreshadowing casts
hints of future events, to hold interest. In the plot, it can come out as a casual
chance remark by another character, by something in the newspaper, even by an uneasy feeling or hunch.
The Cliffhanger is
an event in the final paragraphs of a chapter that suddenly throws a curve ball,
unexpectly hazardous. So-called "page turners" keep readers reading hours past bed-time with this device.
Still feel like writing a novel? It takes self-discipline, writing every day, meeting goals. It takes over your
life, but rewards by being part of a different existence in a different place, discovering things that may surprise,
shock and amaze. At the least it keeps us out of trouble and if miracles happen, may even sell. |
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-.------
-------------------ASSIGNMENT B6a
-----------------Paragraphing
or Plotting.
Please do B6a or B6b (Both welcome)
.
B6a As before, edit with 'Enter' and
set into indented paragraphs (copy/paste) Optional, use italics for thoughts not heard.
.
Reaching for her sandwich, Shawna continued, "It's just that I have lived in a big city all my life-- "
"Toronto." Sonya smiled as she unloaded their tray. Memories of theYonge and Bloor street area flashed
through her mind, souvenirs of her university years. Shawna went on, "Yes, and we had to spend big heaps of
money to go for a week to some tourist place at the lake, looking for something like this." Wide with wonder
her eyes met Sonya's, "And here it is, to enjoy every day!" Disbelief was behind the tremulous smile
as she whispered, "Thank you." "We like it too," the older woman said, "--hate to admit
though, that we hardly even see it anymore." "Take it for granted?" "Afraid so." Thoughtful
as she sipped her coffee, Sonya silently vowed, I won't do that anymore! I'm the one who should be thanking you.
"I guess it has to be new to be noticed," she added. "But isn't it new, " Shawna insisted,
"in different seasons? At different times of day? Different weather?" Sonya nodded thoughtfully, and
then looked up from her plate, to catch the darker corduroy patch of sudden breeze as it moved across the water.
"Or new eyes."
Please double-check to see which character "owns" the statement. Are all new paragraphs
needed? Or else, did you miss some?
-----Assignment
B6b PLOTTING.
Where do you think the story should go from here? Please answer at least three of the suggestions below 6ba to
6be.
.
a. Immediate "next?"
b. What do you see for Sonya? She is really concerned.
c. From what you know about Rolly and Jeanne, how will
it unfold for them? Rolly has a hunch...
d. From the beginning there was worry about Gwen, whose
job was taken by Shawna. Result?
e. What is "The young clerk" up to?
.
SEE PLOTTING TIPS in B6 of Grefs6 if planning to continue in weeks 7 and 8
Looking ahead, Weeks 7 and 8 will give you the option of running with some of your own ideas separately or blended
instead of the B7 and B8 that are already planned. Surprise me!
If inspired to attempt a novel, there is some solid help there too.
Grefs6,
B6. PLOTTING TIPS.
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. . . . . .C6
'Parts of Speech,
Meaning, Spelling
More irregular verbs in verb tenses and
and verb phrases that use participles
Assignment C6
Using them all correctly in sentences.
...
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| Comparison of adjectives and adverbs |
| - - Once again from what you know,
to go to new ground. |
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TRICKY STUFF
Comparison of Adjectives and Adverbs (Part 136-140 in Swan)
This has burgeoned into a large topic with changes in usage.
We will get an overview of it.
.
Adjectives , as in brief comment, add "ly" to
become adverbs.
Adverbs, as in He
spoke briefly, tell how.
.
Adjectives describe - - - -
- - - - - - - Adverbs tell how
soft ------------as in soft voice - - - - - - -spoke softly
beautiful -----as in beautiful day - - - - sang beautifully
brief -----------as in brief comment, - - -spoke briefly
Peculiar things about English
Adjectives
A brief time is short.
A brief costume
uses much less cloth.
Noun
A brief can instruct or summarize facts,
or use few words to
reduce large amounts to manageable size.
Yet a briefcase is
large, originally intended to carry bulky documents and books, or sets of pages required
in business, politics and the military.
As many who are learning it as a second language have found,
English is a strange language: For instance, we do not get
adverbs like muchly, and morely, but "mostly"
is right as in
'The samples of cloth were mostly in shades
of brown, meaning not all were brown.
HARDLY: Advice: If in doubt, leave it out.
We hardly know why,
but hardly comes from "hard" as in
working hard, and stone
is hard, where we never use "hardly." Yet it is correct to say, we hardly ever go there!
(For those who are puzzled, the first 'hardly' means we have difficulty understanding (knowing) if it is so.)
Irregular comparisons are mercifully few:
Adjectives describe - -
- - - - - - - - Adverbs tell how
good, better, best - - - - - - - - - - - - -well, better, best
bad, worse, worst - - - - - - - - - - - - -badly,
worse, worst
(sick) ill, worse, (worst) - - - - - - -- - same,
or more ill, most ill
.
Some are seldom adverbs, (if ever!) An elderly
man is not
yet an elder, that is, he is past middle age, with some of
the characteristis of older people, but has not yet reached advanced age.
Exception: ending in ly, elderly
describes and is not an adverb.
Also,
-- elder, eldest There
is no word like "eld."
Mr. Green has an elder brother. He is the eldest of four sons.
It is used with respect when referring to people of advanced age. Our aboriginals, in their culture, cherish their
elders and their wisdom.
old, older, oldest is more often used with children and the young
to express their youth. Strange.
Something repeated too often becomes "old", (boring).
Strangely it is also derogatory when the young describe older people. Attitudes have been shaped by advertisements. Gray hair EEEK! A wrinkle? Shudder! Expensive plastic
surgery, hair dyes deny ageing, and commercial cosmeticians push youth past belief, and advertising
has reduced the dignity of age into non-existence and contempt.
It may not be universal, (I hope) but where I live, there is a sense
of disrespect in growing "old." She is an "old bag," he is an "old geezer," hurtful
to those who have lived and proven their worth far beyond what the worthless stereotypes suggest. (End of editorial
comment. Hey, it's my website!)
Onward!
-- further, furthest.
While there is an adjective
/ noun, "fur" but it has no
connection with distance. Many animals have
fur coats; and their fur is warm.
About far, farther, farthest, there
is a difference between
farther and further.
Simple distance is farther but
further is distance travelled or achieved.
.
easy, easier, easiest and pretty, prettier, prettiest
change the 'y' to an 'i'
few, fewer, fewest (regular)
little, less, least (irregular )
CAUTION: Very common error, literacy issues.
Fewer is
used only with numbers. Fewer people voted.
The group brought fewer questions for discussion.
Fewer dollars were donated (How many?)
Less is used
only with quantity. There was less noise today.
There was less snow last year. New cars need less fuel.
It is the amount taken as a whole.
Longer adjectives are compared with MUCH MORE MOST
beautiful, MORE beautiful MOST beautiful
noticeable, MORE noticeable, MOST noticeable
incomprehensible, MORE incomprehensible,
MOST incomprehensible
Add 'ly' to make adverbs, compare with more, most:
She sang more beautifully, most beautifully of them all.
Some double the consonant: big, bigger, biggest
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.. . .All assignments are
OPEN-BOOK, where help is available
. . . . .... .to make the
work easier. You just have to find it.
----------------------ASSIGNMENT
C6a
Change the mistakes. (number of decisions)*
1. His older brothers the one who's poem won the trophy. (3)
2. The Lions Club Dinner is the bigest treat for him
and I. (3)
3. Shed be wise to find the brief to see if its her's.
(3)
4. They hardly knew the beautifullest way to chose. (3)
5. Before exams, less students pour over there notes. (3)
6. They laid the flowers there for Mom and him. (3)
7. What alot of time we waist on the phone! (2)
8. "Now I lay me down to sleep," she preyed. (2)
9. Did they travel farther then us in a week? (3)
10. Your right to loose wait slow. (4)
(30) Number of decisions* does not mean there are that many errors to change. Some are
correct. Take care.
-----------ASSIGNMENT
C6b
Using the REFERENCES above as a guide, please provide the comparative (more of pair) and superlative (most of
group) of all the following and use any five in sentences
large, elderly, few, fat, thin, happy, simple, intelligent, lazy, good-looking
.
AND
------------ASSIGNMENT C6c
Change to adverbs (Use a dictionary to help) late, happy,
simple, sincere, untidy, unintelligible, gross, ill, few, most
.
Check for meaning in dictionary AND
Use 5 of the adverb forms of late, simple, unintelligible, ill,
few, most, in sentences. Proof-read.
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. . . . . .D6
Reference: Irregular Verbs,
Verb Phrases and their Tenses
and verb phrases that use participles
Assignment D6 Memory hooks,
similarities
...
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| GENERAL INFORMATION |
(Review)
It Is What It Does, 1
Participle:
(ends in --ing, acts as adjective)
An adjective, made from a part of a verb, ending in "ing." It describes a noun. e.g.
"babbling brook" "blinking light" |
It Is What It Does, 2
In a Verb Phrase: (ends in --ing, partners with an auxiliary
verb, never alone.)
Examples
the brook is babbling,
or the light is
blinking.
There we call it the present participle and those verbs
arepresent progressive verbs. See Grefs4 )
Past and future progressive come from the other verb.
was running is past progressive, continuing
to run
will be running is future progressive
may be running is conditional, but progressive
should be running, could have been running, had been running. . .
It Is What It Does, 3 The GERUND
Subject of a verb
noun + verb So? Consider these:
Babbling is a baby's language.
Blinking clears the eyes.
Walking is good exercise,
Travelling makes us appreciate our home.
Thinking can be hard work. The process of thought.
BUT
Where a noun exists, use it instead
except where the 'ing' form clarifies a process., as in: Thinking
can be hard
work. The process of thought.
Thought should precede action.
Thought is
a noun as well as
a past participle, as in, I had thought about it already. Verb.
Over time in fact, thought has become a
noun because it is
used that way so often. Dictionary will find others; look for "n"
All of them are subject of a sentence, but only nouns
can be
subjects? (pronouns of course.)
Check these out:
Babbling is a baby's language. The babble
of a class of kids...
Blinking clears the eyes. One blink will do it
Walking is good exercise, A brisk
walk . . .
Travelling makes us appreciate our home.Travel is expensive.
Such noun-verbs are called GERUNDS. First in Grefs5.
They can do everything a noun can do.
Subject of a sentence,
as above.
Over time in fact, thought has become a noun because it is
used that way so often. Dictionary will find others; look for "n"
What else can GERUNDS do?
Object of a verb:
Verb + what? Examples:
Babbling: She heard babbling; the baby was awake.
Blinking: In the bright sun he couldn't control his blinking.
Walking: I recommend walking daily.
Spoken: x (Any ideas?)
Thought: Hold that thought!
Object of a Preposition
of what?
Babbling: The sound of babbling came from the nursery.
Blinking: Lights marked an accident scene by blinking.
Walking: After walking for hours, we were tired.
Spoken: Since spoken, the promise was known.
Thought: Lost in thought, she did not notice.
Noun in Apposition,
(same as)
Babbling: Babbling, a form of early speech of babies is . . . .
Blinking: Lights marked an accident, blinking visible in fog.
Walking: A privilege, walking is denied when in a wheel chair.
Spoken: A secret, spoken,
is no secret anymore.(adjective?)
Thought: Thought, a kind of reverie, brings poems.
Subjective Completion too when in Noun function
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, , , , , , , ,D6
REFERENCE
| ......More Irregular VERBS, and
VERB PHRASES |
|
Section 300 in Swan has four pages of "common
irregular verbs." in alphabetical
order making them easy to find.
Much of our remaining four weeks will be spent digging
through these four pages. Any good dictionary will fill the gaps.
.
.
Three main parts of any verb. First, REGULAR verbs
1. Infinitive - - Simple past - -Past Participle
.
to want - - - -wanted - - - (has) wanted
to play - - - -played- - - - (has) played
to learn - - - -learned - - - (has) learned
The majority (of verbs) is regular. --ed, --ed
They become easier to learn if similar things are together.
2. Similar Irregulars (Swan
displays all verbs alphabetically.)
to go, went, has gone totally irregular
.
the Infinitive - - Simple past - -Past Participle
1. past
and pp are the same as the present
to cost, cost, has cost
to cut, cut, has cut
to shut, shut, has shut
to let, let, has let
to set, set, has set
to hit, hit, has hit
to split, split, has split
to hurt, hurt, has hurt
to put, put, has put
to read, read, has read
(Irregular pronunciation, for students new to English:
present: I 'reed' it, I 'red' it yesterday, He has 'red' it already.)
.
2 p and pp --the 'o' sound
to shoot, shot, has shot
to lose, lost, has lost
to get, got, has got
p and pp --ending in '--nt, --lt, --pt and --ft '
to bend, bent, has bent
to spend, spent, has spent
to send, sent, has sent
to deal, dealt, has dealt
to feel, felt, has felt
to keep, kept, has kept
to sleep, slept. has slept
to leave, left, has left
.
3 the
--ought sound
to buy, bought, has bought
to think, thought, has thought
to fight, fought, has fought
to bring , brought, has brought
to teach, taught, has taught
to catch, caught, has caught
4 the
ee-e sound
to bleed, bled, has bled
to speed, sped, has sped
to lead, led, has led
to feed, fed, has fed,
to feed, fed, has fed
to meet, met, has met (different end)
.
5 the
ai sound
to lay, laid, has laid
to pay, paid, has paid
to say, said, has said
to make, made, has made
.
6 Pairs
p and pp --ung
to hang, hung, has hung
to swing swung, has swung
Pairs p and pp '--ound'
to bind, bound, has bound
to find, found, has found
Pairs p and pp -- ea in present, past and past participle
to dream, dreamt, has dreamt
to hear, heard, has heard
Not Pairs only a few you need to memorize
separately
to have, had, has had
to build, built, has built
hold, held, has held |
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. .All assignments are OPEN-BOOK,
where help is available
. . . . .... to make the
work easier. You just have to find it.
------------ASSIGNMENT
D6a
Tell what each group has in common. That is,
in what way are all of the verbs of a group the same?
1. Find the list with 'to put.' How will you remember?
2. Find the list with 'to lose' How will you remember?
3. Find the list with 'to catch' How will you remember?
4. Find the list with 'to speed' How will you remember?
5. Find the list with 'to hold' How will you remember?
6. Find the list with 'to swing' How will you remember?
7. Why is the verb to GO so different from all others?
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E6
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Graphic Codes, Analysis:
Indirect Object, and
the Gerund.
. . Graphic analysis of compound and complex
. . sentences, positive and negative, Gerund
from E5
Nouns, pronouns, adjectives, articles, verbs, adverbs, prepositions, conjunctions,
participles, gerunds
. . Assignment E6: Analyse the
sentences (for best 5.)
...
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..
Copy / paste
to save time and to clarify:
__ Subject
__ .
\\ verb\\ . .
( word ) Adjective or Article ( the, a )(. . .
// word // Adverb .
[[ word ]] Object of verb
# word # Indirect object
.<
word > Conjunction
{( adjective )} subjective
complement
also called subjective completion.
{[ noun ]} same
as subject
Notice:
the Subjective-Comp CODE
must be updated if it differs from this.
.
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REFERENCE E6 Another look at it, slightly different angle.
Graphic Analysis, Watch sentences grow.
...\With the software on AP
changing often, codes have
...\become an issue. First
the single \ slant at the front
...\and back \verb\ disappeared but caused italics in
...\the AP assignment pages.
Solution, when doubled,
...\at least one remained visible.
NEXT, came the need
...\to use html source codes to
make it show up on
...\screen. Another radical change
to learn. Not.
...\Use the original as shown here.
...\We do not need to be concerned with html
source
...\codes here. .. For marking, replies in\Notepad and
...\sent as plain text e-mail have no problems.
. |
Can we assume everyone knows:...?
Noun or Pronoun can be:
1. SUBJECT: __boy__ , __ He__ is her brother.
2. OBJECT of verb: [[boy]], I saw [[him.]]
3. SUBJECTive Completion:{[ a boy]} he,
. . . . . . . subject of sentence. and SC are
same thing.
. . . . . . . "A thing of beauty is {[a joy]} forever."
. . . . . . . "He is
{[
a boy]}." "It was {[he]}"... NOT 'him.'
4. Indirect OBJECT: Give # him # the book
. . . . . . . .Give # Jack # the book ---from week 5
. . . . . . . .Essentially it means 'to Jack,'
and 'to him'
5. OBJECT of a preposition: from him
. . . . . . .and the code is what the whole
phrase does,
. . . . . . .adjective phrase. A cup (of coffee), what kind?
. . . . . . .adverb phrase // in the morning,// doubled.when?
. . . . . . . . . . . . . . . . . . .
IN GRAPHIC ANALYSIS we use a code for these things.
(Adjectives) modify nouns. ( Little ) children
//Adverbs// modify adjectives // very // little
verbs, shout // loudly // ]
and other adverbs //
too// // loudly//
.
Do not take phrases or subordinate clauses apart
. . . . . . (adjective phrase) "A thing
(of beauty)" what kind?
. . . . . . (adjective clause) "The driver
(who anwered
the call) . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..which?
. . . . . . [adverb phrase] // after the meeting// when -- phrase
. . . . . . [adverb clause] // while he slept// when -- clause
In a command reverse the order:
BARE Subject__ \\ verb\\ Noun [[object]] to
get :
Check [[the chart.]]
. . . . . . . __ BARE Subject you. . . __ \\ verb\\ [[object]]
. . . .. . . . Exception: "Will he go?"
\\ Will \\ __ he__ \\ go\\
Separate verb phrases.
Verb can be 1. intransitive (no object) it RUNS
. . . . . . . . . .2. transitive (has object)
it HITS + [[object]]
. . . . . . . ... .3. copula (joining, SC IS the subject or modifier)
.
----------------------------------------------------------------------
This would be so easy with a pencil. My suggestion is to copy to paper and work them there,
THEN pass the answer along. Somehow.
.
I hope the software permits but doubt it.
To make it GRAPHIC, we have to agree on a code for each of these things.
(Adjectives) modify nouns
//Adverbs// modify verbs, adjectives and other adverbs
.
Do not take phrases or subordinate clauses apart
. . . . . . . . . . . .(adjective phrase) has no verb
. . . . . . . . . . . .(adjective clause) has a verb
. . . . . . . . . . . .//adverb phrase// contains no verb
. . . . . . . . . . . .//adverb clause// contains a verb
. . . . . . . . . . . . Noun __Subject__ , Same as subject {[SC]}
. . . . . . . . . . . . or [[object]]
A double backslant front and back \\verb\\ half disappears but causes italics.
. . . . . . . Noun __BARE Subject__ \\ verb\\
. . . . Exception: "Will he go?" \\ Will \\
__he__ \\ go \\
.
TESTING the CODE
Before we can launch this ship we must see if the codes work.
When. \\ adv clause \\. . . . . __BS__ \\ BP\\
[[what? Object]] --line above.
.
\\Before we can launch this ship\\ __we__\\must see\\ [[if the codes work.]]
Errors:
The OBJECT should be within [[ ]] not {[ ]}
The double underscore sometimes uses one to underline.
.
The big black cat that yowled . . lives next door.
(Which?) BS (adj clause which?) BP //where?//
.
(The) (big) (black) __cat__ (that yowled) \\ lives\\ //next
door//.
.
I really hope that it will work!
Take a copy of it. Label the first one with clues.
.
I really hope that it will work!
BS //how?// verb [[ Noun clause, what?]]
.
__I__ //really// \\hope\\ [[that it will work!]]
.
Although it is so easy with a pencil, I fear it is unworkable on line.
//Adverb clause
why // __BS__ \\verb\\ [[what? noun clause]] //where? adv ph//
.
//Although it is so easy with a pencil//__I__ \\fear\\
[[it is unworkable]] where? //on line//
.
What do you think? OR to clarify, you do think what?
. . . . . . . . . . BS \\verb phrase\\ [[Object]]
.
-------------------------------------------------------
A split verb phrase
[[What]] \\ do \\ __you__\\ think?\\ Notice the
split verb, do think!
.-------------------------------------------------------
Pretty complicated isn't it? OR to clarify, is it not pretty complicated?.
AHA! Copula verb! subjective completion.
.
. is .
.. . it . .. . . .not . .. . pretty . .. complicated? SC
\\verb\\__subject__ //adverb// //adverb// {(adjective)}
The adverb "pretty" modifies the adjective "complicated."
{( //Pretty// complicated )} \\is\\ //n't// __it__?
.The code here works, but at this stage with no need to take phrases and clauses apart.
.
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All assignments are OPEN-BOOK,
where help is available to make the work easier.
You just have to find it.
Assignment E6a
Your best five.
Using the codes, analyse.
1.Try it yourself on paper first, then copy-paste.
.
2. The big happy group went into the dining room.
.
3. At first, sentence analysis is quite tricky.
.
4. If pasting the code works, it will save time.
.
5. Cross your fingers when this goes online.
6 When it is done, send your teacher the answers.
. . . . . . . . . . . . . . e-mail your answers
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