thehabit.co · table of contents module 1, lesson 1: introduction 1 module 1, lesson 2:...

Master English grammar.Write better prose.

Jonathan Rogers, PhD

LESSONS & QUIZZES

Author of The Wilderking Trilogy & The World According to Narnia

Dr.JonathanRogers

TableofContents

Module1,Lesson1:Introduction1

Module1,Lesson2:UnderstandingtheMainLine3

Quiz1.2:UnderstandingtheMainLine7Module1,Lesson3:SubjectsandVerbs9

Quiz1.3:SubjectsandVerbs13

Module1,Lesson4:ObjectsandComplements17

Quiz1.4A:IdentifyingSubjects,Verbs,Objects,andComplements21

Quiz1.4B:ObjectsandComplements23

Module1,Lesson5:TheFiveClausePatterns27

Quiz1.5A:TheFiveClausePatterns31

Quiz1.5B:TheFiveClausePatterns33

Module1,Lesson6:ActorsandActions,SubjectsandVerbs37

Quiz1.6:ActorsandActions,SubjectsandVerbs41

Module1,Lesson7:WhatIsthePassiveVoice?45

Quiz1.7:WhatisPassiveVoice?49

Module1,Lesson8:WhenIsthePassiveUseful?53

Quiz1.8A:UsesofthePassiveVoice55

Quiz1.8B:UsesofthePassiveVoice57

Module1,Lesson9:Nominalization61

Quiz1.9:Nominalization65

Module1,Lesson10:StrongVerbs,PreciseVerbs,69

Quiz1.10:StrongVerbs,PreciseVerbs73

Module1,Lesson11:KeepingVerbsClosetoSubjects75

Quiz1.11:KeepingVerbsClosetoSubjects77

Module1,Lesson12:CompoundsontheMainLine81

Quiz1.12:CompoundsontheMainLine85

Module1,Lesson13:VerbTenses89

Quiz1.13:VerbTenses93

Module2,Lesson2:AdjectivesandAdverbs99

Quiz2.2:AdjectivesandAdverbs103

Module2,Lesson3:What’sSoBadAboutAdverbs?107

Quiz2.3:What’sSoBadAboutAdverbs?109

Module2,Lesson4:PrepositionalPhrases111

Module2,Lesson5:PrepositionalPhrasesPartII115

Quiz2.5:PrepositionalPhrasesPartII119

Module2,Lesson6:Participles123

Module2,Lesson7:ParticipialPhrases125

Quiz2.7:ParticipialPhrases129

Module2,Lesson8:InfinitivePhrases131

Quiz2.8:InfinitivePhrases133

Module2,Lesson9:SubordinateClauses137

Module2,Lesson10:AdjectiveClauses139

Quiz2.10:AdjectiveClauses143

Module2,Lesson11:AdverbClauses145

Quiz2.11:AdverbClauses151

Module2,Lesson12:MoreonSubordinateClauses155

Quiz2:12:MoreonSubordinateClauses161

Module2,Lesson13:MisplacedModifiers163

Quiz2.13:MisplacedandDanglingModifiers165

Module2,Lesson14:Conclusion167

Module3,Lesson2:NounClauses173

Quiz3.2A:NounClauses177

Quiz3.2B:NounClauses181

Module3,Lesson3:GerundsandInfinitives185

Quiz3.3:GerundsandInfinitives189

Module3,Lesson4:Appositives193

Quiz3.4:Appositives195

Module3,Lesson5:EssentialandNon-EssentialElements199

Quiz3.5:EssentialandNon-EssentialElements203

Module3,Lesson6:Review205

Quiz3.6:Review207

Module4,Lesson2:Subject-VerbAgreement213

Quiz4.2:Subject-VerbAgreement215

Module4,Lesson3:PronounsandAntecedents217

Quiz4.3:PronounsandAntecedents221

Module4,Lesson4:ConnectingClauses223

Quiz4.4:ConnectingClauses225

Module4,Lesson5:ConnectingClauses–CaseStudies229

Quiz4.5:ConnectingClauses–CaseStudies233

Module4,Lesson6:Parallelism237

Quiz4.6:Parallelism243

Module4,Lesson7:NominativeAbsolutes247

Quiz4.7:NominativeAbsolutes249

Module4,Lesson8:CourseWrapUp251

QuizAnswerKey253

LectureNotesModule1,Lesson1:Introduction

Formanywriters,thekeytobetterwritingisn’tnewskillssomuchasclearingawaytheclutterofbadhabitstogetbacktofundamentalskillsthathavebeenthereallalong.Humanlanguagegivesyoucountlesswaystoinsertmoreandmoreinformationintoasentence—nominativeabsolute,nounclauses,adjectiveclauses,participialphrases.Subordinatingconjunctionsconveyallkindsoflogicalrelationshipsbetweenideas.Ifyou’reolderthanaboutsevenyearsold,youcanalreadyuseallofthesegrammaticalconstructions.Youareprobablyquitegoodatcramminglotsofinformationintoasentence.However,atitsheart,good,vividlanguage—whetherwrittenorspoken—isn’tjustaboutconveyinginformation.Itisn’taboutweedingoutthegrammarandstyleerrorsfromyourprose.It’saboutrenderingexperience.Thatissomethingthatyouunderstoodwhenyouwereatoddler,evenifyouhavesinceforgottenit.Whenyoulearntotalk,youstartwithconcretenouns—thingsyoucanseeandhearandtouch:Mama,Daddy,kitty,milk,car.Prettysoonyouaddverbs:Kittysaysmeow.Milkspilled.Daddyisfunny.Cargoesfast.

Asyougrow,youlearntouseincreasinglycomplicatedgrammaticalstructures.Throughmostofyoureducation,yourparentsandteachersencourageyoutoexpressmoreandmorecomplexideaswithmoreandmorecomplexgrammaticalstructures.Yougetrewardedforshowingthatyoucanthinkinabstractterms.YouDOneedtobeabletothinkabstractly,andyouneedtomasterthegrammaticalcomplexitiesthatallowyoutocommunicateabstractideas.Abstractthinkingisanimportantpartoftheeducationalprocess.

Inthiscourse,however,Iamgoingtoworkfromtheassumptionthatyouarealreadyfullycapableofabstractthought—thatyouhavenothingtoproveinthatregard.Good,vividwritingtendstomovetowardtheconcrete,pullingbigideasandconceptsdownfromtherealmoftheabstractandintotheworldwhereweliveandmoveandhaveourbeing.SointhisfirstmoduleofGrammarforWriters,we’regoingtogoallthewaybacktothesimplest,moststraightforwardwaysofrenderingexperience:Subjects.Verbs.Objects.Complements.WHODIDWHAT?Or,WHODIDWHATTOWHOM?Writingthatconnectswithareaderhastobesolidatthatlevel.That’sthewayinformationcomestousintherealworld.Weseewhodidwhattowhom.Writingthatisstrongattheverysimplelevelofsubject,verb,object,andcomplementfeelstruetoyourreader.Sohereinthisfirstmodule,we’restrippingawayallthemodifiers,allthesubordinateclauses,everythingbutthemainactionthatasentencedepicts:whodidwhat?We’regoingtobuildbackallthoseotherconstructionsinthesubsequentmodules,butfornow,we’regoingallthewaybacktosomeofthefirstthingsyoulearnedtodowithlanguagewhenyouwereatoddler.Therearethirteenlessonsremaininginthisfirstmodule.Hereiswhatyoucanexpecttogetfromthoselessons:

• Toolsforidentifyingtheverbandthesubjectofaclause.• Toolsforfindingdirectobjectsandindirectobjects.• Toolsforidentifyingpredicatecomplementsandseeingthedifferencebetween

actionverbsandlinkingverbs.• Thefivepossiblepatternsforthestructureofaclause.• Passivevoice—howtoidentifyit,whytoavoidit,andwhenit’sgoodtouseit.• Nominalization—thepracticeofturningverbsintoabstractnouns(andwhyitisa

dangerouspractice).• Strongverbs—andwhythatadvice“USESTRONGVERBS”canbemisleading.

Wewilldevotealotofattentiontoaligningtheactionofasentencewiththegrammarofthesentencebymakingsurethatactionsgetexpressedasverbs,andtheactorsarethesubjectsofthoseverbs.That,really,isthecentralideaofthiswholemodule.Everythingelseinthismoduleisjustaspecificand/ortechnicaloutworkingofthatideaofturningactorsandactionsintosubjectsandverbs.Onceyougraspandapplythatidea,yourwritingwillbetransformedimmediately.

LectureNotesModule1,Lesson2:UnderstandingtheMainLine

Everysentencehasamainclause.Itmayhavealotofotherthingstoo,butitalwayshasamainclause.Themainclauseanswersthequestion,WHODIDWHAT?Eachofthesesentencesconsistsofonemainclause.

• Thebearslept.• Lindakickedaball.• Persimmonsgivemeabellyache.• Thatcakesmellsdelicious.• TerencecalledRosariaagenius.

Insentencediagramming,themainclauseisrepresentedonthemainline.Ineachofthesediagrams,thereisonlyamainline,withnothing(exceptonearticlepersentence)branchingfromtheline.

ThefivepatternsrepresentedinthesefivediagramsaretheonlypossibleclausepatternsintheEnglishlanguage.WewilllookmuchmorecloselyatthesepatternsinLesson5ofthismodule.

Many(ifnotmost)sentencesyouwritewillbeconsiderablymorecomplicatedthanthesamplesentencesabove.Thediagramsforthosesentenceswillhavelinessproutingoffthemainlineandbranchingindifferentdirections,asinthissentence:

Unconcernedbytheraucousactivityjustoutsidehiscave,thebearsleptlikeababy.

Everythingthatbranchesoffthemainlineisamodifier.Modifiersinclude(butarenotlimitedto)adjectives,adverbs,prepositionalphrases,participles,infinitives,andadverbialandadjectivalclauses.Adverbialmodifiersanswerquestionsabouttheaction:

• How?• When?• Where?• Why?

Adjectivalmodifiersanswerquestionsaboutnouns:

• Whatkind?• Whichone?• Howmany?

Thismoduleofthecourseisallaboutthemainline—themainclause,thatmainquestion:WHODIDWHAT?Mostoftherestofthecourseisabouteverythingthatbranchesoffthemainline.SkillstoworkoninthislessonareidentifyingthatmainlineandSEPARATINGitfromallthemodifiers.Considerthissentence:Theraccoonrattledthetrashcan.

Thisisastraightforwardclausewithasubject(raccoon),averb(rattled),andadirectobject(trashcan).Whodidwhattowhom?Theraccoonrattledthetrashcan.Here’sthediagram:

Now,considerthissentence:

TheraccoonthatIwastellingyouabout,withthemissingearandtheunusuallybushytail,rattledthetrashcanbehindmygaragewithaninsistencethatborderedonobsession.

Ifweweretodiagramthissentence,itwouldlooklikethis:

Comparedtothefirstraccoonsentence,thisoneisimpressivelycomplicated.Butperhapsthemostimpressivethingaboutthesetwodiagramsistherealizationthatthemainlineisexactlythesame.Whodidwhat?Theracoonrattledthetrashcan.Thisistrueforthefirst,simpleraccoonsentence,anditistrueforthesecond,complicatedraccoonsentence.Themainlineisfivewords(ifyoucountthetwothe’s).Inthesecondsentence,theother25wordssproutingoffthemainlineareallmodifiers.Theytelluswhichraccoon.Theytellwhichtrashcan.Noticealsothatsomepartsofthemodifiershavetheirownmodifiers.Onceyougetoffthemainline,languageallowsforinfinitecomplexity.Butonthemainline,theoptionsareNOTinfinite.Infact,thereareonlyfivepatterns,andtheyareeasytomemorize,andwithalittlepractice,youcangetgoodatrecognizingthem.

Quiz1.2:UnderstandingtheMainLine

I.Ionceworkedataplumbingcompany.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?II.Ihavegreatadmirationforplumbers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?III.Plumbersconfrontproblemsthatmostofusrunawayfrom.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?

IV.Icannotimagineacivilsocietywithoutindoorplumbing.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?V.Nevertheless,myplumberfriendswerenotalwayssocivil.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VI.Plumbersconductanongoing,oftenbitterfeudwithroofers.Whatisthemainlineofthissentence?Inotherwords,whodidwhat,withoutanymodifiers?VII.Ifyouseeaplumber,youshouldhughisorherneck.Whatisthemainlineofthemainclauseinthissentence?Inotherwords,whodidwhat,withoutanymodifiers?

LectureNotesModule1,Lesson3:SubjectsandVerbs

Aclauseisaunitofgrammarthatdescribesabitofaction.AclauseALWAYSincludesasubjectandaverb.Itmayalsoincludeotherthings,likeadirectobject,anindirectobject,apredicatenominative,apredicateadjective,oranobjectivecomplement.Thisistrueofeveryclause,whetherit’samainclause(independentclause)orasubordinateclause(dependentclause).Whenyouanalyzethegrammarofasentence,startbyfindingtheverb(orverbs).Verbsexpressactionorastateofbeing.TheVerbFinderprovidesaruleofthumbthatwillhelpyoufindtheverb(s)inanyclause.Theverbofanyclausewillfitintooneormoreoftheseblanksandformagrammaticallycorrectsentence:

I__________.YOU________.HE/SHE/IT__________.

Inthesentence,Lindakickedtheball,onlyonewordfitsintheVerbFinder:

ILinda.Ikicked.Ithe.Iball.

Ikickedisasentence.Theotherthreecombinationsarenonsensical.

NotethatifI_________doesn’tyieldaverb,YOU________orHE/SHE/IT_________should,asinthisexample:

Thecakesmellsdelicious.Ithe. YOUthe. HE/SHE/ITthe.Icake. YOUcake. HE/SHE/ITcake.Ismells. YOUsmells. HE/SHE/ITsmells.Idelicious. YOUdelicious. HE/SHE/ITdelicious.

TheVerbFinderworksforalltenses,includingthemorecomplextenses,likepast-,present-,andfuture-progressiveandpast-,present-,andfuture-perfect.TheVerbFinder,however,isnotfool-proofifyoudon’tapplysomecommonsense.EveryverbwillfitintheblankoftheVerbFinder,butsometimesnon-verbswillalsofitintheblank.Consideroursentencefromthelastlesson:

Theracoonrattledthetrashcan.WhenyouapplytheVerbFinder,youquicklyseethatrattledisaverb:

Irattled.YOUrattled.HE/SHE/ITrattled.

Butthewordcanalsofitsintheverbfinder:

Ican.YOUcan.HE/SHE/ITcan.

Itonlytakesalittlecommonsensetoseethat,althoughcansometimesservesasaverb,itisnotservingasaverbinthissentence.Here’sasomewhatharderexample:

Rattledbymyexperiencewiththealligator,Igaveupwaterskiing.Rattledlooksverymuchlikeaverb(indeed,itwasourverbinthepreviousexample),anditfitsintheVerbFinder,buthereit’sactuallyaparticiple,averbthathasbeenturnedintoamodifier.Theactualverbhereisgaveup,which,ofcourse,alsofitsintheVerbFinder.

AWordAbouttheToBeVerbThemostcommonverbinanylanguageisthetobeverb.It’sagoodideatomemorizetheformsoftobe:

AM WAS BEARE WERE BEINGIS BEEN

Anytimeyouseeoneofthesewords,youhavefoundtheverb.Itmaybethewholeverb,asin

Fernandoisadeepseadiver.Oratobeverbmaybeahelpingverb,asin

Fernandowasswimmingwiththesharks(partofthepastpresentformwasswimming).

Fernandowasstungbyjellyfish(partofthepassiveverbwasstung).IdentifyingSubjectsOnceyouhaveusedtheVerbFindertoidentifytheverbs,youcanusetheSubjectFindertoidentifythesubject.TheSubjectFinderisasimplequestion.HavingusedtheVerbFindertoidentifytheverb,droptheverbintotheblankofthisquestion:

WHOORWHAT__________?Theanswertothatquestionisyoursubject.Considerthefollowingsentence:

Lindakickedtheball.Theverbiskicked,sotheSubjectFinderisthequestion“Whokicked?”Lindakicked.Lindaisthesubject.

Thatcakesmellsdelicious.Whatsmells?Cakesmells.

Youareasweetheart.Whoare?Youare.

OneofthebonusfeaturesoftheSubjectFinderisthatitcanhelpyoudiscoverifyouhavemistakenlyidentifiedaverb.If,inthesentenceTheraccoonrattledthetrashcanyouweretomistakenlysaythatcanisaverb,youwillseeyourproblemonceyouapplytheSubjectFinder.Whocan?Well,nobodycan.That’snotwhatthesentenceisabout.

Toreview:

• EveryclausehasBOTHasubjectandaverb.• YoucanidentifytheverbusingtheVerbFinder:

I_______.You_______.He/She/It_________.

• Theverbofaclausewillalwaysfitinthatblank.• Unfortunately,someotherwordsmayfitintheblanktoo,soyouhavetobecareful.• Onceyou’vefoundyourverb,youcanplugthatverbintotheSubjectFinderto

identifythesubject:Whoorwhat______________.

• Aclausealwayshasaverbandsubject,anditmayhaveanobjectoracomplement.Identifyingtheseelementswillbethesubjectofournextlesson.

Quiz1.3:SubjectsandVerbs

I.Theangrymobchasedthepirate.WhatistheVERBinthissentence? A.angry B.mob C.chased D.pirateII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheVERBinthissentence? A.years’ B.rough C.wisdom D.shone E.good F.eyeIII.Manyyears'roughwisdomshonefromhisonegoodeye.WhatistheSUBJECTinthissentence? A.many B.years’ C.rough D.wisdom E.shone F.good G.eye

IV.JohnBarber,frightenedbythepossuminhisdriveway,criedlikeasmallchild.WhatistheVERBinthissentence? A.frightened B.possum C.criedV.Thepiratewaschasedbytheangrymob.WhatistheVERBinthissentence? A.pirate B.was C.chased D.waschased E.angry F.mobVI.Thepiratewaschasedbytheangrymob.WhatistheSUBJECTinthissentence? A.pirate B.angry C.mobVII.Chasingcarsismydog'sfavoriteactivity.WhatistheVERBinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activityVIII.Chasingcarsismydog'sfavoriteactivity.WhatistheSUBJECTinthissentence? A.chasing B.cars C.is D.dog’s E.favorite F.activity

IX.Iarrangemymashedpotatoesjustso,andyoudestroyitallwithyourspoon.Acompoundsentencewillhaveatleasttwomainsubjectsandtwomainverbs.Whatarethetwomainsubject/verbcombinationsinthesentenceabove? A.Imashed,youdestroy B.Iarrange,youdestroy C.Iarrange,destroyitall D.mashedpotatoes,withyourspoon

LectureNotesModule1,Lesson4:ObjectsandComplements

Grammarisaboutrelativelysimpleunitsorganizedininfinitelycomplexways.Aclauseisoneofthoserelativelysimpleunits.(Iamspeakinghereofthemainlineofaclause,notitsmodifiers.)Aclausetellswhodidwhat.Ithasasubjectandaverb.AnditmayhaveTWO(andonlytwo)otherthings:OBJECTSandCOMPLEMENTS.AnOBJECTisaNOUN—aperson,placeorthingthatRECEIVEStheactionofaverb.ThesubjectPERFORMStheaction,theobjectRECEIVEStheaction(atleastinanactiveconstruction;passiveconstructions,aswewillsee,areadifferentmatter).

Lindakickedtheball.

Lindaisthesubject—shedidthekicking.Theballistheobject.Itgotkicked.ItRECEIVEDthekick.FindingDirectObjectsJustaswehadaVerbFinderandaSubjectFinder,thereisalsoaDirectObjectFinder.Onceyouhavefoundyourverbandyoursubject,youplugthemintothisquestion:

SUBJECTVERBwhoorwhat?

Ifthatquestionhasananswer,theanswerisyourdirectobject.InthecaseofLINDAKICKEDTHEBALL,theDirectObjectFinderisthequestion,

Lindakickedwhat?Theball.Ballisthedirectobject.

InthecaseofAgoatatemycellphone,theDirectObjectFinderisthequestion,Goatatewhat?Mycellphone.

Cellphoneisthedirectobject.FindingIndirectObjectsIFyouhaveadirectobject,youmayALSOhaveanindirectobject—anothernounthatdoesn’tdirectlyreceivetheaction,butFORWHOMorTOWHOMtheactionisperformed.Thisindirectobjectalwaysappearsimmediatelybeforethedirectobject.Solet’slookatthissentence:Iwillpouryouaglassofwater.First,usetheDirectObjectFinder:Iwillpourwhat?Becarefulhere:don’tsayYOU.I’mnotpouringYOU.Iwillpouraglassofwater.Nowthatwe’vefoundtheDirectObject,wecanapplytheIndirectObjectFinder.TheIndirectObjectFinder,liketheSubjectFinderandtheDirectObjectFinder,isafill-in-the-blankquestion:

SUBJECTVERBDIRECTOBJECTtoorforwhom?Iwillpouraglassofwatertoorforwhom?You.

Youistheindirectobject.

GrandpareadCindyabook.

Grandpareadabooktoorforwhom?Cindy.

Cindyistheindirectobject.DirectandIndirectObjectReview

• Anobjectisalwaysanounoranounequivalent.• Youcan’thaveanindirectobjectwithoutadirectobject.• Theindirectobject,ifyouhaveone,alwayscomesimmediatelybeforethedirect

object.• Anindirectcanalwaysberephrasedasaprepositionalphrasebeginningwithtoor

for.KengaveBarbieflowers=KengaveflowerstoBarbie.GrandpareadCindyabook=GrandpareadabooktoCindy.

PredicateComplementsAcomplementeitherrenamesthesubject,ordescribesthesubject.Thefollowingsentencescontainpredicatecomplements:

• Myheroeshavealwaysbeencowboys.(Heroesrenamescowboys.)• Youareasweetheart.(Sweetheartrenamesyou.)• Mydogislazy.(Lazydescribesmydog.)• Mydogsmellsfunny.(Funnydescribesmydog.)

Apredicatenominativeisanounthatrenamesthesubject.Apredicateadjectiveisanadjectivethatdescribesthesubject.Theverbthatconnectsorlinksthesubjectandthecomplementiscalledalinkingverb.Thinkofalinkingverbasan‘equalsign’:

• Myheroes=cowboys• You=sweetheart• Mydog=lazy• Mydog=funny(asregardsherodor)

Themostcommonlinkingverb(byfar)istobe:AM,IS,ARE,WAS,WERE,BE,BEING,BEENThereareotherlinkingverbs:

• YouLOOKlovely.• LutherSMELLSstrange.• ThattestPROVEDdifficult.

Thereisnoreasontotrytomemorizeallthelinkingverbs.Ifthenounafteraverbrenamesthesubject,orifanadjectiveafteraverbdescribesthesubject,thatverbisservingasalinkingverb.DistinguishingObjectsfromComplementsWhat’sthedifferencebetweenanOBJECTandaCOMPLEMENT?Anobjectisanounthatisseparatefromthesubject.Thesubjectdoessomethingtoorfortheobject.AcomplementISthesubject(or,rather,itISthesubjectifit’sanoun,itDESCRIBESthesubjectifit’sanadjective).

Considerthesetwosentences:

• Mydogsmellsfunny.• Mydogsmellsahamburger.

Thesesentenceslookalotalike,butoneofthemhasadirectobject,andoneofthemhasacomplement.Toputitanotherway,inoneofthesesentences,SMELLSisanactionverb,andinoneofthesesentences,smellsisalinkingverb.Inthefirstsentence,funnyisacomplement.Itdescribesthedog.Sosmellsisoperatingasalinkingverb.Inthesecondsentence,hamburgerisaDIRECTOBJECT.Thedogisnotahamburger.Inthiscase,smellsisanactionverb;ittellssomethingthatthedogisdoingTOthehamburger.Toreview:

• Onthemainlineofaclause,youMUSThaveasubjectandaverb,andyouMAYhaveanobject(possiblytwo—directandindirect)oracomplement.

• Therearetwokindsofobjects.Thedirectobjectreceivestheaction.Theindirectobjectistheentitytowhomorforwhomtheactionisperformed.

• Therearetwotypesofcomplements:predicatenominatives(nounsthatrenameasubject)andpredicateadjectives(adjectivesthatdescribeasubject).

• Acomplementrenamesordescribesthesubject,butanobjectisanounthatisseparatefromthesubject.

• Alesscommontypeofcomplement,theobjectivecomplement,renamesordescribesadirectobject,justasapredicatecomplementrenamesordescribesthesubject.Wewillseeexamplesofobjectivecomplementsinthenextlesson.

Incredibly,wehavenowlookedateverythingthatcanhappenonthemainlineofaclause:subjects,verbs,objects,complements.Theseelementscanonlyoccurincertaincombinationsandincertainorders.Thereareonlyfivesuchcombinations—thefiveclausepatternsofthenextlesson.

Quiz1.4A:IdentifyingSubjects,Verbs,Objects,andComplements

I.ThemostfascinatingyearofVincent’scareerwasthelastyearofhislife.Identifythesubject,verb,andpredicatecomplementforthissentence.II.Animportantsteptowardrecoveryofhealthyself-esteemisdeeperself-awareness.Thisquestionhastwoparts:a)Whatisthegrammaticalsubject?b)Isself-awarenessadirectobjectorapredicatecomplement?III.Iwonderediftheyweretalkingaboutme.Doesthissentencehaveadirectobject?Ifso,whatisit?(Hint:You'reprobablygoingtoneedtousetheDirectObjectFinderforthisone.)

IV.InfrontofherwasanoldmanwhoturnedouttobeGeorgeJones.Whatarethesubjectandverbofthissentence?(You'regoingtoneedtouseyourSubjectFinderonthisone.)

Quiz1.4B:ObjectsandComplements(Challenge)

I.Mikeleanedforwardontherailthatseparatedtheporchfromthedescendinghillside.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?II.Hemakeshisslow,gloatingtrotaroundthemisshapendiamondsqueezedintothebackyard.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?III.MyfamilymovedtoPhoenixfromChicagowhenIwasseven.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?

IV.Thetruckhasbeensittinginmydrivewayformonths.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?V.Goingwest,myfamilytradedtornadosfortumbleweedsandtheoccasionalaftershockofanearthquake.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VI.TheyhadnottouchedthebirdfeederIhungtwoweeksago.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?VII.Asthemistsofmydullnessgraduallycleared,thetruthbrokewithalightthatpiercestothisday.Whatisthe"mainline"ofthissentence?Inotherwords,whatisthemainaction,withoutanymodifiers?Whodidwhat?

VIII.Theworstwaterwasinthemiddleofthechannel,butthatwasalsothesafestplace.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses. IX.Itwasourthirddayout,andwehadcampednearby,severalmilesfromwhereourtripbegan.Thissentenceisacompoundsentence.Ithastwoindependent(main)clauses.Identifythesubjectandverbforeachofthetwoindependentclauses.X.Fiveofthemboundtogetherattheirbasewherethestemholdsthemtogether,overlapping.Anupside-downcup.Likethebackofmygrandmother’shands,thedelicateveinsarevisible.Onethickpurplelineextendingfrombasetotipwithdozensofthinneronesstretchingoutfromcentertoedges.Inthatgroupoffour"sentences,"onlyoneisactuallyasentence,withasubjectandaverb.Whichoneisit?

XI.ThetwoofusstandinginhertinykitchenwiththeavocadoandpumpkinhuedaccentsandstainedTupperwarecupsthatmademesqueamisheverytimeIhadtodrinkfromone.Whatisthemainline(subject,verb,andobject(s)orcomplement)ofthissentence?

LectureNotesModule1,Lesson5:TheFiveClausePatterns

Aswesawwiththetrash-can-rattlingraccoonfromafewlessonsago,onceyoustartaddingmodifierstothemainclauseofasentenceandmodifierswithinmodifiers,youcanquicklyhaveaverycomplicatedsentence.ThepossiblevariationsforthestructureofanEnglishsentenceareeffectivelyinfinite.However,thepossiblevariationsforthestructureofaclauseareactuallyVERYlimited.Thereareonlyfivepossiblepatternsforaclause.LearningthesefivepatternswillgetyouaLONGwaytowardmasteryofEnglishgrammar.Youcan’tbegintomasterEnglishgrammarwithoutthem.Thesefiveclausepatternsareworththetroubletomemorize:

• SUBJECT-VERB• SUBJECT-VERB-DIRECTOBJECT• SUBJECT-VERB-INDIRECTOBJECT-DIRECTOBJECT• SUBJECT-VERB-DIRECTOBJECT-OBJECTIVECOMPLEMENT• SUBJECT-LINKINGVERB-PREDICATECOMPLEMENT

Theelementsofthesesentencepatternsalwaysappearintheorderabove(withafewexceptionsmentionedbelow).WordorderisextremelyimportantinEnglish.EnglishisanSVOlanguage.SVOstandsforsubject-verb-object.Inagivenclause,thesubjectcomesbeforetheverb,andtheverbcomesbeforetheobject.Themeaningofthesentencedependsontheorderofthewords.ThehunterstalkedthepanthermeanssomethingverydifferentfromThepantherstalkedthehunter.Asalways,thereareexceptionstotheSVOrule.Herearethetwobiggest:

• Exception1:Whenyouformaquestion,youmovepartoftheverbinfrontofthesubject.InsteadofIdowanticecream,yousay,DoIwanticecream?

• Exception2:Certainkindsofdependentclausesmonkeywiththewordorder.Wewillgettothoseinsubsequentmodules.

TheFiveClausePatternsPattern1:S-V.Subject-Verb,NOobjectsorcomplements.

• Charlesiseating.• Wendyslept.• Thesquirrelwasclimbing.• Thecardied.• Mydogsmells.

Youcanattachmodifierstoanyitemonthemainline,soasentencecanbequitelongandstillbeanS-Vsentence—thatis,havenothingmorethanasubjectandverbonthemainline.ThissentenceisactuallyanS-Vsentence:

Exhaustedbyalongday’shikeontheAppalachianTrail,Wendysleptlikeababyintheraggedyoldtentthatsheborrowedfromherbrother.

WhenyouapplytheVerbFinder,youseethattheonlyverbsinthislongsentencearesleptandborrowed.Borrowedispartofanadjectiveclause(thatwillmakesenseinafewlessonsifitdoesn’trightnow).SothemainlineofthatsentenceissimplyWendyslept.Andsleptdoesnothaveadirectobject.SothisisanS-Vsentence.Hereisthediagram:

Youcanaddthiskindofcomplexitytoanyofthefiveclausepatterns.(I’mnotgoingtokeepdoingitfortheotherfourpatternsinthislesson,butbearinmindthatyoucould.)Pattern2:S-V-DO.Subject-Verb-DirectObject.

• Thehunterstalkedthepanther.• Thepantherstalkedthehunter.• Thesquirrelclimbedthetree.• Charlesiseatingboiledpeanuts.

Ineachoftheseexamples,thesubjectisdoingsomethingtosomethingelse.

PATTERN3:S-V-IO-DOSubject-Verb-IndirectObject-DirectObject.

• KengaveBarbieflowers.• Pleasepourmeaglassofwater.

IfyouhaveTWOnounsaftertheverb,youmayhaveanindirectobjectaswellasadirectobject.Thereisnosuchthingasasentencethathasanindirectobjectbutnodirectobject.There’snosuchthingasasentenceinwhichanindirectobjectcomesafterthedirectobject.(Thereare,however,sentencesinwhichaprepositionalphraseidentifiestheentityforwhomortwowhomtheactionisperformed.PleasepourmeaglassofwatercanbephrasedasPleasepouraglassofwaterforme.Logicallyspeaking,thereisnodifferencebetweenthetwosentences.Grammatically,however,inthefirstsentencemeisanindirectobjectappearingbeforethedirectobject,andinthesecondsentencemeistheobjectoftheprepositionFORandappearsafterthedirectobject.)Pattern4:S-V-DO-OC.Subject-Verb-DirectObject-ObjectiveComplement.Thispatternisalittlelesscommonthantheothers.Rememberfromthelastlessonhowapredicatecomplementrenamesordescribesthesubject?Anobjectivecomplementrenamesordescribesthedirectobject.Itmightbeanounrenamingthedirectobject,oritmightbeanadjectivedescribingthedirectobject.Considerthesentence,Wepaintedthetownred.UsingtheDirectObjectFinder—Wepaintedwhoorwhat?—itiseasytoseethattownisthedirectobject.Butwhatdowetowithred?Reddescribestown.It’sanobjectivecomplement.

• WeelectedMiriamclasspresident.(Classpresident=Miriam)• WejudgedJohnaGrade-A-Rat.(Grade-A-Rat=John)

Afewthingstoknowaboutobjectivecomplements:

• Theymaybenouns,ortheymaybeadjectives.• TheyalwayscomeimmediatelyAFTERthedirectobject.• Youcan’thaveanobjectivecomplementwithoutadirectobject

Soifyou’vefoundyourdirectobjectandthere’sanothernounoradjectivelurkingaroundafterit,askwhetherthatnounoradjectiverenamesordescribesyourdirectobject.Ifso,youhavefoundanobjectivecomplement.Pattern5:S-V-PC.Subject-Verb-PredicateComplement.ThepredicatecomplementcomesAFTERtheverb,anditrenamesordescribesthesubject.Thisisprobablythemostcommonofthefiveclausetypes.Wethinkofverbsasbeingwordsthatdescribeactions,butjustasimportantly,verbsdescribestatesofbeing.

• Roslynisamail-carrier.(Roslyn=mail-carrier)• Thispopsicletastesfunny.(Popsicle[‘sflavor]=funny)• Allenhasbeenkind.(Allen=kind)

TheverbinthissentencepatterniscalledalinkingverbbecauseitLINKSthesubjecttothepredicatecomplement.ThesefivepatternsaccountforEVERYgrammaticallycorrectclauseintheEnglishlanguage.Fourelements—subjects,verbs,objectscomplements—canappearinfivecombinations,andeachofthosefivecombinationshastobeinaspecificorder.Soonwewillstartcombiningclausesandmodifiersinwaysthatwillgetverycomplex.Butfornow,celebratethetruththatthegrammaticalpiecesthemselvesareshockinglysimple.Therigidityofonlyfourelementsarrangedinonlyfivecombinations,eachwithaveryspecificorder,isahugegift.Languageiscomplicatedandflexibleenough.WecanmakesenseofthatcomplexityandflexibilityONLYbecausehereatthislevel,languageissimpleandrigid.

Quiz1.5A:TheFiveClausePatterns

I.JohnBarberismynemesis.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCII.JohnBarbersoldmeafakeelevatorpass.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIII.IcalledJohnBarberasneakymonkey.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC

IV.JohnBarberslappedmewithaglove.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCV.Icouldnotignoretheinsult.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVI.Wefoughtinthevestibule.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVII.IvanquishedJohnBarbereasily.Towhichpatterndoesthisclauseconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC

Quiz1.5B:TheFiveClausePatterns(Challenge)

I.MickeyMantlejusthitanotherhomeruninthebottomoftheninthintheSundayafternoongame.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCII.Sheistwenty-nine-yearsoldwithboxblondehairpulledintoasidebraid.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIII.Runningbearsareanoddsight,buttheyarefast.Thissentenceconsistsoftwoindependentclauses.Thesetwoclauseshappentoconformtothesameclausepattern.Whichclausepatternisthat? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC

IV.Onecaretakerwithaverykindfaceandshoulder-lengthblackhairshowedmehowtochangethebedsheetsandclothdiapersofthechildren,manyofwhomweredisabledordisfigured.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCV.Whenhereachedthetrail,heturnedupandawayfromme.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVI.Theirhomequicklybecamethegatheringplacefordozensofnephewsandnieceseverysummer.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCVII.UncleJimlaughedmorethananyadultinmylife.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC

VIII.MyAuntNancytoldmeasecretthatIhaveneverforgotten.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCIX.Thepiratecalledtheship-captainablackguard.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PCX.Wendellbuilthisdaughterahouse.Towhichofthefivepatternsdoesthemainclauseofthissentenceconform? A.S-V B.S-V-DO C.S-V-IO-DO D.S-V-DO-OC E.S-V-PC

LectureNotesModule1,Lesson6:ActorsandActions,Subjectsand

Wegotprettytechnicalinthoselastfewlessons,andwehaveafewtechnicallessonsaheadofus,sointhislessonwearetakingastepbacktotalkaboutoneortwobig-pictureprinciplesthatinformeverythingwearedoinginthisunit.Theseprinciplescoveramultitudeofsins.Evenifyoudon’tgetsomeofthetechnicalities,oryouforgetsomeofthetechnicalities,you’llbefineifyourememberacoupleofprinciples.Thebigoneisthis:

Everytimeyouwriteasentence,thinkaboutwheretheactionisinthatsentence.Whatistheaction,andwhoistheactor?WHODIDWHAT?

Onceyouhavedeterminedtheactionandtheactor(oractionsandactors)yourdefaultsetting—yourhabit—shouldbetoexpresseachactionasaverb,withtheactorasthesubjectofthatverb.IsayDEFAULTandHABITbecausethereareplentyofsituationsinwhichitmakessensetoexpressactioninotherways.Butyourfirstgo-toshouldbetoexpressactionasverbsandactorsassubjects.InthislessonIwanttoapplythisprincipleinafewexamplesusingaslittletechnicallanguageaspossible.Insubsequentlessons,we’llputthetechnicaltermstotheseideas,butfornow,I’mgoingtotrytosticktocommon-senselayman’sterms.EXAMPLE1Thiscomesfromastoryaboutsiblingsridinginthebackseatonalongcarride:

Anyaimlesswanderingpastthecenterlineofthebackseatwasgroundsforanelbowtothechestorakicktotheleg.

Whatarethethreeactionsinthissentence?

• Onekidwanderspastthecenterlineofthebackseat.• Onekidelbowsanotherkidinthechest.• Onekidkicksanotherkid.

Butwhataretheverbs?(Remember,anactionisn’tthesamethingsasaverb.)

• Theonlyverbis“was.”Youcanseethemismatchherebetweentheactionofthesentenceandthegrammarofthesentence.

• Therearethreeactions.• Thereisoneverb,andthatverbhasnothingtodowithanyofthethreeactions.

Howdoyoubegintoalignthegrammarwiththeaction?Thereismorethanonecorrectanswer,butIwantyoutoseewhathappenswhenyoustartthinkingintermsofactorsandactionsandsubjectsandverbs.

• Aimlesswanderingisaverbthathasbeenturnedintoanabstractnoun.It’snottoohardtoturnitbackintoaverb:wandered.

• Nowthatyouhaveaverb,youneedasubject.WHOwandered?Wecan’tactuallyknow,thoughthewriterwouldknow.Forthepurposesoftheexample,wewillsay,Iwandered.(Asyoucansee,thinkingintermsofverbsandsubjectsforcestheissue;itmakesyouconsiderWHOisdoingwhat.)

• Inthesameway,changing“elbow”and“kick”backintoverbsforcesthewritertothinkaboutWHOiselbowingandkicking.

Obviously,onlythewritercangetthisright.Sincenoneofuswasinthecarwiththeseunrulychildren,wedon’tknowwhowasdoingwhat.Butaversionthatalignsactorsandactionswithsubjectsandverbsmightlookmorelikethis:

AnytimeIwanderedoverthecenterlineoftheseat,mysisterputanelbowinmychest.Andeverytimemysisterputanelbowinmychest,Ikickedher.

Therearetimes,ofcourse,whenthat“abstractified”versionofthings—Anyaimlesswanderingpastthecenterlineofthebackseatwasgroundsforanelbowtothechestorakicktotheleg—mightbeagoodwaytoexpresstheidea.ItneedstobeyourDEFAULT,yourHABIT,toalignactorsandactionswithsubjectsandverbs.Ifyoutrythatalignedversionandchooseinsteadtodosomethingelse,that’sfine.

EXAMPLE2

Iwassix,andthiswasthebeginningofquestioningtheexistenceofSantaClaus.Whataretheactionshere?

• Somebodyissix.(Thisisnottechnicallyanactionsomuchasastateofbeing.)• Thissix-year-oldpersonbeginstoquestionsomething.• SantaClausexists(orfailstoexistasthecasemaybe).

Whataretheverbs?

-was(Iwassix.)-was(Thiswasthebeginning)

Thesearenotveryinterestingverbs.Actually,thereisnothingwrongwiththefirstwas.There’snobetterwaytoexpressIwassix.Butwhataboutthatsecondclause?

…thiswasthebeginningofquestioningtheexistenceofSantaClaus.

Inthatoneclausetherearethreeabstractnouns—beginning,questioning,existence.Allthreeoftheseabstractnounsstartedoutlifeasverbs.Thereisnogoodreasontoturnthesethreeactionsintoabstractnounsandusetheanemic“was”astheoneverb.Howcouldyoumakethisclausemore“verbish”?Here’soneway:

WhenIwassix,IbegantoquestiontheexistenceofSantaClaus.or,ifyoureallywanttobestrictaboutbeingas“verbish”aspossible,withnoabstractnouns:

WhenIwassix,IbegantowonderwhetherSantaClausereallyexisted.Overthenextfewlessons,we’regoingtoputsometechnicallanguagetosomeoftheseideas,butthebig,non-technicalpictureisthis:

Everysingletimeyoucomposeasentence,thinkaboutwheretheactionis—WHODIDWHAT?—andmakeityourhabittoexpressthatactionintheformofaverb,andmaketheactorthesubjectofthatverb.

Thereareplentyofreasonstobreakthatrule,tostrayfromthathabit.Butbeconsciouswhenyoubreaktherule,andhaveagoodreasonfordoingso.

Quiz1.6:ActorsandActions,SubjectsandVerbs

I.Ifyouplayedonthefloornearhim,hewouldreachhisfootoverandpinchyouwithhislongtoes,thenlaughwhenyouyelped.Irenewouldcallout"Jimmy,stopit!"whichjusttriggeredmorelaughter.Howisthegrammarinthesecondsentenceoutofalignmentwiththeactionitdepicts?Howmightyoubringthesubjectsandverbsinlinewiththeaction?II.Finefurniture,qualityclothing,privateeducationmadeherwillingtostretchourlimitedmeanssothintheysometimesdisappearedaltogether.Thesentenceisaboutamotherwhosometimesspenttoomuchmoneyonherchildren.Howmightyoureworkthesentencetobringthegrammarofthesentenceintoalignmentwiththeactionthesentencedepicts?

III.Stabbedthroughbothfrontpawsarewoodenskipoles.Oneskipoleisstillfirmlygrippedinthebear’sleftpaw.Therightskipolesnappedoffatsomepointandneverreattachedisnowpresumedlosttothetundra.Inthepassageabove,thewriterdepictsafigurineofasnow-skiingbearwithabrokenskipole.Havealookatthatlastsentence.Whataretheactions?Whatis(are)theverb(s)?Howmightyoubringsubjectsandverbsinlinewithactorsandactions?IV.Themomentprecedingeverysneezefilledwiththedreadofthesurgeofpainthatwasabouttoensue.Whatarethesubjectsandverbs?Whataretheactionsandactors?Rewritethissentencesothatthegrammaralignsmorecloselywiththeaction.V.Buttherewasascarcityoftheseeventsandvenuesinourtown,sothecostofaroadtriptothecitywasapricemymothergladlypaid.Whataretheactorsandactions(orstatesofbeing,asthecasemaybe)?Whatarethesubjectsandverbs?Reworkthissentencesothatthesubjectsandverbsalignmorecloselywiththeactorsandactions.

VI.Herimmediateandenthusiastic,“Yes!”wasn’tsurprisingwhenasa7thgraderIbeggedtogoseeaplayattheTivoliTheatre.Thisisthesamemotheranddaughterfromtheprevioussentence.Again,whataretheactionsandactors,whatarethesubjectsandverbs,andhowcanyoubringthegrammarofthesentenceintocloseralignmentwiththeactionofthesentence?

LectureNotesModule1,Lesson7:WhatIsthePassiveVoice?

I’vebeentalkingaboutmakingitahabit,oradefault,tolineupthegrammarofasentencewiththeactionitdepictsbyexpressingthatactionasaverbandmakingtheactororagentthegrammaticalsubjectofthatverb.Onesentencestructurethatdeviatesfromthisdefaultisthepassivevoice.Andtheparticularwaythatitdeviatesisbymovingtheactorofanactionoutofthesubjectpositionandmovingadirectobject(orperhapsanindirectobject)intothesubjectposition.Technicallyspeaking,youdothisbywayofthesesteps:

• Moveanobject(eitherdirectorindirect)intothesubjectslot.• Changetheverbtothefourthprincipalpart(ate,eat,orwilleatàeaten;wanted,

want,orwillwantàwanted)• Stickatense-appropriateformofto-beinfrontofthefourthprincipalpart(was

eaten,iseaten,willbeeaten,hadbeeneaten,isbeingeaten,abouttobeeaten,willhavebeeneaten,etc.)

• Maketheactortheobjectofa“by”phrase(or,ifyouprefer,losetheactoraltogether).

Ifthereisasecondobject,therearerulesforwhattodowiththat,butI’mnotgoingtogetintoitbecauseyouhaveknownhowtoformthepassivevoicesinceyouwereachild.Evenifyoudon’tknowwhatafourthprincipalpartis,evenifyoudon’tevenknowwhatadirectobjectis,youdon’thaveanyproblemgettingfromIbrokethelamptoThelampwasbroken.Toreturntoasentenceyouhaveseenbefore:

KengaveBarbieflowers.

Thissentenceisinactivevoice.Kenistheactor—theonegivingtheflowers—andKenisthegrammaticalsubjectofthesentence.

• Subject=KEN• Verb=GAVE• DirectObject=FLOWERS• IndirectObject=BARBIE.

Intheactiveformofthissentence(KengaveBarbieflowers),thesubjectisperforminganaction(giving)andtheobjects(flowers,Barbie)arereceivingthataction.ButEnglishgrammardoesn’tREQUIREthattheactorbethegrammaticalsubject.Ifyouwant,youcanmoveBarbietothesubjectposition:

BarbiewasgivenflowersbyKen.Youcanevenmaketheflowersthegrammaticalsubjectifyouwantto:

FlowersweregiventoBarbiebyKen.Youcandothiswithanysentencethathasadirectorindirectobject.

Itookthebullbythehorns.àThebullwastakenbythehornsbyme.Marthaatethecake.àThecakewaseatenbyMartha.

Youdon’thaveanytroublemakingthisswitchfromactivetopassive.Youdon’thavetothinkaboutto-beverbsorfourthprincipalparts.Ifyougetinthehabitofthinkingintermsofactionsandactors,andifyouclearlydistinguishbetweentheactorandthegrammaticalsubject(whichmayormaynotbethesame),it'srelativelyeasytomovebackandforthbetweenactiveandpassivevoice.THEPROBLEMSWITHPASSIVEVOICEGoodwritingislargelyamatterofmanagingyourreader'sexpectations.Thatdoesn'tmeanyoualwayshavetomeetthoseexpectations;infact,goodwritingrequiresthatyouoftensurpriseyourreader.Butyouneedtobeawarethatanyword,phrase,orclausethatdoesn'tmeetyourreader'sexpectations(includingunconsciousexpectations),attractsherattention.PROBLEM1:EXTRAWORKFORTHEREADERWhenyoudon’tmeetyourreader’sexpectations,youcauseextraworkforthereader.Ourbrainsarewiredtoexpecttheactortositinthesubjectpositionofasentence.Whentheactoristhesubject,wefeelthatthingsaremovingrightalong.Wefeelthatthegrammarisguidingustowardthatburningquestion,“Whodidwhat?”Thereader,ofcourse,isfullycapableofmentallyflippingapassivesentencebacktoactiveandknowingwhodidwhat.Inspiteofthegrammardifferences,everybodyknowsthatthe

followingthreesentencesalldescribethesameaction,thesameactor,andthesamerecipientsoftheaction:(A)KengaveBarbieflowers.(B)BarbiewasgivenflowersbyKen.(C)FlowersweregiventoBarbiebyKen.Butyouneedtobeawarethatifyouphrasethatsentenceaseither(B)or(C),yourreaderhastotranslateitbackto(A)inordertodecodethesentence.Ifyouaskyourreadertogotothatextratrouble,sheisgoingtowanttoknowwhy(ifonlyatsubconsciouslevel).Granted,it’satinyamountofextratroubleyou’rerequiringofyourreader,andtherecanbegoodreasonstoaskitofher,aswe’llseeinthenextlesson.Butunlessyouhaveaspecificreasontousethepassivevoice,stayintheactivevoice.Savethereader'senergyandattentionforthosemomentswhenyoureallyneedit.PROBLEM2:FUZZYAGENCYLetusreturntothatpassivesentence,BarbiewasgivenflowersbyKen.AsImentionedabove,Kenisstilltheactor.ButwhereisKeninthissentence?He'stuckedawayinthatprepositionalphraseattheendofthesentence.Theactorisnowalowlyobjectoftheprepositionby.Orwhataboutthisversion?

Barbiewasgivenflowers.Whoistheactorhere?PresumablyKen.Butmaybenot.Wehavenowayofknowingfromthesentence.Kenwenttoalltheefforthere.Hespenthishard-earnedmoney.Hedrovetotheflorist.HewalkedupBarbie'sdrivewayandhandedovertheflowers.Andyetthepassivevoicerelegateshimtoaprepositionalphrase,orperhapseveneraseshimcompletely.ThisiswhatImeanby"fuzzyagency."PROBLEM3:EXTRAWORDSGenerallyspeaking,youdon'twanttoaddword-countwithoutaddingadditionalmeaning.Ittakesmorewordstodescribeanactioninpassivevoicethaninactivevoice.Theactivesentence,KengaveBarbieflowers,isfourwordslong.ThepassivesentenceBarbiewasgivenflowersbyKenissixwordslong.That's50%morewordsfor0%moremeaning.OrconsiderthepassivesentenceBarbiewasgivenflowers.Atfourwords,it'sthesamelengthastheactivesentence,butitconveyssignificantlylessinformation(specifically,itdoesn'tidentifythepersonwhomBarbiehastothankforherflowers).IFYOUASKMOREOFTHEREADER,YOUHAVETOGIVEMORERemember,everytimeyouusethepassivevoice,you’reaskingsomethingofyourreader.You’reaskinghertotakeanextrastepofdecoding.Doyouhaveagoodreasonforaskingyourreadertogotothatextratrouble?Ifso,byallmeansusethepassivevoice.Butifyoudon’t,stickwiththeactive.

Quiz1.7:WhatisPassiveVoice?

I.Thelargebearenjoyinghisbreakfastofblackberriestwentyfeetawayhadbeaten ushere.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoII.Thepoolwasinsight.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoIII.Whenallelsefails,adogcanbecountedon.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoIV.Aswimmingcreatureissighted—abeaver?Doesthissentencecontainapassiveconstruction?(Circleone.) Yes NoV.Hewasstudyingforhiscounselingdegree.Doesthissentencecontainapassiveconstruction?(Circleone.) Yes No

VI.Whichistrueofthefollowingsentences:Sentence1:JohnBarberwasraisedbywolves.Sentence2:JohnBarberwasraisedinabarn. A.Sentence1andSentence2arebothpassive. B.Sentence1isactiveandSentence2ispassive. C.Sentence1ispassiveandSentence2isactive. D.Sentence1andSentence2arebothactive.V.ThishandkerchiefwasusedbyElvis.Turnthispassivesentenceintoanactivesentence.VI.UncleThurstongaveLindaaglassofwater.Rewritethissentencesothatthatthedirectobjectbecomesthesubjectofapassivesentence.VII.UncleThurstongaveLindaaglassofwater.Rewritethissentenceasapassivesentenceinwhichtheindirectobjectbecomesthegrammaticalsubjectofthesentence.VIII.Twohourslater,afterthesandwicheshadbeeneaten,thethundercame.Thissentencecomesfromadescriptionofapicnic.Revisethesentencewithoutthepassiveconstruction.

IX.Curtiscarriedmeinhisarmstowardthepool.HeknewIwouldhavereliefifthewatercouldwashoverme.Iwastossedintothepoolandsurroundedbyfriendswithinseconds.Inthisscene,thenarratorremembersatimewhenshegotattackedbywasps,andanolderboynamedCurtisheroicallyscoopedherupandthrewherinthepooltogetthewaspsoff.Thisquestionhasthreeparts:

• Identifythesentencethatisinpassivevoice.• Explainwhythepassivevoiceisanunfortunatechoicehere.• Rewritethepassivesentenceasanactivesentence.

LectureNotesModule1,Lesson8:WhenIsthePassiveUseful?

EveryproblematicconstructionintheEnglishlanguageexistsbecausetherearetimeswhenit'snotproblematic,butexactlywhatawriterneeds.SowhileIencourageyoutotreattheactivevoiceasyourdefaultmode,thereareplentyofsituationsinwhichyou'llfinditbesttoswitchfromdefaultmodeintothepassivevoice.Inthislessonwewilllookatfourofthosesituations.

1.PASSIVEVOICEISPERFECTFOREXPRESSINGPASSIVITY.Maybethisoneisself-evident.Considerthissentence:

Andrewwasbulliedasachild.

Tobeavictimofbullyingistobeinapostureofpassivity.Inthiscase,itdoesn’tmatterwhothebullieswere,evenifthewriterhappenstoknowthebullies'names.TheimportantfigurehereisAndrew.ThepassivevoiceallowsthewritertoputAndrewinthatimportantsubjectslot,eventhoughheisnottheagentinthissituation.AsentencelikePetewasconvictedofperjuryworksinmuchthesameway.ItwasajurythatconvictedPeteofperjury(orwasitajudge?orthestate?).WhatmattersisthatPetewasconvicted,notwhoconvictedhim.Herethepassivevoicehastheaddedbonusofsavingthewriterfromhavingtofigureoutexactlywhoconvictspeopleofperjury.Icallthatabonus,buttherearecertainlysituationsinwhichthis“bonus”leadstolazinessonthepartofthewriter,whoisabletogetawaywithnotquiteknowingwhatheistalkingabout.Asubcategoryofthis“passivity”useofthepassiveistheself-pityinguse.Adeliciouslyself-pityingoldLindaRonstadtsongsaid,

“I’vebeencheated,beenmistreated.WhenwillIbeloved?”

It’sinterestingthatinthissentence,theproblemisframedpassively(“I’vebeencheated,beenmistreated”),butsoisthesolution(“WhenwillIbeloved?”)!2.THEPASSIVEVOICEISHELPFULWHENYOUDON’TKNOWTHEACTOR.

Considerthispassivesentence:

Mybikewasstolenyesterday.Thisisanentirelyappropriateuseofthepassivevoice.Idon’tknowwhostolemybike.IfIdid,I’dbereportingthemtothepoliceinsteadofwritingsentencesaboutthem.IfIamreallybeingasticklerfortheactivevoice,IsupposeIcouldsay,Somejerkstolemybikeyesterday.

3.THEPASSIVEVOICEISAWAYTOCONCEALORDENYAGENCY.

Thisiswherethepassivevoicecangetnefarious.WhenI'vebrokenalamp,IcansayThelampwasbroken.That'snotalie.It'sjustthatthepassivevoiceallowsmetoleaveoutoneofthemostimportantbitsofinformation.Icallthisthe"Mistakesweremade"useofthepassivevoice.Itistherefugeofobfuscators,politicians,deadbeats,self-pitiers,andthepassiveaggressive.Thisapplicationlargelyaccountsforthepassivevoice'sbadreputation.

4.PASSIVEVOICEISAWAYTODIRECTYOURREADER’SATTENTION.

Thesubjectofsentenceenjoysaplaceofprivilegeinthereader'smind.Thereaderpaysextraattentiontowhatevernounisinthatslot.Thepassivevoiceallowsyoutobringsomenounbesidestheactorintothatplaceofprominence.WehavealreadylookedatthesentenceAndrewwasbulliedasachild,inwhichAndrew,notthebullies,isthefocusofthesentence.Herearetwosentencesthatdescribethesameaction,thefirstintheactivevoice,thesecondinthepassive:

Active:AnunusuallylargepianoplayerejectedClarencefromthesaloon.Passive:Clarencewasejectedfromthesaloonbyanunusuallylargepianoplayer.

There'snotahugedifferencebetweenthosesentences.Butyoucanfeeladifference,can’tyou?Thefirstsentenceasksyoutogivealittlemoreattentiontothepianoplayer.ThesecondsentenceasksyoutogivealittlemoreattentiontoClarence.Bychangingthegrammaticalsubject,thepassivevoiceallowsyoutochangetheemphasis.Thisisjustnuance.Butthedifferencebetweengoodwritingandgreatwritingislargelynuance.

Quiz1.8A:UsesofthePassiveVoice

I.Inthepassivevoice,theactorismovedOUTofthe____________position.Circleallthatapply. A.subject B.verb C.directobject D.indirectobject E.predicatecomplementII.Inthepassivevoice,the____________ismovedintothesubjectposition.Circleallthatapply. A.subject B.verb C.directobject D.indirectobject E.predicatecomplementIII.Whataresomeproblemswiththepassivevoice?Circleallthatapply. A.Moreworkforthereader B.Fuzzyagency C.Extrawords D.ToomanyprepositionsIV.Listtwotofouroccasionsinwhichthepassivevoiceisuseful.

Quiz1.8B:UsesofthePassiveVoice(Challenge)

I.Heholdsalongpaintbrushinhishands,dabblesitinthepaintonhispalette,andbrushesoneslowstrokeatatimeuntilamasterpieceisrendered.Assessthatpassiveclauseattheend—untilamasterpieceisrendered.Isthisausefulpassiveconstruction?Whyorwhynot?II.Thecatalogsweredeliveredinthesametruckthatbroughtthebills.Thissentencecomesfromapassageinwhichthewriterwastalkingaboutafamilywhohadahabitofoverspending.Everydaythemailbroughtunpaidbills,butalsoopportunitiestorackupmorebills.Thiswriterchosetousethepassivevoicetoexpressthisidea.Hecouldhaveeasilyusedanallactivevoice:Thesametruckbroughtthebillsandthecatalogs.Whydoyouthinkthiswriterchosetousethepassivevoiceinstead?Doyouthinkitwasagoodchoice?

III.Citrustrees,almondtrees,cotton,andgrapesaresuccessfullygrownthankstoirrigation.Thewaterisbroughtdownfromthemountainsthroughanaqueductanddistributedbyacanalsystem.Thesesentencescontainthreepassiveverbforms:

• [crops]aregrown• waterisbrought• [wateris]distributed

Ifyouwererevisingthesesentences,whichofthesethreepassiveconstructionswouldyoukeepandwhichofthemwouldyouturnintoactiveconstructions?Showyourrevision.IV.Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvasonwhichtheartistsethiscedarscene.Intocedarwoodhecarvedatinyfirtreestuntedathalfthebear’sheight.Thisisfromadescriptionofabearfigurinethathasappearedinanearlierquiz.Thefirstsentenceisinpassivevoice(Heisglued...),andafterthatthewritershiftstoactivevoice(theartistsethisscene...hecarvedatinyfirtree...)Ifyouwererevisingthispassage,wouldyoumakeitallpassive?Allactive?Wouldyoukeepthemixofactiveandpassiveas-is?Wouldyoukeepitmixedbutchangethemix?Revisethesentence.

V.PedroandIhavelittlecontactthesedays,butwhenIthinkbackonourfriendshipI’mtransportedbacktothatredbrickhouseonSpruceStreetwherecreativitywasfosteredandexplored.Thissentencehastwopassiveconstructions:

• I'mtransported• creativitywasfosteredandexplored

Ifyouwererevisingthissentence,whichofthosepassiveconstructionswouldyoukeep,andwhichwouldyouchangetoactiveconstructions?Revisethesentence.

LectureNotesModule1,Lesson9:Nominalization

I’vemarkedalotofstudentpapers.I’veaskedforalotofrevisions.Ihavenoticedthatalotofwritingstudentsviewrevisionlargelyasamatterofreplacingwords:Sincetheteacherdidn’tlikethesewords,letmegofindsomedifferentwordstoplugintothosespots.Moreoften,however,whatwritersreallyneedtodoistorethinksentencestructure—togetintothedeeperlogicandask,HowdoImakemyphrasingmatchthedeeperlogicofasentence?Imentionedacoupleoflessonsagothattherearetwobigwaysthatwritersviolatetheactor-action/subject-verbprinciple.Passivevoicewasthefirstofthosetwoways.Thesecondisnominalization.Nominalizationisthepracticeofturningverbsintonouns.Towit:

• Defy–defiance• Discover–discovery

Byturningactionsintoabstractnouns,awritercreatesamismatchbetweenthegrammarofasentenceandtheactionitdescribes.Here’sastraightforwardsentenceinwhichthegrammaralignswiththeaction.

WhenBronsondiscoveredthatCindyhaddefiedtheschoolbully,hecongratulatedher.Inthissentence,thethreeactionsareexpressedbythreeverbsandthreesubjects:

• Bronsondiscoveredsomething.• Cindydefiedthebully.• BronsoncongratulatedCindy.

Here’swhatthissentencelookslikewhenwechangethoseactionsfromverbsintonominalizations:

WhenBronsonmadethediscoveryofCindy’sdefianceoftheschoolbully,congratulationsensued.

Theactionsofdiscovering,defying,andcongratulationinsteadofbeingverbs,areturnedintoabstractnouns.Theyarenominalized.Whataretheverbsinthatsentence?Theverbsaremadeandensued.Discoverybecomesadirectobject,defiancegetstuckedawayastheobjectoftheprepositionof.Congratulationsisactuallythesubjectofthemainclause.Noticethetwoprepositionalphrasesthatwormtheirwayin:ofCindy’sdefiance,andoftheschoolbully.Let’sputthetwosentencesnexttoeachother.

WhenBronsondiscoveredthatCindyhaddefiedtheschoolbully,hecongratulatedher.

WhenBronsonmadethediscoveryofCindy’sdefianceoftheschoolbully,congratulationsensued.

Youcanfeelthedifferencebetweenthosetwosentences,can’tyou?Thesentencesdescribethesameaction.Theydescribetheexactsameinformation.Butinthefirst,theinformationandactioncomeatthereaderthesamewaytheydoinreallife.WHODIDWHAT?Theactionsareverbs.Theactorsaresubjects.IfIwereaskthedifferencebetweenthesetwosentences,youmightsaythesecondoneistoowordy.Youwouldn’tbewrong.Itdefinitelyfeelswordy.Butifyouactuallycountthewords,youseethatthesecondsentence,thenominalizedone,isonlyONEwordlongerthanthefirst.Sentence1is13wordslong.Sentence2is14words.It’shardtobelieveisn’tit?Thedifferenceisthatinsentence2,yourbrainhastoengagemorethanyoursenses.Itseemsoddtosayit,butyoudon’twantyourreaderstohavetothinktoomuch.Rather,youwantyourreaderstosavetheirmentalenergyforwhenyoureallyneedthemtothink.Youdon’twanttowasteit.Sentence2issooddthatyourreaderasks(maybesubconsciously),“Whydidyouphraseitthatway?”YourreaderstartsthinkingaboutyourgrammarinSentence2.Thatisnotsomethingyouwant!Hereisa3-Stepprocessforfindingandfixingnominalization:

• STEP1:Identifytheactioninthesentence.• STEP2:Identifytheverbsinthesentence.• STEP3:Aligntheactionsandtheverbs.

Thatishowyougetridofnominalization.But,asIhavesaidbefore,everyproblematicgrammaticalstructureexistsbecausesometimesit’snotproblematic;sometimesitisexactlywhatyouneed.Let’slookatanothernominalizedsentence—onethatisn’tnearlysoegregiousasthatlastone:

Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.Inthissentence,thesubjectsandverbsarenotatallalignedwiththeaction.There’salotofactioninthissentence:It’sacarcrash!Markisrunningaredlight.Markiscareeningintoanothercar.Metaliscrumpling.Glassisflying.Babiesarecrying.Dogsarebarking.Butwhatistheverbinthissentence?There’sonlyone.It’sWAS.Howmightyoualignthemain-linegrammar—subjects,verbs,andobjects—withtheaction?Wehaveafewoptions.Herearetwo:

Markfailedtostopattheintersectionandcrashedintoanothercar.

Markranthrougharedlightandcrashedintoanothercar.Arethosebettersentencesthantheoriginal?Itdependsonthecontext.Isascrewdriverabettertoolthanawrench?Itdependsonthecontext.It’snotatallhardtoimagineasituationinwhichthebestsentenceistheonewestartedwith:Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.MaybeoneofMark’sdefendershassaid,“Foggyconditionswerethecauseofthecarcrash,”andyousay,“Hardly!Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.”Thinkofitthisway:Ikeepsayingthatyourreaderalwayswantstoknowwhodidwhat.Butwhodidwhatisn’ttheonlyimportantquestionyou’reansweringwhenyouwrite.Sometimesotherquestionscometotheforeground—WHYdidsomethinghappen?Inthiscase,WHOistoblame.SoletmereturntosomethingIsaidatthebeginningofthislesson.Whenyoucomposeasentence,youaretryingtomakethestructureofthesentencematchupwiththedeeperlogicofthatsentence.Straightforwardactionisagreatplacetostartbecauseintherealworld,informationTENDStocometousasaction.Weseeacarrunaredlight.Weseethatcarcrashintoanothercar.THENourjudgmentkicksin.Wesay,“Hey,thatjerkjustcausedanaccidentbyrunningthatredlight.”ToparaphraseFlanneryO’Connor,“Theeyeisanorganofjudgment.”Datacomestousthroughoureyesorourothersenses,andwemakejudgmentsbasedonthatdata.Wedon’thaveanarratorinourheadtellinguswhattothinkaboutwhatwesee.

NominalizationTENDStomovethingsoutoftherealmofactorsandactionsandintotherealmofmoreabstractrelationships.Let’slookonemoretimeatourfirst,nominalizedsentenceaboutMark’scarcrash:

Mark’sfailuretostopattheintersectionwasthecauseofthecarcrash.ThemainlineofthatsentenceisFAILUREWASCAUSE.Causeandeffect.That’salogicalrelationship.Thesentencestructureforegroundsthelogical,cause-and-effectrelationshipatplayhere.Themore“verbish”version—Markranthroughtheintersectionandhitanothercar(orsomethingsimilar)—letsthereadermakethecause-and-effectconnectionforhimself.MaybeitletsthereaderpassjudgmentonMarkasadriver—which,again,ishowourexperienceoftheworldusuallyworks.However,thatnominalizedversion—Mark’sfailurewasthecause—thatversionsaystothereader,“Here’stheconclusionIwantyoutoreachhere.”Sometimesthat’sagoodthing—tellingyourreaderwhatconclusionyouwanthimtoreach—andsometimesthat’sabadthing.Idothinkwriterstendtoerronthesideoftellingreaderswhattothinkratherthaninvitingthemintoasceneandpointingthemintherightdirection.That’swhyIpersistinmycampaigntogetyoutotreattheactor-action-subject-verbmodelasyourdefault.That’swhyIencourageyoutohaveagoodreasonifyouaregoingtousenominalization.ButaswehaveseenwithMarkandhishorribledrivingrecord,therearecertainlysituationswhenit’sappropriatetousenominalizationtodirectyourreadertoaspecificconclusion.Grammarisn’tjustgrammar.Sentencestructurespeakstodeeperlogicalstructures.

Quiz1.9:NominalizationI.NominalizationTENDStomovethingsoutoftherealmofactorsandactionsandintotherealmof_________________.II.Complianceisanominalizationofwhatverb?___________________III.Revelationisanominalizationofwhatverb?___________________IV.AlackofattentivenessonLeonard'spartledtoacollisionwithatelephonepole.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.V.Mariamadetheargumentthattheexpirationofthepolicywouldresultdirectlyinherexposuretonewrisk.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.

VI.Ioriginallywasn’tinterestedinknowingher,butonlywantedheracceptanceofme.Revisethissentencebygettingridofthenominalization(acceptance)inordertoalignthegrammarofthesentencewiththeactionitdescribes.VII.AfallfromaladderatawarehousejobandashoulderinjuryfromjanitorialworkatthecountyjailmeantDaleisnonetoosteadyonhisfeetthesedays.Theabstractnounsfallandinjurymakeupthecompoundsubjectofthissentence.Turnbothofthosenounsbackintoverbs,thebettertoalignthegrammarofthesentencewiththeactionitdescribes.VIII.Someofmyfavoriteswerebooksandbaseballcards,butingeneralIwasundertheimpressionthatthebiggerthegiftthebetter,andtherewaslittlerespectforbirthdaycards.Lookatthatphrasetherewaslittlerespect...Noticehowthespeakerdisappearsfromthesentencewiththatnominalization.Revisethissentencewithoutusingthephrasetherewas...(Youranswer,bytheway,mightstillhavetheabstractnounrespect,andthatwillbeok).

IX.Theoccasionalremovalofhisshadesrevealedglassy,bloodshoteyes.Revisethissentencebychangingnominalizationsbackintoverbssoastoalignthegrammarofthesentencewiththeactionthesentencedescribes.

LectureNotesModule1,Lesson10:StrongVerbs,PreciseVerbs,

To-BeVerbs

Nodoubtyouhaveheardthewritingadvice,"Usestrongverbs."IfyouGooglethatphrase,“usestrongverbs,”you’regoingtoseelistslike100STRONGVERBSTOADDPOWERANDPIZZAZZTOYOURWRITINGorSTOPUSINGWEAKVERBSANDSTARTUSINGTHESESTRONGVERBS.Itwouldbegreatifalistof"betterverbs"existed,buttherightverb,liketherightnoteonapiano,isamatterofcontext.Youcan’tmakealistofthebestverbsanymorethanyoucouldmakealistofthebestmusicalnotes.It’snotthat“Usestrongverbs”isterribleadvice.Butit’sthekindofadvicethatcanhelpyougofrombeingabadwritertobeingamediocrewriter.It’snotgoingtomoveyoufrombeingaprettygoodwritertobeingaverygoodwriter.“Usestrongverbs”isjustanoversimplificationofbetteradvice:Foreverysentenceyouwrite,figureoutwheretheactionis—ifpossible,ENVISIONthataction—andTHENfindtheverborverbsthatmostPRECISELYdepictthataction.Goodwritingisalwaysaboutprecision,notembellishment.Themorepreciseabitofwritingis,themorelikelyitisthatyourreaderwillbeabletoseewhatyou’retryingtoshowhim.Considerthissentence:

Terencewentaway.

Therearelotsofwaystogoaway.Theideaofgoingawayisbroad—sobroad,infact,thatthephrasewentawaydoesn’tgiveyourreadermuchtolookat.Amorepreciseverbnarrowsthingsdownandcreatesavisualimageforyourreader.

• Terenceleft.• Terencevamoosed.• Terencesplit.• Terencehightailedit.• Terencesnuckoff.• Terenceabsconded.• Terencevanished.• Terencewascalledaway.

Whichofthoseverbsisthestrongest?That’snotanespeciallyhelpfulquestion.Thequestionis,whichofthoseverbsmostpreciselydepictswhatTerencedid?Writingdoesn’tstartwithwords.Writingstartswithvision.Ifyoudon’tseewhatyou’retryingtowrite,youcan’tmakeyourreaderseeit.Sothrowawayyourlistsofstrongverbs.Thelistssuggestthatbetterwritingissimplyamatteroffindingbetterwordsandpluggingtheminwheretheless-goodwordswere.Therearen’tbetterwordsandworsewords,anymorethantherearerightnotesandwrongnotesonapiano.SayandsaidSomethingthatsometimesgetsrolledinto“strongverb”discussionsistheverbsayorsaid.Writingteacherssometimestelltheirstudentstofindmoreinteresting(orstronger)verbsthansayandsaidindialogue.Theyofferadvicelike,“Don’tsaysay,”or“Saidisdead.”Pleaseignorethatadvice.Whenyouaredescribingpeoplewhoaresayingthings,sayisaperfectlyrespectableverb.Ononewriting-advicewebsiteIranacrosstheexample,“Heidisaidshewastiredofhiking.”Thewebsiteadvisedfindingastrongerverbthansaid—maybesomethinglike“Heidicontendedthatshewastiredofhiking.”Iscontendastrongerverbthansaid?Iscontendamoreinterestingverbthansaid?Maybeso.Butthat'snotthequestion.Thequestionis,whichverbmorepreciselydepictswhatHeidiwasdoing?Tocontendistoargue,tostruggle.WhywouldHeidihavetocontendwhatsheisfeelingabouthiking?IstheresomebodygettinginHeidi’sfaceandtellingherthatshe'snottiredofhiking?IsHeidihavingtomakeacasethatsheisindeedtiredofhiking?Ifso,contendedmightbeabetterverbthansaid.Otherwise,saidwillworkjustfinehere.Don’tletanybody

bullyyouintothrowingouttheperfectlyserviceableandperfectlyrespectableverbsaid.Saidisnotdead.It’sverymuchalive.TheTo-BeVerbAnotherverbwithabadreputationistheto-beverb:

• am• are• is• was• were• be• being• been

Theto-beverbhasabadreputationbecauseitisoftenmixedupwithother,moreseriouswritingproblems.Thepassivevoicealwaysinvolvesato-beverb:"Thebullwastakenbythehornsbyme."Nominalizationusuallyinvolvesato-beverb:"Leonardwasconsciousofthefactthat..."Therefore,itisagoodpracticetogobackthroughyourwritingandcircleto-beverbsasawayoffindingnominalizationsandpassiveconstructions.Butwhereto-beverbscommunicateastateofbeing,orwhereto-beverbsarelinkingverbs(asin"wewerewalking"or"Ihavebeentellingyouthatallalong")there’snothingtobeashamedof.Don’tfeeltheneedtoeradicateto-beverbsandplugin“action”verbsor“strong”verbs.Verbscandotwothings:theycancommunicateaction,ortheycancommunicatestatesofbeing.Verbsthatcommunicatestatesofbeingarecalledlinkingverbs(Ifeelpretty.Clarenceisthemayor.Marthawassuspiciouslyhappy.)Themostcommonlinkingverb(byfar)istheto-beverb.Communicatingactionisn’tmorerespectablethancommunicatingstatesofbeing.Onelastthingaboutcommunicatingstatesofbeing:thereareotherwaystocommunicatestatesofbeingbesidesusingalinkingverb.

• Youcanuseanadjective.(MymailmanishandsomebecomesMyhandsomemailman.)

• Youcanuseanappositive.(ClarenceisthemayorbecomesClarence,themayor...)• Youcanuseaprepositionalphrase.(AngusisfivefeettallbecomesAtfivefeettall,

Angustowersoverhisfellowcubscouts.)Wewilldiscussallthoseoptionsinfuturelessons.

SummaryTaketheadvice“usestrongverbs”withagrainofsalt.Usepreciseverbs—theverbsthatmostpreciselydepicttheactionsyouwanttodepict.Therearen’tstrongverbsandweakverbs,justastherearen’trightnotesonthepianokeyboardandwrongnotes.Italldependsonthecontext:everynoteisrightsometimes,andeverynoteiswrongsometimes.Everyverbisrightsometimesandwrongsometimes.Soalistof“strongverbs”isoflimitedhelp.

Quiz1.10:StrongVerbs,PreciseVerbs

I.Whataretheverbsofbeing?II.Trueorfalse:Verbsshouldcommunicateaction,notstatesofbeing.III.Herhair,onceexplodingoverhershouldersintight,brownringlets,isgraying.What'swrongwiththatparticipialphrase,explodingoverhershouldersintight,brownringlets?IV.IjumpedoffacliffhoveringhighabovethePacificOcean,harnessedtomyhang-glider.Considerthatparticiplehovering.Whyisitnotthebestchoicehere?

V.Hisbewilderedfacemeltedintodefiance.Makethemainverbofthissentencemoreprecise.VI.Therectangularstudioheldpolishedwoodfloors,twowallsofbarre,amplefloorspaceforthetenlittledancersinmyclass,andoneentirewallofflawlessmirror.Whatdoyouthinkaboutthatmainverbheld?VII.Shepaintseyeshadowinpumpkinorange,brushesmascarainlinesasthickascalligraphyink,andpatsonlayersofrogue,allofwhichchiselanexpressionofpermanentexhilarationontohercreasedface.Whichverbismisleading?Why?Correctit.

LectureNotesModule1,Lesson11:KeepingVerbsClosetoSubjects

Englishgrammargivesyouplentyoftechnicallycorrectwaystocraminformationintoasinglesentence.Butconnectingwithyourreaderismoreimportantthanbeingimpressivelycomplex.Remember,yourreaderalwayswantstoknowWHODIDWHAT?Subject,Verb,Object.Whateverelsehappensinyoursentence,yourreadershouldbeabletogetfromsubjecttoverbtoobjectwithrelativeease.Usually,thismeansgettingtoyoursubjectearlyinthesentence,andnothavingtoomanywordsbetweenthesubjectandtheverb.Let'slookatafewsentencesthatviolatetheseprinciples,andconsiderhowtheycouldbebetter.

Theprocessesinvolvedinshapingthechannelinplaceswheretheturnsswungfromsidetoside,asthewaterflowedacrossthefloodplain,mesmerizedme.

A.Whatisthemainverb?___________________________________________.B.Whoorwhatmesmerized(i.e.whatisthesubject)?__________________________________________.C.Whatisthewholemainclause?_________________________________________________________________.[A.mesmerized.B.theprocesses.C.Theprocessesmesmerizedme.] Thereare22wordsbetweenthesubjectandtheverbofthemainclause.Thecommabeforetheverbisalsoamajorredflag.Therearealotofoptionsforfixingthissentence,butIthinkthemostelegantsolutionusesthepassivevoice:

Iwasmesmerizedbytheprocessesthatshapedthechannelasitswungfromsideto sideandflowedacrossthefloodplain.Here'sanother:

Thefeeling,familiarinthoseyears,thatIwasofadifferentspeciesthanthepeoplearoundmesurgedupagain.

A.Whatisthemainverb?________________________________________________.B.Whatisthesubject?____________________________________________________.[A.surged.B.feeling.]Thereare16wordsbetweenthesubjectandtheverb.Onepossiblefixusesanappositive(whichwe'lltalkaboutinalatermodule):Afamiliarfeelingsurgedupinme—afeelingthatIwasofadifferentspeciesfromthepeoplearoundme.Ihadthatfeelingalotinthosedays.Noticethatyoudohavetheoptionofsplittingasentenceintwo.Sometimestwoshortsentencesarebetterthanoneunwieldyone. OnthefaredgeofthetownwhereIgrewup,satthealuminumfactory.A.Whatisthemainverb?______________________________________________________.B.Whatisthesubject?__________________________________________________________.[A.sat.B.thealuminumfactory.]Thissentencehastwelvewordsbeforewegetthesubject-verbnexus.Again,thecommabeforethemainverbshouldclueyouinthatthissentencewillbedifficultforyourreadertocomprehend.It'smoresimpletowritethis:Analuminumfactorysatatthefaredgeoftown.Maybeyouthinktheoriginalismoreinterestingthanthestraightforwardversion.Isitinterestingenoughtobeworththeextraworkyou'reaskingofyourreader?That'sarealquestion.Differentwriterswillansweritdifferently.Theimportantthingisthatyouconsiderthedifferenceandmakeaconsciousdecision.Don'tjustcauseextraworkforyourreaderwithoutthinkingthroughit.

Quiz1.11:KeepingVerbsClosetoSubjects

I.Liquid pain so intense that it stole my breath, would surge through my back with every attempt. Thisisasentenceaboutapersonwithbackpaintryingtogetoutofbed.Whatisthesubjectofthissentence?Whatisthemainverb?Editthesentencetokeepthesubjectclosetothemainverb.II.Aneerieemptydarknessshehadneverexperiencedbeforewhenevershevisitedherfatherathisbig,glassedinofficeenvelopedthethreestoryfoyer.Editthissentencetokeepthesubjectclosetothemainverb.

III.Hisponytailcomesloose,andhisthreefeetofgrayingbrownhair,typicallyonlyobservedbyimmediatefamilyoranyoneluckyenoughtocatchhimsippingcoffeeonadayoff,drapeshisshoulders.Editthissentencetokeepthesubjectclosetothemainverb.IV.Afewyearsaftermygreat,greatuncleMarion—aneccentricartistwhoframedhiswatercolorswithplanksfromtheporchandworehisteethonlyforimportantevents—haddied,TheVaseappeared,andwejokedthathissonBerthadputhisashesinitandplaceditonhismantel.Editthissentencetokeepthesubjectclosetothemainverb.Youmayneedtousemultiplesentences.V.Aweeklyrhythmbandfortheneighborhoodchildren,intheredbrickhomeofthewomannextdoor,putthedelighttomusic.Editthissentencetokeepthesubjectclosetothemainverb.VI.Thirtyfeetfromthewater,afringeofgnarledpinerootsreachingoutintoemptyairmarkstheborderfrombarerubbletostubbornforest.Editthissentencetokeepthesubjectclosetothemainverb.

VII.Threesweatykidsandtheirmotherwithloadedpurse,emptiedpicnicbasket,andtissue-filledgiftbagtrudgedupthebackstepsreadytoescapetheJulysun.Editthissentencetomakeitclearer,keepingthesubjectclosetotheverb.VIII. Thesheerexhilarationmixedwiththeutterterroroflaunchingintotheair,thatmomentwhenyoufeelweightless,suspendedmidair,andthenthepulloftheearthdownwardasIracedtotheevergrowingpuddlebelowme,combinedtomakethejourneyastonishing.Thisisatoughone.It'sasentenceaboutjumpingoutofaswing.Howwouldyoureworkittomakeitclearerandkeepthesubjectclosethemainverb?Youmayneedtousemultiplesentences.

LectureNotesModule1,Lesson12:CompoundsontheMainLine

In1990,MichaelJordanscoredacareer-high69points.RookieStaceyKingmadeonefreethrow.Inaninterviewafterthegamehesaid,"I'llalwaysrememberthisasthenightwhenMichaelJordanandIcombinedtoscore70points."Thisisabrilliantandhilarioususeofthecompoundsubject.Theverbscoredhastwosubjects:MichaelJordanandI.Anyspotonthemainline—Subject,Verb,Object,orComplement—canbecompounded. TheOwlandthePussycatwenttoseainabeautifulpea-greenboat. Twosubjectsshareoneverb. Isanganddanced. Onesubjectsharestwoverbs. Gabrielaatelobsterandporkrinds. Twoobjectsshareoneverb. Youarebeautifulbutmean. Twopredicatenominativesshareonelinkingverb.Youcancombinecompoundsinanycombination.Soyoucouldhave:Theowlandthepussycataterodentsandcatfood.(Compoundsubjectandcompounddirectobjects.)Compoundelementsarejoinedtogetherbyaconjunction(usuallyand,occasionallybut)andnocomma.

Acommawithaconjunctionindicatesacompoundsentence.Acompoundsentenceistwoseparatemainclausesjoinedbyacommaandacoordinatingconjunction.Thereareonlysevencoordinatingconjunctions:

• For• And• Nor• But• Or• Yet• So

YoucanrememberthembyusingtheacronymFANBOYS.Acompoundsentencethathasaconjunctionbutnocommaisarun-onsentence.Acompoundsentencethathasacommabutnoconjunctioniscalledacommasplice.AcompoundsentencelinksoneindependentSubject-VerbnexustoanotherindependentSubject-Verbnexustoformasinglesentence.

Isang.Idanced.Twoseparatesentences.Isang,andIdanced.Compoundsentence.Isanganddanced.Compoundverb.

Whileallofthesearegrammaticallycorrect,thefirsttwofeelredundant.Itmakesthemostsensetouseacompoundverb.Whataboutthese?

Theowlhooted.Thepussycatmeowed.Twoseparatesentences.Theowlhooted,andthepussycatmeowed.Compoundsentence.Theowlandthepussycathootedandmeowed.Compoundsubjectandcompoundverb.

Thosetwoactionsdon'tfeelcloselyenoughrelatedtobeacompoundsubjectandcompoundverb.Thefirstorsecondoptionsmakemoresense.Here'sanotherexample:

Ihadneverbeenstruckinthefacebeforeandsatstunnedforseveralseconds.Thesetwoverbsdohavethesamesubject(I),butthedon'tcombineverywellforacoupleofreasons:

1. Thefirstverbispassiveandthesecondisactive.2. Thetwoactionsarenearlyascloselyrelatedas"Isanganddanced."

Wecouldcorrectthisbysaying,Ihadneverbeenstruckinthefacebefore,soIsattherestunnedforseveralseconds.(CompoundSentence)Oreven,Ihadneverbeenstruckinthefacebefore.Isattherestunned.Grammarisn'tjustaboutgrammar.Grammarreflectsadeeperlogic.StaceyKing’sjokeaboutcombiningfor70pointswithMichaelJordanisinpartagrammarjoke.Thecompoundsubject—MichaelJordanandI—istechnicallycorrect.TheyDIDcombinefor70points.Butthatcompoundsubjectalsoimpliesanequalitythatisridiculousandfunny.Grammarisakindoflogic.StaceyKingwasmisusingthatlogictobefunny.Mostofthetime,you’renottryingtobefunnywithyourgrammar,soyouwantyourgrammartoactuallyreflectyourlogic,notundermineit.

Quiz1.12:CompoundsontheMainLine

I.Whatspotsonthemainlinecanbecompounded?Circleallthatapply. A.Subject B.Verb C.Object D.ComplementII.Listthesevencoordinatingconjunctions.(RemembertheacronymFANBOYS.)III.Acompoundsentencethathasaconjunctionbutnocommaiscalleda_____________________________________________.Acompoundsentencethathasacommabutnoconjunctioniscalleda______________________________________________.

IV.Maybethatdayitwasgreenplaidbell-bottomsayearortwopasttheirheightofcoolnessandapilledtansweater.1.Identifythecompoundcomplement.2.Whyisthiscompoundcomplementconfusingtothereader?3.Editthesentenceforclarity.V.Theroomwasfurnishedwithpiecesthatcouldeasilyhavebeenfroma1960scatalogandsmeltmusty.1.Identifythecompoundverb.2.Editthesentenceforclarity.VI.Ifinishedplayingandthehissoftherespiratoronceagainfilledtheroomlikeincense.1.Whyisthissentencegrammaticallyincorrect?2.Howwouldyoucorrectit?

VII.Mysisterhadaskedforadozendollsandmybrother'swishlisthadafrontandback.Correctthisrun-onsentencetomakeitacompoundsentence.VIII.Briancamehomewithmydollandarepentantheart.1.Identifythecompoundobjectoftheprepositionwith.2.Whyisthissentenceunusual?

LectureNotesModule1,Lesson13:VerbTenses

Aswewrapupthismoduleaboutsubjectsandverbs,let'stalkaboutverbtenses.Simplepast:Iate,youate,he/she/itate.Simplepresent:Ieat,youeat,he/she/iteats.Simplefuture:Iwilleat,youwilleat,he/she/itwilleat.Thesearesofamiliarthatthereisreallynoneedtotalkaboutthem.However,sometimesweneedmoreprecisionandnuancethanjustthesesimpletenses.That'swhereprogressiveandperfectverbtensescomein,andevennativeEnglishspeakershavealotoftroublewiththem.Pastprogressivetense,endsin-ing.Indicatesthatatagivenpointintime,apersonwasorisorwillbeinthemiddleofsomeaction.PastPerfectTense.Indicatesthatatagivenpointintime,apersonhascompletedorwillhavecompletedanaction.

Iranat6:00thismorning.Simplepasttense.

Iwasrunningat6:00thismorning.Pastprogressivetense.

Ihadrunat6:00thismorning.Pastperfecttense.

Theprogressivetense(whetherpast,present,orfuture)isformedbyadding-ingtotheendoftheverb.Thisisthe2ndprincipalpart.Pastprogressive:Iwasrunning,youwererunning,he/she/itwasrunning.Presentprogressive:Iamrunning,youarerunning,he/she/itisrunning.Futureprogressive:Iwillberunning,youwillberunning,he/she/itwillberunning.Theperfecttenseisformedbycombiningthe4thprincipalpart(endsin-d,-t,or-en)withthehelpingverbhaveorhad.Pastperfect:Ihadrun,youhadrun,he/she/ithadrun.PresentPerfect:Ihaverun,youhaverun,he/she/ithasrun.FuturePerfect:Iwillhaverun,youwillhaverun,he/she/itwillhaverun.Usingtheseverbformsrequiresthatyouplantaflagonthetimeline,andthensetyourverbtensewithrespecttothatflag.Youaresaying,ineffect,atthisspecificpointintimethesubjectofthesentenceiseitherinthemiddleofanactionorhascompletedtheaction.Forsimpletense,thetime-flagisoptional.Icansay,Istolesomeleftoversfromoutoftheofficerefrigerator.Or,Istolefromleftoversoutoftheofficerefrigeratoryesterday.Eitheroneisfinebecausethesimplepastdoesn'tcarewhetherIincludethattimemarkeryesterdayornot.However,ifI'mgoingtosayIHADSTOLENleftovers(perfectpasttense),orIWILLHAVESTOLENleftovers(futureperfect),orIWASSTEALINGleftovers(pastprogressive),orIWILLBESTEALINGleftovers(futureprogressive),Ineedtoprovideatime-flag.

IwillbestealingleftoversfromtheofficerefrigeratortomorrowifIforgetmylunchagain.

IhadstolenleftoversoutoftheofficerefrigeratorbeforeIrealizedthattheybelongedtotheCEO.

Plantingatimeflagdoesn'tnecessarilymeannamingatime(6amorOctober12th).Youcanalsodoitbyplacingoneactionrelativetoanotheraction.

Iwasrunningthismorningwhileyouwerestillsawinglogs.Pastprogressive.

Iwasthinkingaboutyouwhenyoucamethroughthedoor.Pastprogressive.

Marthawillbesingingoperawhileyoutendtothecashregister.Futureprogressive.

Whenyouhavefinishedyourbroccoli,youcanhavesomepie.Futureperfect.Ihaveeatenmybroccoli,andnowIwantsomepie.Perfect.

Whenyourolledoutofbedat6:00thismorning,Ihadalreadyrun,showered,anddressed.Pastperfect.

Whenyouusethesetenses,yousignaltoyourreadersthattheyneedtopayattentiontosomenuanceoftime.TheyneedtounderstandthatthisactionwasCOMPLETEatsomespecifictime,oritwasONGOINGatsomespecifictime.Askyourselfhowpreciseyouneedtobe.Ifyouaren'tcommunicatingsomenuanceoftime,don'taskyourreadertodecodeacomplexverbform.Here'safinalexample:

Ifweturnedaround,wewouldhavetotravelbackacrossanarrowbridgethathadnorailingsandwasmadeoflooseplanksthatHADMOVEDasweHADGONEacrossthemthefirsttime.IwasprettysureIHADSEENthetailendofacarthatHADPLUNGEDoffthebridgeintotheravinenosefirst.

Alloftheseverbformsaregrammaticallycorrect,butthey'reconfusing.Inthiscase,itmaybeworthtradingprecisionforsimplicity:

Ifweturnedaround,wewouldhavetotravelbackacrossanarrowbridgethathadnorailingsandwasmadeoflooseplanksthatMOVEDwhenweWENTacrossthemthefirsttime.IwasprettysureISAWthetailofacarthatHADPLUNGEDoffthebridgeintotheravinenosefirst.

Theoriginalconstructionismoreprecise,butthegrammardrawsattentiontoitself.Youdon'twantyourreaderstobethinkingaboutgrammar.Correctgrammarisbetterthanincorrectgrammar.Butwhatyoureallywantisgrammarthatisinvisibletothereader.

Quiz1.13:VerbTenses

I.Thistimetomorrow,JohnBarberwillbewishinghehadchosenadifferentnemesis.Whatisthetimeflaginthissentence?II.Irealizedafterafewminutesthatmydaddidnotdriveawaybutwassittinginthecarwatching.Editthissentencesothattheverbtensesmakesensetogether.Whereistheflagonthetimeline?III.Thistimetomorrow,JohnBarberwillbewishinghechoseadifferentnemesis.Whatistheverbtenseinthissentence? A.Past B.Pastperfect C.Pastprogressive D.Present E.Presentperfect F.Presentprogressive G.Future H.Futureperfect I.Futureprogressive

IV.ByDecember11,1941,justfourdaysafterthebombingofPearlHarbor,theUnitedStateshaddeclaredwaronbothJapanandGermany.Whatistheverbtenseofthissentence? A.Past B.Pastperfect C.Pastprogressive D.Present E.Presentperfect F.Presentprogressive G.Future H.Futureperfect I.FutureprogressiveV.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadformywife;shewashanginglaundryoutsidewhenIleftthehouse. A.Ihadn'triddenmorethanamilebeforethedownpourHADSTARTED.Ifeltbad formywife;shewashanginglaundryoutsidewhenIleftthehouse. B.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadformy wife;sheHADBEENhanginglaundryoutsidewhenIleftthehouse. C.Ihadn'triddenmorethanamilebeforethedownpourstarted.Ifeltbadfor mywife;shewashanginglaundryoutsidewhenIHADLEFTthehouse. D.Nochangeisnecessary.VI.Normally,Ienjoyedgardening,butthissummeracolonyofhornetstookownershipofouryard,andtheydidnottakekindlytotrespassers.Thissentencecontainsthreeverbs,allinsimplepasttense.Whichofthesethreeverbswouldyouchangetopastperfectsoastoclarifythemeaning?Checkallthatapply. A.ChangeIenjoyedgardeningtoIhadenjoyedgardening. B.Changetookownershiptohadtakenownership. C.Changedidnottakekindlytohadnottakenkindly. D.It’sbetteras-isthanwithachange.

Wearefinallyreadytoleavethemainlineofthesentenceandmoveontomodifiers.Modifiersarewords,phrases,orclausesthatdescribeotherwordsorphrases.Modifierstellwhatkindofpersonorthingisactingorbeingactedupon,andhowthey’reacting.Adjectivesandadverbsareobviousexamplesofmodifiers.Considerthissentence:Thebluetruckrumbledloudly.

ThemainclauseisThetruckrumbled.Blueisanadjectivemodifyingtruck,narrowingthesubject.Whichtruckrumbled?Thebluetruck.Loudlyisanadverbmodifyingrumbled.Howdidthetruckrumble?Loudly.Adverbialmodifiersanswerthesequestionsaboutverbs(andsometimesadjectivesorotheradverbs):

• HOW?• WHERE?• WHY?• TOWHATEXTENT?

Adjectivalmodifiersanswerthesequestionsaboutnouns:

• WHICHONE?• WHATKIND?• HOWMANY?

Alotofinterestinasentencederivesfromthemodifiers.Ratherthanthinkingofadverbsandadjectivesasornamentationinasentence,thinkofthemasawayofnarrowingmeaning.Modifiershelpyourwritingbemoreprecise.Describingatruckasabluetrucknarrowsdownthebroadcategoryoftruckconsiderably,butsaying“blueFordtruck”narrowsitevenmore.Lookatthissentence:TheraccoonthatIwastellingyouabout,withthemissingearandtheunusuallybushytail,rattledthetrashcanbehindmygaragewithaninsistencethatborderedonobsession.

Themainclauseis:Raccoonrattledtrashcan.Alltheotherwordsaremodifiers.ThatIwastellingyouaboutisaclause.Ithasaverb(wastelling)andasubject(I).Itmodifiesanoun(ittellswhichraccoon),soitisanadjectivalclause.Withthemissingearandtheunusuallybushytailisaphrase,becauseitdoesn’thaveaverb.Ithasapreposition(with)andacompoundobject(earandtail),soit’saprepositionalphrasemodifyingraccoon(again,ittellswhichraccoon).Withintheprepositionalphrase,theadjectivemissingmodifiesear.Bushytellsuswhatkindoftail.Behindmygarageisanotherprepositionalphrase.Youcouldsayit’sadjectival(tellinguswhichtrashcan)ormaybeadverbial(tellinguswheretheraccoonwasrattling).Withaninsistenceisanotheradverbialprepositionalphrase(howdidherattle?).Thatborderedisanadjectivalclausemodifyinginsistence(whatkindofinsistence?).Anobsessionisanadverbialprepositionalphrase(howdiditborder?).

Theimportantskillistobeabletoidentifywhataparticularphraseorclauseismodifying.Whatquestionisitanswering?LetNounsandVerbsCarrytheFreightWhileadjectives,adverbs,andothermodifiersareanimportantwaytoadddescription,thereisamorepowerfulway.Nounsandverbsshouldcarrythefreightofyourwriting.Hereisanexample:MybrotherTimwastheonlyboyandarevelationtoallofus.Heatetemperapaint,suckingitstraightfromthebrush.Heclimbedontothediningroomtableandjumpedoffofit,ashighashecould,overandoverandover,whileourmiddlesisterRachelandItriedtodoschoolwork.HefellintothewaterfountainattheBotanicalGardens.Hesometimesplayedsohardthathethrewupinthegrass,andthenwentrightbacktoplaying.Timissuckingpaint,jumpingoffthediningroomtable,fallingintothewaterfountain,throwingup,goingrightbacktoplaying.Therelentlessmovementinthisshortpassagemimicstherelentlessmovementofthelittleboy.Butifyoulookclosely,you’llnoticetherearen’talotofadjectivesandadverbs.ThewriterissuccessfulinthispassagebecauseshehastakenthetimetoenvisionwhatitlookslikewhenherlittlebrotherTimplays.Aftershehadthatvisionfixed,shewentlookingforthebestverbstodescribethatvision.Thisisjuststraight-ahead,workmanlikewriting,andtheresultisfantastic.

LectureNotesModule2,Lesson2:AdjectivesandAdverbs

AdjectivesandAdjectivalsAnadjectiveisawordthatmodifiesanoun.Adjectives(andadjectivalphrasesandclauses)answerthreequestions:WHATKIND?WHICHONE?HOWMANY?InEnglish,anadjectiveappearsimmediatelybeforethenounitmodifiesasin,Theyellowflower.AsanEnglishspeaker,youalreadyknowthis.Nooneaccidentallysays,“Thefloweryellow,”or“Yellowtheflower.”Apredicateadjectivecomesafterthelinkingverb:Mycatisenthusiastic.Enthusiasticisanadjectivebeingusedaspredicatecomplement.Theonlythingthatmaycomebetweenanounanditsadjectiveisanotheradjectivemodifyingthesamenoun.Forexample:Myenthusiastic,playfulcatpounces.CommasBetweenAdjectivesinaSeriesHowdoyoupunctuatemultipleadjectives?Whenyouhavetwoormoreadjectivesinarow,youmightneedtoseparatethemwithcommas.Ifitwouldmakesensetoputtheword“and”betweentheadjectives,thenyoushouldputacommabetweenthem.Myenthusiasticandplayfulcatcouldwork,soyouneedacommabetweentheadjectives.Butyouwouldn’tsayMyenthusiasticandSiamesecat,soyoudon’tneedacommabetweenenthusiasticandSiameseeventhoughtheyarebothadjectives.Anotherruleofthumb:ifyoucanreversetheorderoftheadjectives,separatethemwithacomma.(Youcouldsayplayful,enthusiasticcatjustaseasilyasyoucouldsayenthusiastic,playfulcat,soyouneedthecommathere.)Ifyoucan'treversetheorderoftheadjectives,

don'tseparatethemwithacomma.(Youcouldn'tsaymySiameseenthusiasticcat,soyoudon'tneedacomma.)OtherAdjectivalsOtheradjectivals(prepositionalphrases,infinitivephrases,participialphrases,adjectiveclauses)comeafterthenounstheymodify.TheflowersthatKengavetoBarbiemadehersneeze.Mydesiretowinahot-dog-eatingcontestgotthebetterofmydesiretostaythin.Thedogwiththediamondcollarstilldrinksfromthetoilet.Ultimately,ALLadjectivalsneedtobeascloseaspossibletothenounstheymodify.AdverbsandAdverbialsAnadverbisawordthatmodifiesaverb,anadjective,oranotheradverb.Adverbsoftenendin–ly,butnotalways.Youcanusuallychangeanadjectiveintoanadverbbyadding–ly:gladbecomesgladly.Glumbecomesglumly.However,fortherestofthislessonwewillbelookingattheadverbsthatDON’Tendin–ly.Thenextlessonaddresses-lyadverbs.Adverbsansweroneoffivequestions:HOW?WHY?WHEN?WHERE?TOWHATEXTENT?Ingeneral,adverbsendingin–lyanswertheHOWquestion:Thebirdsanggloomily.IwillgladlypayyouTuesdayforahamburgertoday.TherearesomeotheradverbsthatanswerHOW(suchassideways.Howwasthecarturned?Thecarwasturnedsideways).TheWHYquestiontendstobeansweredbyadverbialphrasesandclauses.So,we’regoingtomainlylookattheWHEN,WHERE,andTOWHATEXTENTadverbsfornow.AdverbsansweringWHEN?Now,tomorrow,yesterday,soon,never,late,early,often,seldom,always,usually,arealladverbsthatanswerthequestionWHEN?I'mdonetalkingtoyounow.WhenamIdonetalkingtoyou?Now. AdverbsansweringWHERE?Here,there,everywhere,anywherearealladverbsthattellWHEREanactionhappened.Squirrelswererunningeverywhere.Whereweresquirrelsrunning?Everywhere.

Inside,outside,uphill,downhill,upriver,downriver,left,right:thissortofadverbalsoanswersthequestionWHERE?AdverbsansweringTOWHATEXTENT?InansweringthequestionTOWHATEXTENT?,adverbscaneitherintensifyordialdownanaction.Alot,completely,heartily,andabsolutelyallintensifyanaction.Kindof,only,just,almost,somewhat,andsortofallminimizeanaction.MostadverbsthatmodifyadjectivesorotheradverbsareansweringtheTOWHATEXTENTquestion.Forexample,Youlookveryprettytonight,orYoulookkindofhandsome.Wordsliketheseareusefulandnecessary,andyouprobablydon'tneedtoworryaboutover-usingtheminyourwriting.The-lyadverbsrequiremorecaution.Theywillbethesubjectofthenextlesson.

Quiz2.2:AdjectivesandAdverbs

I.Inthehighlightedadjectivepairsbelow,circletheonesthatneedcommas. A.theplaingoldband

B.ripesweetberries

C.longtediousplanningmeeting

D.longtediousplanningmeeting

E.basichumandecency

F.Thefatsoftsheepnibbledsweetspringgrass.

G.Thefatsoftsheepnibbledsweetspringgrass.

II.Inthehighlightedwordgroupsbelow,circletheonesthatneedhyphens. A.Anambulancedroveontheshoulderofthetrafficcloggedroad.

B.Mytwoyearoldnephewisstillunemployed.

C.Mynephewistwoyearsoldandstillliveswithhisparents.

D.Hescratcheduphisloaferswalkingthroughtheforest.

E.Exceptforhisscratcheduploafers,heseemednonetheworseforhisexperience.

F.Theclown’sheavilypaintedfaceloomedintomynightmare.

G.Theclown’sheavilymadeupfaceloomedintomynightmare.

H.Theclown’shandpaintedfaceloomedintomynightmare.

I.ThecouplehadmadeupbeforeIevenrealizedtheywerefighting.

J.Thesearemyfoxhuntingpants.

K.Doyouexpectmetobelievethisclearlyimpossiblestory?

III.Whichquestionsdoadjectivesansweraboutthenounstheymodify? A.How?

B.Howmany?

C.Towhatextent?

D.Whatkind?

E.When?

F.Where?

G.Whichone?

H.Why?

IV.JohnBarbercriedsloppily. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)

V.Thelazygoatatewhateverwasclosesttoit. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)

VI.Iwillcallyoutomorrow. 1.Istheitalicwordanadjectiveoranadverb? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswerabouttheworditmodifies?(Whichone?What kind?Howmany?How?When?Where?Why?Towhatextent?)

LectureNotesModule2,Lesson3:What’sSoBadAboutAdverbs?

We'veseenthatnotalladverbsendin-ly.However,manyadverbsareformedbyadding-lytotheendofanadjective.IcouldsayThesullencashierhandedovermyhappymeal.Inthatcase,sullenisanadjectivedescribingthecashier.OrIcouldaddan-lytosullentomakeitanadverb.Thecashiersullenlyhandedovermyhappymeal.Thatadverbsullenlydescribeshowthecashierperformedtheactionofhandingovermyhappymeal.Whenadverbsandadverbialsaremodifyingaverb,theyarehighlymoveable.Theycouldbeatthebeginningoftheclauses,rightbeforetheverb,orattheendoftheclause.

• Sullenly,thecashierhandedmemyhappymeal.• Thecashiersullenlyhandedmemyhappymeal.• Thecashierhandedmemyhappymealsullenly.

Writersareoftentoldnottousetoomanyadverbs.Thisisgoodadviceinprinciple,butIuseadverbsallthetime.Sowhydowritingteachersdiscouragetheuseofadverbs?1.Adverbscanbreedlazinessonthepartofthewriter.We'vealreadytalkedalotaboutusingpreciseverbs.Sometimeswritersuseanadverbinsteadoflookingforthemostpreciseverb.Forexample:"Achmedwalkedintotheroomloudly,"insteadof,"Achmedstormedintotheroom,"or"Achmedstompedintotheroom."2.Grammaticalandotherwritingmistakestendtohappenaroundadverbs.Mypracticeistoseekoutthemostpreciseverbsandresorttoadverbsonlywhenthebestverbsneedalittleextrahelp.Remember:Letnounsandverbscarrythefreight.Startwiththemainline—subjects,verbs,andobjects.

Alsobearinmindthatadjectivesandadverbsaren'tyouronlyoptionfordescription.Intherestofthisunitwe'lllookatprepositionalphrases,participialphrases,infinitivephrasesandclauses,etc.

Quiz2.3:What’sSoBadAboutAdverbs?

I.TheymaybedigitallyconnectedtotheInternet,butrelationallytheyaredisconnectedfromoneanother.Considerthoseadverbsdigitallyandrelationally.Doyoufindthemhelpful?Whyorwhynot?II.Amomentlaterhisdooropened,thenshutloudly.Considertheadverbloudly.Doesitcontributetothesentenceordetractfromit?III.Shequicklyhalf-rantothephone.Considertheadverbquickly.Hownecessaryisit?

IV.Idon’tbelievetheconnectionbetweenartandlifecaneverbefinallyorevenverysatisfactorilyresolved.Considertheadverbsfinallyandsatisfactorily.Aretheyhelpfulhere?V.Hebouncedinafranticmanner,yippingandbarking.Reworkthissentence,usinganadverbinplaceoftheprepositionalphrase,inafranticmanner.

LectureNotesModule2,Lesson4:PrepositionalPhrases

"Inourworld,"saidEustace,"astarisahugeballofflaminggas.""Eveninyourworld,myson,thatisnotwhatastarisbutonlywhatitismadeof."

-TheVoyageoftheDawnTreader

ThereisagreatmomentfromC.S.Lewis'sVoyageoftheDawnTreaderwhenLucyandEustacemeetanoldmannamedRamandu,whoturnsouttobearetiredstar.HeexplainstoEustacethataflamingballofgasisonlywhatastarismadeof,notwhatitis.Inthisunit,we'vetalkedalotaboutwhatdifferentmodifiersaremadeof,butnotreallywhattheyare.Whattheyarehasmoretodowithhowtheyfunction,howtheymakeconnectionsinthemindofareader.Witheachtypeofmodifier,wewilltalkabouttheirconstruction/form,butthenwewillmoveontohowtheyfunction.Whatisaprepositionalphrasemadeof?Preposition+NounThereareaboutahundredprepositionsintheEnglishlanguage,butherearethetop50:About Beyond Into ToAbove By Like TowardsAcross Concerning Near Under After Despite Of UntilAgainst Down Off UpAlong During On UponAmong Except Out WithAround Following Over WithinAt For Plus WithoutBefore From SinceBehind In ThroughBetween Including Throughout

If you're not sure if aword is functioning as a preposition, you can use this PrepositionFinder:Therabbitran__________thewoodpile.Anywordthatfitsinthatblankisapreposition.Therearealsoafewprepositionsthatdon'tfitinthePrepositionFinder,butanywordthatdoesfitintheblankisapreposition.The prepositions that don't fit in the Preposition Finder are time-related prepositions(before, during, after, since), and prepositions describing logical relationships (except,concerning,including,plus,minus).ThereisonemoreprepositionthatdoesnotfitinthePrepositionFinder,anditisthemostcommonprepositionofall:OF.Thewordofdoesnotfitintotheprepositionfinder,soyoujusthavetorememberit.Sothen,ifyoucanrememberPrepositionFinderplusof,youcanaccountforabout98%oftheoccurrencesofprepositions.AprepositionisALWAYSfollowedbyanounorpronoun.

• Preposition+Noun=PrepositionalPhrase(insidethewardrobe,aftertheconcert,withfortitude)

ThatnouninthePrepositionalPhraseisknownastheObjectofthePreposition.TheObjectofthePrepositionmayhavemodifiers.(insidethebigwardrobe,insidethebigwardrobeinthespareroom).Thesemodifiersareconsideredtobepartoftheprepositionalphrase.Ifyouseea"preposition"thatisnotfollowedbyanounorpronoun,itisnotservingasapreposition;itisprobablyservingasanadverb.

• Thesquirrelranaroundthetree.(Inthissentence,aroundservesasapreposition,theheadoftheprepositionalphrase,aroundthetree.)

• Thesquirrelranaround.(Inthissentence,aroundservesasanadverbbecauseitisnotfollowedbyanoun.)

Thewordpreposition=pre(before)+position.It'ssittinginthepre-position,beforeanoun.A preposition always puts a noun in relationshipwith another noun, verb, adjective, oradverb.

Theprepositionswelistedearlieralldescriberelationships:

SpatialRelationships

Above,Below,Behind,Between,Among,

TimeRelationships

Before,During,After,Since,etc.

LogicalRelationships

Except,Despite,Concerning,etc.

Relationshipof

owning/belonging/attachment

LectureNotesModule2,Lesson5:PrepositionalPhrasesPartII

Prepositionalphraseshavetwofunctions:

1. Adjectivalfunction:tellingusWHICHONE,WHATKIND,orHOWMANYaboutanoun.

2. Adverbialfunction:tellingusHOW,WHERE,WHEN,WHY,orTOWHATEXTENT,aboutaverb(oranadjectiveoranotheradverb).

Anytimeyouseeaprepositionalphrase,youknowitwillansweroneofthosequestions.

A.Edmundsteppedinsidethewardrobe. Thephraseinsidethewardrobeis_______________________,answeringthequestion _______________________didEdmundstep?

B.Thefursinsidethewardrobeweresofttothetouch. Thephraseinsidethewardrobeis__________________________,answeringthequestion _________________________furs?[Answers:A.adverbial;where.B.adjectival,which.]MovabilityIsaCluetotheFunctionofaPrepositionalPhraseRemember,adverbialsmodifyingverbsarefreetomoveaboutthecabin,butadjectivalsandadverbialsmodifyingadjectivesoradverbsmustcomeimmediatelyafterthewordstheymodify.Sowhenyouaretryingtofigureoutwhatfunctionamodifierserves,it’sagoodideatostartbylookingatwhatisimmediatelybeforeit.

Inyourownsentences,whenyourealizethatyoumeantforanadjectivaltomodifyagivennoun,andit’snotrightnexttothatnoun,you’veprobablygotsomeworktodo.Let'slookatanotherexample,thisonefromGrouchoMarx:

LastnightIshotanelephantinmypajamas.Howhegotintomypajamas,I'llneverknow.

A.Whatistheprepositionalphraseinthefirstsentence?_______________________________________.B.Whatfunctiondoestheprepositionalphraseserve?__________________________________________.[Answers:A.inmypajamas.B.youmighthaveansweredadverbialoradjectival.]Thelogicsuggeststhatthephraseisadverbial,describingHOWGrouchMarxshottheelephant.Butgrammaticallyspeaking,inmypajamascouldbeadjectival,tellingusWHICHelephant.Anditcomesimmediatelyafterelephant,theproperlocationforanadjectivephrasemodifyingelephant.Ontheotherhand,ifthephraseisadverbial,itcaneasilybeattheendofthesentence,farfromtheverbitmodifies.Onlywhenyoureadthesecondsentencedoyourealizethatthephraseinmypajamasisindeedadjectival,tellingushowtheelephantwasdressed.Humorisallaboutgoofylogic.Grammarreflectslogic.Soitshouldbenosurprisethatgoofygrammarisoftenthebasisofjokes.Whydoprepositionalphraseshaveabadreputation?Writersareoftentoldtogetridofprepositionalphrases,justastheyareoftentoldtogetridofto-beverbs.However,thisistreatingasymptomasifitweretheproblem.Considerthisexample:

Iamawareofyourneedfortransportation.Thisnot-so-greatsentencehastwoprepositionalphrases(ofyourneed,andfortransportation)thataccountformorethanhalfofthewordsinthesentence.Buttherealproblemhereisn'ttheprepositionalphrasesoreventheto-beverb(am).Theproblemthenominalization.Getridofthenominalizationandtheto-beverbandprepositionalphrasesgowithit.

Iknowyouneedtransportation.Or,Iknowyouneedacar.

Hereisanotherexample:BarbiewasgivenflowersbyKen.

What’sourprepositionalphrase?It'sbyKen.Kenistheactor;yetheistuckedawayastheobjectoftheprepositionattheveryendofthesentence.That’saproblem.Buttheprepositionalphraseisasymptom,nottheproblem.Fixthepassivevoice,andboththeprepositionalphraseandtheto-beverbgoaway:

KengaveBarbieflowers.Inbothofthosecases,nominalizationandpassivevoice,theprepositionalphraseisTECHNICALLYamodifier,butonlytechnically.It’snotactuallyaddingtothesentence.It'smakingthingslessconcrete,hardertoenvision.Asarealmodifier,aprepositionalphrasecanbeaverypowerfulandusefulconstruction.Thereisnoshameinaprepositionalphrase,butdon’tgocrazy.Youdon’twanttonestprepositionalphraseinsideprepositionalphraseinsideprepositionalphrase,eventhoughEnglishgrammarallowsforthat.Butremember:Englishgrammaralwaysgivesyouanotherwaytoskinacat.We’relookingatallthesedifferentkindsofmodifierssoyouwillhavemoreoptionsforexpressingyourselfwithclarityandstyle.

Quiz2.5:PrepositionalPhrasesPartII

I.Youcanhaveaturnafterme. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)II.Afterme,youcanhaveaturn. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

III.JohnBarberranintotheburningbuildingtosavehisBeanieBabycollection. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

IV.Acacophonyofbirdsonggreetedus. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

V.Themoneyunderthemattressismylifesavings. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

VI.Ihidthemoneyunderthemattress. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

VII.Abuzzingboxfansatonthefloornearby. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

VIII.HelenlookedatSadiewithastraightface. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

IX.Helenlookedatthegirlwiththemermaidtattoo. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

X.Helenlookedatthegirlwithbinoculars. 1.Istheprepositionalphraseadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

LectureNotesModule2,Lesson6:Participles

Whatdoyoucallitwhenyouchangeaverbtoanoun?_________________________________________.Whatdoyoucallitwhenyouchangeaverbtoamodifier?_____________________________________.[A.Nominalization.B.Aparticiple.]I'vesaidsomeprettynastythingsaboutnominalizationoverthepastlessons,buttheabilitytochangewordsfromonepartofspeechtoanotherisoneofthethingsthatgiveslanguageitstremendousflexibility.Let'slookathowtwoexamplesimprovewhenyouchangetheverbintoaparticiple:

Adogwasbarking.Hewokemeup.⤍Abarkingdogwokemeup. Thefiremanisrunning.Heneedstograbthehose.⤍Therunningfiremanneedsto grabthehose.Likeeveryotheradjectival,participlesanswerthequestionsWHICHONE?WHATKIND?

• Whichdog?Thebarkingdog.• Whichfireman?Therunningfireman.

Thesekindsofparticiplesthatendin-ingarepresentparticiples.Let'sconsidersomepastparticiples:Mashedpotatoes.Splitpeas.Brokenpromises.Enragedllamas.Raisedhands.Tornpaper.Apastparticiplelookslikethepasttenseformoftheverb.It'stechnicallythefourthprincipalpartofaverb.

Thefourthprincipalpartistheformaverbtakesifyouputthehelpingverb"have"or"had"infrontofit:Italked/Ihavetalked.Iwalked/Ihavewalked.Ispent/Ihavespent.Forirregularverbs,thepasttenseandfourthprincipalpartaredifferent:Igave/Ihavegiven.Isang/Ihavesung.Iwent/Ihavegone.Pastparticipleshavealotincommonwithpassiveverbs:

• Thepotatoesweremashed.(passive)mashedpotatoes(pastparticiple)• Thepapergottorn.(passive)tornpaper(pastparticiple)

Bythesametoken,presentparticiples(theonesthatendin-ing)arebeingperformedbytheirsubject,sotheyareactive:

• Thebarkingdog• Therunningman

Thoughtheyaremodifiers,participlesretainsomeofthepropertiesofverbs.Mostimportantly,theycanbemodifiedbyadverbsandadverbials,andtheycantakedirectobjects.Aparticipletogetherwithamodifierand/oranobjectconstitutesaparticipialphrase.Participialphraseswillbethesubjectofthenextlesson.A.Participlesmodify________________________________________________________________________________.B.Aparticiplegoes__________________________________________________________________________________. [Answers:A.Nounsandonlynouns.B.Immediatelybeforethenounitmodifies.(Thereareexceptions,suchasIheardadogbarking.Butthey’reuncommon.]Anytimeyouusetwowordsasaparticipletheyshouldbehyphenated.

Dog-earedpage Well-lovedgrammarinstructor

Oft-repeatedwritingadviceHowcanyoutellapastparticipleapartfromotherusesofthe4thprinciplepart?

1. Therewon'tbeahelpingverb(had,has,willhave)2. Aparticiplecan'thaveasubject

Youcantellapresentparticipleapartfromother-ingverbs(2ndprinciplepartverbs)inthesameway:

1. Noto-be/helpingverb2. Nosubject

LectureNotesModule2,Lesson7:ParticipialPhrases

Becausetheystartedoutlifeasverbs,participlesretainmanyofthepropertiesofverbs.Theycantakedirectandindirectobjects.Theycanbemodifiedbyadverbials.Whenyouaddanobjectoranadverbialtoaparticiple,itbecomesaparticipialphrase.Justlikeasimpleparticiple,theparticipialphraseonlyhasonejob:itmodifiesanoun.However,whereasasimpleparticiplealmostalwaysappearsbeforethenounitmodifies(asinmashedpotatoes),aparticipialphraseusuallyappearsafter:

Potatoesmashedwithmybarehands.Theparticipialphrasemashedwithmybarehandsisadjectival,tellinguswhatkindofpotatoes.ButWITHINthatadjectivalphrase,theprepositionalphrasewithmybarehandsisadverbial,modifyingmashed.Considerthissentence:

Atruckhaulingchickensalmostflattenedme.Here'sthediagram:

A.Whatistheparticipialphrase?_________________________________________________________________.B.Whatisthemainverbofthesentence?________________________________________________________.

C.Whatisthesubjectofthesentence?____________________________________________________________.D.Whatisthedirectobjectofthesentence?______________________________________________________.E.Whatisthedirectobjectoftheparticiple,“hauling”?_________________________________________.[Answers:A.haulingchickens.B.flattened.C.truck.D.me.E.chickens.]NoticethattheDirectObjectoftheparticiple(intheaboveinstance,chickens)hasnorelationtotheDirectObjectofthemainclause(intheaboveinstance,me).TheImportanceofProximityWhenyouaddobjectsand/oradverbials,theparticiple—nowaparticipialphrase—movesfromthespotimmediatelyinfrontofthenountothespotimmediatelyafterthenoun.Butstill,it’simmediatelyadjacent.Iftheparticipialphrasestartsdriftingawayfromthenounitmodifies,badthingsstarthappening.Adjectivals,remember,aren’tverymovable.Theyneedtobeveryclosetothenounstheymodify.Itisnotunusualforaparticipialphrasetomovetothebeginningofaclause.Butifitdoes,ithastomodifythesubjectoftheclause.Why?Becausethesubjectisthefirstnoun,rightthereaftertheopeningphrase:

• Convincedthatherfriendswereouttogether,MargaretworeadisguisetoSundayschool.

• Screaminglikeabanshee,thejewelerranfromtheroom.Inbothoftheaboveexamples,theopeningparticipialphrasemodifiesthesubject(Margaretisconvincedthatherfriendsareouttogether,andthejewelerisscreaminglikeabanshee).DanglingModifiersYoumayhaveheardofdanglingmodifiers.Whenasentencebeginswithanadjectivalphrase,andthatphrasedoesn'tmodifythesubject,themodifierdangles.Considerthisexample:

Turningoffthemaindragandontooneofthesidestreets,theoceancameintoview.A.Whyisturningadanglingparticiple?_________________________________________________________________________________________________________________________________________________________________.B.Howcouldwefixit?______________________________________________________________________________________________________________________________________________________________________________________.

[Answers:A.Lookforthesubject:ocean.Buttheoceandidn'tturnoffthemaindragontoasidestreet.B.Changethemodifiersothatit'snotaparticipialphrase.Asweturnedoffthemaindragandontoasidestreet,theoceancameintoview.]Danglingmodifiersareoftenfunny:

Lockedinavaultforfiftyyears,theownerofthejewelsdecidedtosellthem.[Possibleedit:Thejewelerdecidedtosellthejewelsthathadbeenlockedinavaultforfiftyyears.]

Plunging1,000feetintothegorge,wesawYosemiteFalls.[Possibleedit:WesawYosemiteFallsplunging1,000feetintothegorge.]

Inreview,

• Aparticipleisaverbthathasbeenturnedintoanadjective.

• Aparticipialphraseisaparticipleplusadirectobject(rarelyanindirectobject)and/oradverbialmodifiers.

• Ifaparticipialphraseisatthebeginningofthesentence,itmustmodifythesubjectofthatsentence.

• Iftheparticipialphraseatthebeginningofthesentencedoesn'tmodifythegrammaticalsubject,it'scalledadanglingmodifier.

Quiz2.7:ParticipialPhrases

I.Wipingtheteafromhishandlebarmustache,thesmileofthishusbandiswideenoughtodriveatractorthrough.Wipingtheteafromhishandlebarmustacheisadanglingparticiple.Why?Howwouldyoufixit?II.OnawarmOctobermorning,stillbreakfastingonthepatio,abirdswoopeddownandlandedontheirtable.Stillbreakfastingonthepatioisadanglingmodifier.Explainwhy.Howwouldyoufixit?III.AfterfivehoursofansweringalltheERnurses’questionsbutnotgettingclarityonanyofmine,thedoctorfinallyenteredtheroom.Thisisnot,technicallyspeaking,adanglingmodifier,butitisasimilarproblem:it’snotthedoctorwhohasbeenansweringthenurses’questions,butthepatient.Howwouldyoufixit?

IV.Allofourtempera-paintingwasdoneinthebackyard,half-clothed.Theparticiplehalf-clotheddangles.Explainhowthepassivevoicecontributestotheproblem.Howwouldyoufixthissentence?V.Theforestdampeningtheinsects’choruslikestagecurtainsdeadeninganorchestra’stuningbeforeaconcert.Explainwhytheabove“sentence”isafragmentratherthanasentence.Turnitintoasentence.VI.Thedogfollowedhimeverywherehewent,alternatingbetweenasetofgrowls,yips,andbarks.Thatphrasealternatingbetweenasetofgrowls,yips,andbarksgetsalittleawkward.Tryreworkingthissentencebyturningthenounsgrowls,yips,andbarks,intoparticiples.

LectureNotesModule2,Lesson8:InfinitivePhrases

We'vebeentalkingabouthowthedifferentformsofaverbservedifferentfunctionsinasentence.Thosedifferentformsarecalledverbals.Therearethreekindsofverbals:PARTICIPLES

• Present(active)participlesendin-ing.• Past(passive)participlesendin-ed,-t,or-en.(4thprinciplepart).

GERUNDS

• We'lltalkaboutgerundsinthenextmodule.Theylookexactlylikepresentparticiples,butfunctionasnouns.

INFINITIVES

• Aninfinitiveisaverbthathastheword'to'infrontofit.Todrive.Tothink.Tobe.Tosmell.

To+verbistheformofaninfinitive,butwhatisitsfunction?Aparticipleisalwaysadjectival,andagerundisalwaysanounequivalent.Infinitives,however,canbeadjectival,adverbial,oranounequivalent.ThinkaboutthesongfromMaryPoppins,"ILovetoLaugh."Tolaughisaninfinitiveservingasadirectobject.Ilovewhat?Tolaugh.Sotheretheinfinitiveisanounequivalent.Howabouttheseexamples:

Ibroughtsomepopcorntoshare. Whatfunctiondoestoshareserve?It'samodifiertellingusWHATKINDof popcorn.Itisadjectival.

DougMcKelveyisawritertowatch. Towatchisanadjective.Whatkindofwriter?Awritertowatch.

Iboughtthegarlictowardoffvampires. Towardoffisfunctioningadverbially.IttellsWHYIboughtthegarlic.Anotherwaytodistinguishadjectivalinfinitivesfromadverbialinfinitivesistoseewhetherornottheinfinitiveismoveable.Youcansay,Towardoffvampires,Iboughtthisgarlic.(Adverbial)Butyoucan'tsay,ToshareIbroughtthispopcorn.(Adjectival)A.Adjectivalinfinitivesalwaysappear____________________________________________________thenounstheymodify.B.Participlesusuallyappear____________________________thenounstheymodify.C.Participialphrasesusuallyappear___________________________________thenounstheymodify.[Answers:A.immediatelyafterB.beforeC.after(thoughitisnotunusualtoseethematthebeginningofaclause).]Onelastnoteonthesubjectofsplitinfinitives:Theruleagainstsplittinginfinitiveswasmadeupinthe18thcentury.Youcansplitaninfinitivewithanadverb(ie:tosecretlyeatsomecookiesor,toentirelydisregardthisarbitraryrule)ifyouwantto.Igenerallyavoidsplitinfinitivessoasnottodrawattentiontoapossiblegrammarerror.Tofixasplitinfinitive,simplymovetheadverb,asinfeelfreetodisregardentirelythisarbitraryrule.

Quiz2.8:InfinitivePhrases

I.Everyspring,blackbirdscometothemarshbesideourhousetonest.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)II.Myattemptstowinherlovewithtubasolosonlyannoyedher.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

III.Richieturnedtoleavequicklyashismompulledintothedriveway.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)IV.Thebestmushroomstoeatarethenon-poisonousones.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)V.Thetoweringcanopyblockedenoughsunlighttomaketheundergrowthsparse.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

VI.Alittlesoyandricevinegarisallyouneedtoseasonyourbroth.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)VII.I’dtradeitalltositatthebenchatthebendinthetrail.Identifytheinfinitiveorinfinitivephrase,andanswerthesethreequestionsaboutit: 1.Isitadjectivaloradverbial? 2.Whatworddoesitmodify? 3.Whatquestiondoesitanswer?(Whichone?Whatkind?Howmany?How?When? Where?Why?Towhatextent?)

LectureNotesModule2,Lesson9:SubordinateClauses

Itisfinallytimetoturnourattentiontosubordinate(alsoknownasdependent)clauses.Remember,everyclausehasaSUBJECTandaVERB.Itmayhaveotherparts,buttobeaclauseitmusthavethosetwoparts.

WhenIrememberthatyouwerethepersonwhogavememyfirstjob,IfeelsorrythatIcalledyouamonster.

Whatisthemainlineofthissentence?Ifeelsorry.(Subject,Verb,PredicateComplement.)Everythingelseinthesentencemodifiesthismainclause.Here'sadiagram:

Everythingbeforethecommainthissentenceispartofanadverbialclause,tellingusWHENthesubjectfeltsorry.Therearetwomoresubordinateclauseswithinit:thatyouwerethepersonandwhogavememyfirstjob.

Thatyouwerethepersonisservingasadirectobjectforremember,soitisanounclause.ThisistheS-V-PredicateComplementclausepattern.WhogavememyfirstjobisanadjectivalclauseansweringthequestionWHICHperson.ThisistheS-V-IO-DOclausepattern.Whatisthedirectobject?Job.IndirectObject?Me.Thereisonemoresubordinateclauseinthesentence.Golookingforanotherverbandyouwillfindit.ThatIcalledyouamonster.Thisisanadverbialclause,modifyingsorry.IttellsWHYthesubjectissorry.Sointhisonesentence,we'veseensubordinateclausesfunctionasanadverb(HOW,WHEN,WHERE,WHY,TOWHATEXTENT),adjective(WHICHONE,WHATKIND,HOWMANY),andasanoun(asasubject,directobject,orobjectofthepreposition.)We'vealsoseenthatasubordinateclausecanconformtoanyofthefiveclausepatterns.HowSubordinateClausesandMainClausesDifferAmainclausecanstandalone,andasubordinateclausecan't.Theeasiestwaytotellthedifferenceistosayyouknowitwhenyouseeit.Ifeelsorryisawholesentence.WhenIremember,Thatyouwereaperson,Whogavememyfirstjob,andThatIcalledyouamonsterareallclauses,butnoneofthemcanstandalone.Usually,aclausecan'tstandalonebecauseitstartswitheitherarelativepronoun(suchasWHO)orasubordinatingconjunction(suchasTHAT).Subordinateclauseshelpyouincludealotofadditionalinformationaboutthemainactionofthesentenceandcangiveyouoptionsforexpressingideaswithdifferentshadesofmeaning.Subordinationisonewayofsignalingtoyourreaderwhichideasoractionsareprimary,andwhichonesarealittlelessimportant—or,literally,whichideasaredependentonotherideas.Oneideaistheindependentclause.Itcouldstandalonewithoutthoseotherclauses.Buttheotherclauses—thedependentclauses—alldependonthatmainclause.However,subordinateclausescomewithtwopotentialdangers:

1. Theycantemptyoutosticktoomuchinformationintooncesentence.2. Youcanaccidentallytuckawayimportantinformationintoasubordinateclausethat

maybedeservestobeasentenceallitsown..

LectureNotesModule2,Lesson10:AdjectiveClauses

AfewyearsagoIwroteabookcalledTheCharlatan’sBoy.ForthechaptertitlesIwentbacktoaveryoldtradition.Everychaptertitlewasaclausebeginningwiththephrase“inwhich.”

• Chapter2:InwhichIgetoutofthefeechietradeandbeginmyformaleducation.• Chapter4:InwhichIfindamama.• Chapter6:InwhichIruinafeller'shairdoandnearboutgetsmashedforit.

A.Howdoweknowthesechaptertitlesareclauses?________________________________________________________________________________________________________.B.Aretheyadjectivaloradverbialclauses?________________________________________________________________________________________________________.[Answers:A.Theyeachhaveasubjectandaverb.B.Adjectival.TheytellusWHICHchapter.]AnadjectiveclausealwayssitsascloseaspossibleAFTERthenounitmodifies.Lookfortheadjectivalclauseinthesenextexamples:

Themanwhorepairedmytricycleturnedouttobeastate-championjuggler.whorepairedmytricycle

Thestonethatthebuildersrejectedhasbecomethechiefcornerstone.thatthebuildersrejected

ThepersontowhomIgivethissceptershallbemysuccessor.towhomIgivethisscepter

ThetownwhereIgrewupistheporkrindcapitaloftheworld.whereIgrewupThegiantwhosecheeseyoujustateisgoingtowakeupanyminutenow.whosecheeseyoujustate

TheyearswhentheSummerOlympicsareheldarealsopresidentialelectionyears.whentheSummerOlympicsareheld

Whatpatternsdidyounoticeinthoseexamples?

• theadjectiveclausecomesimmediatelyafterthenounitmodifies• theystartwithrelativepronouns("W"words)

RelativePronounsTherelativepronounsusedbyadjectiveclausesare:

• WHO• WHOM• WHOSE• WHICH• THAT• WHERE• WHEN

Relativepronounsconnecttheadjectiveclausetothemainclause.Theantecedentoftherelativepronounisthenouninthemainclausethattheadjectiveclauseismodifying.(Antecedent=thenounrenamedbyapronoun)Inthissentence,therelativepronounWHOrenamesthenounMAN,andtheclauseintroducedbyWHOmodifiesthenounMAN:

Themanwhorepairedmytricyclewasastate-championjuggler.Inthissentencediagram,thedottedlinemakescleartherelationshipbetweenthenounMANinthemainclauseandtherelativepronounWHOintheadjectiveclause.YoucanalsoseethattherelativepronounWHOisthesubjectoftheadjectiveclause.

Orconsiderthissentence:

Thestonethatthebuildersrejectedhasbecomethechiefcornerstone.TherelativepronouninthissentenceisTHAT.

Inthesubordinateclause,whatistheverb?Rejected.Whorejected?Thebuilders.Sobuildersisthesubjectofthesubordinateclause.Thebuildersrejectedwhat?Theyrejectedthestone,whichinthesubordinateclausehasbeenrenamedthat.Sothatisthedirectobjectoftheadjectiveclause.Thestrangethinghereisthatnormallythedirectobjectcomesaftertheverb:Subject-Verb-Object.Butinanadjectiveclausetherelativepronouncomesfirst,whetheritisthesubject,object,orsomethingelse.Therelativepronouncanalsoserveastheobjectofthepreposition:

ThepersontowhomIgivemysceptershallbemysuccessor.Whomistheobjectoftheprepositionto.Thisistheonecase,bytheway,wheretherelativepronounisNOTthefirstwordofanadjectiveclause.Ifitistheobjectofthepreposition,theprepositionhastocomefirst(pre+position).Hereareafewmoreexamples:

Thegiantwhosecheeseyoujustatewillwakeupsoon.TherelativepronounWHOSEisanadjectivemodifyingCHEESE.

Whichcheese?Thegiant'scheese.Therelativepronounwhoseisanadjectivemodifyingcheese.Whichcheese?Thegiant'scheese.

ThetownwhereIgrewupistheporkrindcapitaloftheworld.TherelativepronounWHEREservesasanadverb,telling(obviously)WHERE.Nevertheless,thewholeclauseisadjectival,tellingWHICHtown.

TheyearswhentheSummerOlympicsareheldarealsopresidentialelectionyears.Thissentenceisverysimilartotheprevioussentence:WHEN,therelativepronounintroducingtheadjectiveclause,servesanadverbialfunctionwithinitsclause.

Quiz2.10:AdjectiveClauses

I.IwillpointtothegoatthatIlikebest.Identifytheadjectiveclauseandanswertwoquestions:

1. Whatnoundoestheadjectiveclausemodify?2. Whatgrammaticalfunction(subject,directobject,objectofpreposition,adjective,

adverb,etc.)doestherelativepronounservewithintheadjectiveclause?II.ThepostofficewhereIgotmystartisjustaroundthecornerfromhere.Identifytheadjectiveclauseandanswertwoquestions:

adverb,etc.)doestherelativepronounservewithintheadjectiveclause?

III.The alligator about which I told you is back again. Identifytheadjectiveclauseandanswertwoquestions:

adverb,etc.)doestherelativepronounservewithintheadjectiveclause?IV.ThealligatorItoldyouaboutisbackagain.Identifytheadjectiveclauseandanswertwoquestions:

V.Youwouldliketheplumberwhoinstalledouricemachine.Identifytheadjectiveclauseandanswertwoquestions:

adverb,etc.)doestherelativepronounservewithintheadjectiveclause?VI.TheguywhosecarItotaledseemsannoyedwithme.Identifytheadjectiveclauseandanswertwoquestions:

LectureNotesModule2,Lesson11:AdverbClauses

Adverbialclausesstartwithsubordinatingconjunctions.Theseconjunctionsarecalledsubordinatingbecausewhentheysitinfrontofaclausethatisotherwiseindependent,theclause,asifbymagic,isrendereddependentorsubordinate.Themainclauseistransformedintoanadverbialclause.Here'samainclause:

Antonioeatssushi.Thisclausecanstandalone.Itisaperfectlygoodsentence.Butifyouputthesubordinatingconjunctionwheninfrontofit,itsuddenlybecomesasubordinate(ordependent)clause:

WhenAntonioeatssushiThisclausecannotstandaloneasasentence.Youneedtoattachittoanindependentclausebeforeyouturnitlooseinthewild:

WhenAntonioeatssushi,hefeelssophisticated.HereisapartiallistofsubordinatingclausesinEnglish:After ThanAlthough ThatAs ThoughAsif UnlessBecause UntilBefore WhenIf WheneverInorderthat WhereLest WhereverSince WhetherSothat While

Youdon'tneedtobotherwithmemorizingthislist.Evenifyoudid,youwouldonlybememorizingapartiallist.Butgraspthisidea:Youcantakeanyindependentclausethathaseverbeenwritten,stickoneofthesewordsinfrontofit,andthatindependentclauseisnowanadverbialclausetellingHOW,WHEN,WHERE,WHY,orTOWHATEXTENT.Itusedtofunctionasasentence,butnowitisanadverb.CoordinationandSubordinationRememberthecoordinatingconjunctions:for,and,nor,but,or,yet,so.Whenyouuseacoordinatingconjunctiontoconnecttwoclausesintoacompoundsentence,youcommunicatetoyourreaderthatthetwoclausesareofequalweightandimportance.

IwantedVietnamesefood,butChuckywantedahotdog.

Thedogswaminthecanal,andthealligatorlurkednearby.

Youcancleanupyourroom,oryoucanforgetaboutgoingtothemoviestonight.Thecoordinatingconjunctionsbalancetwoactionsorideas,creatingacompoundsentence.Subordinatingconjunctionscreatemorecomplexrelationshipsbetweenactionsorideas—ahierarchy,acause-and-effect,atimesequence,aspatialrelationship,acontrast.

Whilethedogswaminthecanal,analligatorlurkednearby.

Becausethedogswamincanal,thealligatorlurkednearby.

Wheneverthedogswaminthecanal,thealligatorlurkednearby.Eachofthoseexamplesgivemoreweighttothesecondidea,makingitthemainclauseofthesentence.Butmaybewewanttomakethefirstclausetheindependentone:

Thedogswaminthecanalthoughthealligatorlurkednearby.

Thedogswaminthecanalunlessthealligatorlurkednearby.Thoseadverbialclausesnuancetowhatwasabalancedcompoundsentence.InthelastlessonyousawthattherelativepronounatthebeginningofanadjectiveclausehasagrammaticalfunctionwithinthesubordinateclauseANDithasapronoun-antecedentrelationshipwithanouninthemainclause.Thatrelativepronounstraddlesbothclauses.ThesubordinateconjunctionhasagrammaticalfunctioninNEITHERthesubordinateclausenorthemainclause.Likeacoordinatingconjunction,asubordinatingconjunctionconnectstwoclauseswithoutparticipatinginthegrammarofeitherone.

• Whenyoudiagramacompoundsentence(twoindependentclausesjoinedbyacoordinatingconjunction),thecoordinatingconjunctionsitsonadottedlinebetweenthetwoindependentclauses.

• Whenyoudiagramacomplexsentencewithanadverbialclause,thesubordinatingconjunctionalsositsonadottedlinebetweenthetwoclauses.

• Inacomplexsentencewithanadjectivalclause,therelativepronoun,you'llremember,hastohaveanantecedentonthemainclauseANDitplaysagrammaticalroleinthesubordinateclause.

Asyoucanseefromthediagramsbelow,insignificantwaysacomplexsentencewithanadverbialclausehasmoreincommonwithacompoundsentencethanwithacomplexsentencewithanadjectiveclause.Thisisacompoundsentence:

Thedogswaminthecanal,andthealligatorswamnearby.Thisisacomplexsentencewithanadverbialphrase:

Thedogswaminthecanalthoughthealligatorlurkednearby.

Noticehowsimilarthisdiagramlookstothediagramofthecompoundsentence;theonlydifferenceisthedifferentconjunction.

Thisisacomplexsentencewithanadjectiveclause:

Thealligatorthatlurkedintheweedswatchedthedogswimminginthecanal.

Therelativepronouninthissentencefunctionsverydifferentlyfromthesubordinatingconjunctioninthesentencebeforeit.Likealladverbs,adverbialclausesaremoveablewhentheymodifyaverb.Ifyouputyouradverbialclauseatthebeginningofthesentence,youneedacommabeforethemainclausestarts.Also,anadverbialclausecanmodifyanadjectiveoranadverb,though,aswithotheradverbialsmodifyingadjectivesandadverbs,itisnotmoveable.ConsiderthesentenceAreyousurethatthisisallowed?Theclausethatthisisallowedisadverbial,modifyingsure.

Let'sreview.A.Anadverbialclauselooksjustlikeanindependentclause,exceptthatithasa___________________________________________________________________________atthebeginning.B.Unliketherelativepronouninanadjectiveclause,thissubordinatingconjunction__________________________________serveagrammaticalfunctionwithintheclause.C.Theadverbialclausealwaysanswersoneoftheadverbquestions:__________________________________________________________________________________________________________________________________.D.Ifyouradverbialclausemodifiesaverb,itis________________________________________.[Answers:A.Subordinatingconjunction.B.doesnot.C.HOW,WHERE,WHEN,WHY,TOWHATEXTENT.D.moveable.]

Quiz2.11:AdverbClauses

I.AfterJohnBarbershowedup,thepartywasprettylame.1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.

II.Thepartywasn'tthesameafterJohnBarbershowedup.

1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.

III. Afterthatpoint,Ididn'tofferanyinformationunlesssomeoneaskedforit.1. Identifytheadverbialclause(therecouldbemorethanone).2. Tellwhatquestiontheclauseanswers(how,when,where,why,towhatextent)3. Tellwhattheclausemodifies.

IV.Hewasclosertovictorythanhecouldhaveknown.

V.Slugsleaveatrailofslimeeverywheretheygo.

VI.Linda'seyesburnedwithtearsofgratitudeasAntoniobroughtthebananapuddingintothediningroom.

VII.Asthecashiertookherplacebehindthecounter.

VIII. IamasangryasIhaveeverbeen.

IX. WhenIwasfourteen,aftermymotherdiedandmyfatherranoff,mygrandmothersentmetoliveinagrouphomenearTallahassee.

LectureNotesModule2,Lesson12:MoreonSubordinateClauses

Therearestillafewtopicsrelatedtosubordinateclausesthatwehavenotcovered.Wewillgatherthemintothislesson,grab-bagstyle.Thatv.WhoandWhomBeawareoftheantecedentofyourrelativepronoun.(Remember,theantecedentisthenounOUTSIDEthesubordinateclausethattherelativepronounrenames.)Iftheantecedentisahumanbeing,useWHOorWHOM,notTHAT.IftheantecedentisNOTahumanbeing,useTHAT.

ThebookTHATwasonthetopshelffellonmyhead.YouwouldNOTsay

MarthaisthewomanthatIlove.

YouWOULDsay

MarthaisthewomanwhomIlove.OmittingtheRelativePronounWhentherelativepronounservesastheDirectObjectinthesubordinateclauseitintroduces,itisverycommonandveryacceptabletoOMITit.Youcansay

ThestoneTHATthebuildersrejected,

oryoucanomittherelativepronounandsay

Thestonethebuildersrejected.Eitherisacceptable.Bythesametoken,youcaneithersay

MarthaisthewomanwhomIlove,

oryoucansay

MarthaisthewomanIlove.

ThistechniqueofomittingtherelativepronounhastheaddedbenefitofkeepingyoufromhavingtodecidewhetherTHAT,WHO,orWHOMisright.WhoandWhomWhendoyousayWHO,andwhendoyousayWHOM?Thisisapointofgrammarthatalotofpeoplehavetroublewith.Tounderstandthisissue,wehavetostartwiththenominativeandobjectivecasesofpronouns.Everypersonalpronounhasanominativeandanobjectivecase:NominativeCase: ObjectiveCaseI MeYou YouHe/She/It Him/Her/It We UsYou YouThey ThemWhenapronounisusedasasubjectorapredicatenominative,youusethenominativecase.

Hecalledthepolice.Wecalledthepolice.Theycalledthepolice.(Subject)Whenapronounisusedasanobject(directobject,indirectobject,orobjectofpreposition),youusetheobjectivecase.

Thepolicecalledhim.Thepolicecalledus.Thepolicecalledthem.(DirectObject)Thepolicegavehimacall.Thepolicegavethemacall.(IndirectObject)Thepolicehadnobusinesswithhim.Thepolicehadnobusinesswithus.(ObjectofPreposition)

Peoplealmostnevergetthiswrongonthemainline,exceptfortwosituations:

1. Itiscommonforpeopletousetheobjectivecaseforpredicatenominatives—thatis,tosayThisishim(objectivecase)insteadofThisishe(nominativecase).

2. Itisalsocommonforpeopletousethewrongcaseincompounds.TheyoftensaythingslikeCindyandmearecoming(theobjectivecaseusedinthesubjectspot)whentheyshouldusethenominativecase,CindyandIarecoming.OrtheymightsayWendyinvitedCindyandI(nominativecaseinanobjectspot)whentheyshouldsayWendyinvitedCindyandme.

There’saneasyruleofthumbhere.Beforeyousettleonapronouninthiskindofcompoundconstruction,trythepronounwithouttheothernoun.YouwouldneversayMeamcoming,soyouknownottosayCindyandmearecoming.Bythesametoken,youwouldneversayWendyinvitedI,soyouknownottosayWendyinvitedCindyandI.Therelativepronounwho/whomalsohasanominativeandobjectivecase.Nominative ObjectiveCaseWho WhomTousetherightformoftherelativepronoun,figureoutwhatgrammaticalfunctionitserveswithinthesubordinateclauseandchooseaccordingly.Ifitisthesubjectorpredicatenominativewithinthesubordinateclause,usethenominative-casewho.Ifitisanobjectwithinthesubordinateclause,usetheobjective-casewhom.Considerthissentence:

• Isawaguywho/whomlookslikeaparrot.Whichiscorrect?Whoorwhom?Sincetherelativepronounisthesubjectoftheadjectiveclause,whoiscorrect.Hereisadiagram:

Youmaynoticethatguy,theantecedentofwho,isthedirectobjectofthemainclause.Thathasnothingtodowiththecaseofwho/whom.Allyoucareaboutisthepronoun'sfunctioninthesubordinateclause.

Orconsiderthissentence:

• Thatguywho/whomyoulikestoppedbytoday.Whoorwhom?Withinthesubordinateclause,therelativepronounisthedirectobject.Sowhomisthecorrectchoice.

Again,ignorethemainclausewhendecidingwhichrelativepronountouse.Thewho/whompronounrenamesguy,thesubjectofthemainclause.Butwithinitsownclauseit'sadirectobject.Ifit'ssoeasytogetthecaserightforpersonalpronounsinthemainclause,whyisithardtogetthecaserightforarelativepronouninasubordinateclause?BecauseEnglishisanSVOlanguage:werelyheavilyonwordordertoknowwhetherawordisasubjectoranobject.Butinasubordinateclause,wordorderisnohelp.Nomatterwhatgrammaticalfunctionitserves,therelativepronounalwayscomesatthebeginningofitssubordinateclause.EllipticalClausesAnellipticalclauseisaclauseinwhichwordsaremissing.Anellipsisisthethree-dotpunctuationmark(...)thatshowswhenwordshavebeenomitted,sothatshouldhelpyourememberwhatanellipticalclauseis.Lookatthissentencewithanadverbialclausemodifyingtheadjectivefaster:

WendellranfasterthanIdid.ThanIdidisanadverbialclausemodifyingfaster(ittellstowhatextent).Thisiswhatwecallanellipticalclause.Itismissingpartoftheverb:itisashortenedversionofthemorecompleteclauseWendellranfasterthanIdidrun.Often,however,anellipticalclausewillleaveouttheWHOLEverb:

WendellranfasterthanI.Theverbisomitted,butthepronounIisstillasubject.Thisexplainswhypeoplewhoarebeingextra-propersayYouareuglierthanIinsteadofYouareuglierthanme.OrLindais

tallerthansheinsteadofLindaistallerthanher.Thosefinalpronouns(I,she)arethesubjectsofellipticalclauses,sotheyareinthenominativecase.Why,then,doesitfeelmorenaturaltousetheobjectiveforms,meandher?Ithinkit’sbecausewithouttheverb,thanfeelslikeapreposition,sothepronounfeelsmoreliketheobjectofaprepositionthanthesubjectofaclause.Andyoualreadyknowthattheobjectofaprepositionshouldbeintheobjectivecase.So,Lindaistallerthanherisincorrectusage.Butitisnotillogical.Peoplemakethismistakebecausetheyarerelyingonlogic.Indeed,mostgrammarerrorsaretheresultofapersonbeingTOOlogical:theyareapplyinglogicinsteadofapplyingtheexceptiontothelogicinoneparticularcase.Atoddlersays“mouses”insteadof“mice”becausehefullyunderstandsandappliesthelogicbywhichwenormallyformthepluralinEnglish.Hejusthasn’tlearnedthatinthecaseofmouseandmice,youhavetothrowoutlogicanddosomethingelse.Whydopeoplemakethemistakeofusingtheapostrophetoformthepossessiveits?BecauseforeveryotherwordintheEnglishlanguage,youuseanapostrophetoformthepossessive.Itisaperfectlylogicalmistake.So,ifyouareoneofthosepeoplewhotakespleasureinbeatinguponotherpeoplewhentheywriteit'swhentheymeanits,besureyouunderstandthatyouarebeatingthemupforbeingtoological.True,it’sausageerror.Andyes,thepersonwhomakesthaterrorisn’tinthegrammarclub.Butnotbeingintheclubisn’tthesamethingasbeingstupid.

Quiz2:12:MoreonSubordinateClauses

I.Heshowedhiscardtoanyone(who/whom/that)asked.Choosethecorrectpronoun. A.who B.whom C.thatII.PeanutMontgomery,thefriend(who/whom/that)GeorgeJoneshadinsulted,waswillingtoforgive.Choosethecorrectpronoun. A.who B.whom C.thatIII.People(who/whom/that)knewJimCarrolloftenremarkedonhisgenerosity.Choosethecorrectpronoun. A.who B.whom C.thatIV.People(who/whom/that)JohnBarberknowsoftentrytoavoidhim.Choosethecorrectpronoun. A.who B.whom C.that

V.Iamheof(who/whom)youspeak.Choosethecorrectpronoun. A.who B.whom VI.Cindyand(I/me)chasedapanther.Choosethecorrectpronoun. A.I B.meVII.ApantherchasedCindyand(I/me).Choosethecorrectpronoun. A.I B.meVIII.Whyisittechnicallypropertosay,“Iamtallerthanhe?”IX.Whyarepeoplelikelytosay,"Iamtallerthanhim?"

LectureNotesModule2,Lesson13:MisplacedModifiers

Welookedatdanglingmodifiersafewlessonsago.Weshouldprobablylookatmisplacedmodifiersbeforewewrapupourunitonmodifiers.Amisplacedmodifierissimplyamodifierthathasdriftedtoofarfromtheworditmodifies.Theconsequenceisthatitusuallyendsuplookinglikeitmodifiessomeotherword.

TwocarswerereportedstolenbytheMaconPoliceyesterday.ContexttellsusthattheMaconpoliceprobablyhaven'tbecomearingofcarthieves.Butthegrammarallowsforthatpossibility.ThephrasebytheMaconPoliceisanadverbialprepositionalphrase.ItanswersthequestionHOWaboutaverb.Buttherearetwoverbalsinthissentence(werereportedandstolen).Yourreadingbrainexpecttheadverbialphrasetomodifythenearestverb.Eventhoughadverbialsaremoveable,youcan'tmovethemtoaspotwherethey'reclosertoanotherverbthantheoneyouintendedthemtomodify.Therealproblemhereisthepassivevoice.Fixthepassivevoicesandthemodifierisfixedtoo.

TheMaconPolicereportedtwocarsstolenyesterday.HereisanexampleI'veseenonacoupleofgrammarwebsites:

YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilledinaninterviewwithBarbaraWalters.

JohnLennon,ofcourse,wasnotkilledinaninterviewwithBarbaraWalters.Inthissentence,twoadverbialprepositionalphrasesaresupposedtomodifythesameverb:

• YokoOnowilltalkaboutherhusbandJohnLennon.• YokoOnowilltalkinaninterviewtheBarbaraWalters.

Butinthemiddleofthatthewriterhasaddedanadjectivalclause,whowaskilled,tomodifyJohnLennon.Thesecondadverbial(inaninterviewwithBarbaraWalters)isclosertotheverbwaskilledthantotheverbwilltalk.Youcouldfixthesentencethisway:

InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilled.

Butnowthesentencefallsalittleflat,doesn'tit?Grammarisneverjustgrammar.Cleargrammarhelpsyouseemoreclearlywhatishappeninginyoursentence.Thecorrectedsentenceabovemightmakeyousay,"Waitaminute,that'snotasinterestingasIthoughtitwouldbe."Nowyouhaveachancetocorrectitagain.

InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon,whowaskilledbyamentallyunstablefan.

InaninterviewwithBarbaraWalters,YokoOnowilltalkaboutherhusband,JohnLennon.JohnLennonwasonlyfortyyearsoldwhenhewasassassinatedoutsidehisNewYorkCityhomebyamentallyunstablefan.

Cleargrammar,goodverbs,andconcretenounsexposeyouandholdyouaccountable.Ittakescouragetowriteclearly.

Quiz2.13:MisplacedandDanglingModifiers

I.Iputupwithacoachwhoyellsatmebecauseheknowshowtotrainchampions.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.II.Fromtheagesoftwelvetoeighteen,halfofmyweekendswerespentatRandall’shousemakingmovies.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.III.Nearweightless,youcannotfeelthemicrochiprestinginyourpalmifyoucloseyoureyes.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.

IV.Mikelookedathiseldestsonwithahardface.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.V.Weclearedawaywebsdrippingwiththemorningmistfromthelogbridgeswecrossed.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.VI.BornwithGermanbonesandraisedalongsideapuppyfrolickinginanovergrownpasture,oftencrawlingalongacreekbedtocatchtadpoles,balletmademefeelmorelovelyanddaintythananything.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.VII.MyfavoriteprojectwasashadowboxImadein2004ofheroldjewelrytohanginherbathroom.Thissentencehasatleastonemisplacedordanglingmodifier.Rewriteforclarity.Remember,youalwayshavetheoptionofsplittingasentenceintomorethanonesentence.

LectureNotes

Module2,Lesson14:Conclusion

We'vebeenprettytechnicalinthemoduleandspentalotoftimecorrectingotherpeople'ssentences.Butthisisn'tapuregrammarclass.ThisisaGrammarforWritersclass.I'mnottryingtomakeyouabettergrammarNazi.Allofthisgrammartalkisintendedtomakeyouabetterwriter.Writingisproblem-solving.Themoretoolsyouhaveinyourtoolbox,thebetteryou'reequippedtosolveagivenproblem.Thehead-spinningcomplexityofprepositionalphrasesandparticiplesandinfinitivesandadjectiveclausesandsoforthiswhatmakeslanguagesoflexible.Lookatthissentence:

Pleasetaketimetolookoverthebrochurethatisenclosedwithyourfamily.Nowthatyou'reagrammargenius,youknowthattheadverbialprepositionalphrasewithyourfamilyisamisplacedmodifier.Itshouldmodifytheverblookover,butit'sclosertoisenclosed.Isenclosedisanadjectiveclause,butyoucouldfixthesentencebymakingitaparticiple.

Pleasetaketimetolookovertheenclosedbrochurewithyourfamily.Ofcourse,youcouldprobablyfeelyourwaytomanyofthesesolutionswithoutknowingthetechnicalnamesforthem.ButknowingtheterminologyandunderstandingtherelationshipsgivesmealotofconfidenceasIapproachawritingproblem.Thebiggesttake-awayfromModule1was:Everytimeyouwriteasentence,knowwheretherealactionis.Writeinsuchawaythattheactionisexpressedasaverbandtheactoristhesubjectoftheverb.

Thebiggesttake-awayfromModule2is:Knowwhatissupposedtomodifywhatinyoursentencesandbesurethatit’sobvioustoyourreaderaswell.Foradjectivals,thatmeanstheadjectivalneedstobeascloseaspossibletothenounitmodifies.Foradverbials,thoughtheyaremoveableanddon'thavetoberightnexttotheverbtheymodify,domakesurethereisn'tanotherverbsneakingbetweenthemandinterceptingthemodifier.Modificationmakesiteasytocramalotofinformationintoonesentence.Thiscanbeagoodthing,anditcanbeabadthing.You'llseewritingadvicesaying,"cutdownonsubordinateclausesandprepositionalphrases"or"simplify!"Cuttingdownwillsimplifyyourprose,buthere'sthesecretaboutsimplicityandcomplexity:Yourreaderisn'taskingforsimplisticwriting.Yourreaderdoesn'talwaysneedshortsentences.Yourreadercanhandlecomplexity.Whatyourreaderreallywantsistofeelconfidentthathecangetfromsubjecttoverbtoobject.HewantstoknowWHODIDWHAT.Soaddallthemodificationyouwant.Alotofcolorandlifecomestoyourstorythroughmodifiers.Butmakesureyourmodifiersdon'timpedeyourreader'sprogressfromsubjecttoverbtoobject.Inthenextmodule,we'lltacklenounequivalents:nounclauses,gerunds,andinfinitivesservingasnouns.

Inourexamplessofar,we'vetalkedalmostexclusivelyaboutconcretenouns:raccoon,tricycle,Cindy,Wendell,etc.Concretenounsdescribethingsyoucanseewithyoureyeballs,hearwithyourears,andtouchwithyourhands.Abstractnounsdescribeideas:liberty,equality,fraternity,sanctification,justification,anger,love,etc.Usingfewerabstractnounsandmoreconcretenounsgivesyourreadersomethingtolookat.Insteadoftellingyourreaderthatthedishwasherrepairmanwasfullofanger,pictureanangrydishwasherrepairman.Giveyourreadertheexperienceofseeingandlisteningtohim.Thereadercancometotheconclusionthathe'sangryonhisown."Hmm,thatdishwasherrepairmanturnedredinthefaceanddumpedallhisappliancerepairtoolsonthegroundandcussedabluestreak...hemustbeangry."Remember,yourreaderisalwayslookingtoknowWHODIDWHAT,andthatstoryiseasiertograspwhentheWHOissomethinghecanperceivewithhissenses.

Sometimes,abstractionisexactlywhatyouneed.But,everyproblematicconstructionintheEnglishlanguageexistsbecausetherearesituationsinwhichit'snotaproblem.It'sexactlywhatyouneed.Sometimeswe'renottalkingaboutraccoonsandtricycles.Sometimeswe'retalkingaboutabstractideasandconcepts.Forexample,you'vebeenlisteningtometalkforhoursaboutclausesandphrases,subjects,verbs,anddirectobjects.Sobeasconcreteasyoucan,butsometimesyoucan'tbeconcrete.Oneofthethingsthatsetshumanbeingsapartfromanimalsandgrown-upsapart

fromtoddlersisthatweareabletohandleabstractthought.Democracy.Supply-sideeconomics.Faith,hope,andlove.Here'ssomethingreallyinterestingaboutabstractnouns:Wheneveryouchangeanotherpartofspeechintoanoun,thatnounwillalwaysbeanabstraction.Tofertilizebecomesfertilization.Reactbecomesreaction.Bluebecomesblueness.Decrepitbecomesdecrepitude.Now,Englishgrammardoesn'tcarewhetheryournounsareabstractorconcrete.Grammatically,IamafraidofbearsisexactlythesameasIamafraidofdecrepitude.TheraccoonrattledthetrashcanandDemocracyrattledthetrashcanarebothcorrect.(Thoughthatsecondonedoesn'tmakeawholelotofsense.)Grammardoesn'tcarewhatnoungoesinthesubjectspot,itjusthastobeanounoranounequivalent.Nounequivalentsarethesubjectofthisshortmodule.Wearegoingtobelookingatphrasesandclausesthatfunctionasnounsinotherphrasesandclauses.Lookatthesimilaritiesintheseexamples:

Iamafraidofbears.Bears=concretenoun

Iamafraidofdecrepitude.Decrepitude=abstractnoun

Iamafraidofwhoeverhasbeenbreakingintocarsatnight.Whoeverhasbeenbreakingintocars=nounclause

Intheaboveexamples,bears,decrepitude,andwhoeverhasbeenbreakingintocarsatnightallfitequallywellintothatObjectofthePreposition(of)spot.Grammardoesn'tcare.Ifit'sanounoranounequivalent,it'swelcometodoanynounjobitwantstovolunteerfor:SubjectDirectObjectIndirectObjectPredicateComplementObjectiveComplementObjectofthePrepositionAppositiveSowhilenounclausesandgerundsandinfinitivesmakeformorecomplicatedsentences,therearestillonlyfiveclausepatterns:

1.Subject-Verb2.Subject-Verb-DirectObject3.Subject-Verb-IndirectObject-DirectObject4.Subject-Verb-DirectObject-ObjectiveComplement5.Subject-LinkingVerb-PredicateComplementYouroldSubjectFinder,DirectObjectFinder,andIndirectObjectFinderstillworkthesamewayaswell.Forinstance:Iwillfindwhoeverhasbeengoingaroundatnightandbreakingintocars.Iwillfindwhat?Whoeverhasbeengoingaroundatnightandbreakingintocars.

Allofthenounequivalentswe'rediscussinginthisunitarerepresentedbythatlittlestandyouseethereintheDirectObjectspot.Aswelaunchintonounequivalents,thingswillgetprettycomplicated.Englishgrammarallowsfortremendouscomplexity.Theonlyreasonwecanmakesenseofthatcomplexityisthatcertainstructuresaresimpleandrigid.Nothinghaschangedaboutprepositionalphrasesorparticipialphrases.Ifyoufindyourselfscratchingyourhead,rememberthattherearestillonlyfiveclausepatterns.

LectureNotesModule3,Lesson2:NounClauses

Whenweapproachagrammaticalconstruction,wealwayshavetopayattentiontowhatit'smadeof(form)andwhatitdoes(function.)Inform,anounclauselookslikeanadjectiveclause.Considerthesubordinateclause,Whosewoodstheseare.Isthisanadjectiveclauseoranounclause?Itcan'tstandonitsown,sowehavetoattachittoamainclausetofindout:

Thefarmerwhosewoodstheseareprobablywouldn'tmindifwecampedhere.Therelativepronounwhosereferstothefarmerinthemainclause,sothisisanadjectiveclause.Butwhataboutinanother,veryfamous,sentencefromRobertFrost?

WhosewoodstheseareIthinkIknow.Forclarity'ssake,let’sputthissentenceinamorenormalorder:IthinkIknowwhosewoodstheseare.Whatistheclausedoing?It'snotreferringbacktoanything.It'sservingasthedirectobject.Iknowwhat?Iknowwhosewoodstheseare.Whoseisstillanadjectivemodifyingwoods,butitdoesn'treachouttothemainclausebecauseit'sPARTofthemainclause.1.Justlikeanadjectiveclause,anounclausealwaysstartswitha________________________________________.

2.Thesesixrelativepronounssignaladjectiveclauses:_______________,_______________,_______________,_______________,_______________,_______________.[Answers:1.Relativepronoun2.WHO,WHOM,WHICH,WHEN,WHERE,THAT]Anounclausecanbeintroducedbythoseplusafewmore:WHAT,WHATEVER,WHOEVER,WHOMEVER,WHICHEVERSoanytimeyouseeoneofthosefiverelativepronounsatthebeginningofaclause,youknowyouarelookingatanounclause.Nounclausescandoanythingregularnounscando,buttheyareusuallysubjects,directobjects,predicatecomplements,andobjectsofprepositions.Considerthenounclausewhoeverbroughtthispieinthefollowingfourexamples:A.WHOEVERBROUGHTTHISPIEismynewbestfriend.SUBJECTB.MynewbestfriendisWHOEVERBROUGHTTHISPIE.PREDICATECOMPLEMENTC.IwanttohugWHOEVERBROUGHTTHISPIE.DIRECTOBJECTD.IwanttogiveahugtoWHOEVERBROUGHTTHISPIE.OBJECTOFAPREPOSITIONNoticethatinthoselasttwoexamples—inwhichthenounclauseservesasadirectobjectandasanobjectofapreposition—weusewhoever,notwhomever.Thatis,weusethenominativecase,nottheobjectivecase.Whyisthat?Becausewithintheclausewherewhoeverlives,it’sthesubject.Soitdoesn’tmatterthatthenounclauseservesasanobject.Bythesametoken,inthesentenceWHOMEVERYOUCHOOSEisfinewithme,wesaywhomeverbecausetherelativepronounisthedirectobjectofthenounclause.Itmakesnodifferencethatthenounclauseisthesubjectofthesentence.Remember,inanounclausetherelativepronoundoesn'thaveanantecedent.It'snotmodifyinganything.OnequickthingaboutthewordTHAT:sometimesTHATdoesn'tserveagrammaticalpurpose.

Marthasaidthatshewasterrifiedoflemurs.Marthasaidshewasterrifiedoflemurs.

Thenounclausethatshewasterrifiedoflemursservesasthedirectobject.Butthatplaysnoroleintheclause.Itsimplyalertsthereader,"Hey,you'reabouttoseeanounclause."Thesentenceisfinewithoutit.Keepingitisreallyamatterofpreferenceandrhythm.

Spendsometimeonthequizforthislesson.ItcoversafewvariationsIcouldn'tgettointhelesson.

Quiz3.2A:NounClauses

Note:Someofthesesentenceshaveothersubordinateclausesinadditiontothenounclause.You'vebeenwarned!I.Whichevertableyoupickisfinewithme. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?II.Iamfinewithwhichevertableyoupick. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?

III.IquicklylearnedthatGeorgehadhisownagenda. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?IV.IthoughtIwasbeinggenerouswhenIofferedmyhalf-eatenhotdog. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?V.Youshouldsendathank-younotetowhoeverinterviewedyou. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?

VI.Youshouldsendwhoeverinterviewedyouathank-younote. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?VII.Whomever they appoint will only serve until the special election in August. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?VIII.Whoever is appointed will only serve until the special election in August. A.Whatisthenounclause? B.Whatfunctiondoesthenounclauseserveinthesentence(subject,directobject, indirectobject,predicatecomplement,objectivecomplement,orobjectofthe preposition)?

Quiz3.2B:NounClauses

Youhavenowstudiedallthevarietiesofdependentclauses:adjectiveclauses,adverbclauses,andnounclauses.Thisquizwillputthemalltogether.Foreachofthefollowingsentences,identifythehighlightedclauseasanadjectiveclause,anadverbclause,anounclause,oramainclause.I.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseII.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseIII.As she walks up to the counter, Martha pats her hair net, which still covers her tightly-wound bun of gray hair. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause

IV.Thetravelerseeswhathesees;thetouristseeswhathehascometosee.(G.K.Chesterton) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseV.GodcannotgiveusahappinessandpeaceapartfromHimself,becauseitisnotthere.Thereisnosuchthing.(C.S.Lewis) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVI.There'smanyabestsellerthatcouldhavebeenpreventedbyagoodteacher.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVII.The last time I encountered such a smell was when I toured a coleslaw factory. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseVIII.The last time I encountered such a smell was when I toured a coleslaw factory. A.AdjectiveClause B.AdverbClause C.NounClause D.MainClauseIX.Shelookedatniceyoungmenasifshecouldsmelltheirstupidity.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause

X.Shelookedatniceyoungmenasifshecouldsmelltheirstupidity.(FlanneryO'Connor) A.AdjectiveClause B.AdverbClause C.NounClause D.MainClause

LectureNotesModule3,Lesson3:GerundsandInfinitives

InfinitivesandGerundsarebothverbals—verbformsthatfunctionassomethingbesidesverbs.Everyverbyoucanthinkofhasbothagerundformandaninfinitiveform.Gerundsfunctionasnouns.InfinitivesCANfunctionasnouns.(WealreadycoveredadverbialandadjectivalinfinitivesinModule2.)Thegerundform=theSecondPrincipalPart(the-ingform)Theinfinitiveform=thewordto+theverb1.Thegerundformofswimis______________________________________________________________________.2.Theinfinitiveformofswimis____________________________________________________________________.3.Thegerundformofsnorkelis___________________________________________________________________.4.Theinfinitiveformofshuttleis__________________________________________________________________.[1.Swimming,2.Toswim,3.Snorkeling,4.Toshuttle]You'llnoticethatthegerundformlooksjustlikeapresentparticiple,whichalsolooksjustliketheformoftheverbusedintheprogressivetenses(wasswimming,isswimming,willbeswimming).You'llalsonoticethattheinfinitivefunctioningasanounlooksexactlyliketheinfinitivefunctioningasanadjectiveoradverb.Sohowdoyoutellthemallapart?Yourecognizeitsfunction.IfitanswersWHICHONEorWHATKINDaboutanoun,it’sanadjectivalmodifier.

IfitanswersHOW,WHEN,WHERE,WHYorTOWHATEXTENTaboutaverb,anadjective,oranadverb,itisanadverbialmodifier.Otherwise,startlookingtoseeifitservesoneofthefunctionsthatanounserves:Subject,DirectObject,PredicateComplement,orObjectofaPreposition.Bytheway,wearedoinggerundsandinfinitivestogetherinonelessonbecauseinmanycasestheyarebasicallyinterchangeable.Iloveswimmingisn'tverydifferentfromIlovetoswim.Youcanalsoaddobjectsandadverbialstoformgerundphrasesandinfinitivephrases.Forexample:

IloveswimmingintheOkefenokeeSwampwhenthemoonisfullandthewatermoccasinsareasleep.(Everythinginboldtypeisonegerundphrase;everythingafterloveisservingastheDirectObject.)

IlovetoswimintheOkefenokeeswampwhenthemoonisfullandthewatermoccasinsareasleep.(EverythinginboldtypeisonelonginfinitivephraseservingastheDirectObject.)

1.SwimmingintheOkefenokeeswampismypassion.Thegerundswimmingisfunctioningasthe_______________________.2.SwimmingintheOkefenokeeswampismypassion.Thegerundswimmingisfunctioningasthe_______________________.3.MypassionistoswimintheOkefenokeeswamp.Theinfinitivetoswimisfunctioningasthe________________________.4.ToswimintheOkefenokeeswampismypassion.Theinfinitivetoswimisfunctioningasthe________________________.5.I’mabigfanofswimmingintheOkefenokeeswamp.Thegerundswimmingisfunctioningasthe_______________________.6.Ihavenochoiceexcepttoexpelyou.Theinfinitivephrasetoexpelyouisfunctioningasthe_______________________.

[1.Subject,2.PredicateComplement,3.PredicateComplement,4.Subject,5.ObjectofthePreposition6.ObjectofthePreposition]Therearetimeswhengerundsandinfinitivesaren'tinterchangeable,butasanativeEnglishspeakeryou'renevergoingtomakethatmistake.You'llneveraccidentallysay,I'mabigfanoftoswim.Afewidiosyncrasiesofgerundsandinfinitives

1. Likeparticiples,agerundcannottakeasubject.Ittakesthepossessiveformofanouninstead.Soyoudon'tsay,Iappreciateyoustoppingby.Yousay,Iappreciateyourstoppingby.(Sometimes,ratherthansayingthatparticiplescan'thaveasubject,peoplesaythatthesubjectofagerundtakesthepossessivecase.)

2. AninfinitivephraseCANhaveasubjectinsomesituations—specifically,whentheinfinitivephraseisbeingusedasanobject.Hedoesn'twantmetocomealong.Thatrollsoffthetonguenaturallyenough,butdoyounoticehowstrangeitis?Asubjectisusuallyinthenominativecase(Iinsteadofme).Butyouwouldn'teversay,Hedoesn'twantItocomealong.Again,thisisn'tsomethingyou'regoingtogetwrongasanativeEnglishspeaker.

Quiz3.3:GerundsandInfinitives

I.Theactofdefendinganyofthecardinalvirtueshastodayalltheexhilarationofavice.(G.K.Chesterton)

1. Istheitalicizedphraseagerundphraseoraparticipialphrase?2. Whatfunctiondoestheitalicizedphraseserve?(Ifitisagerundphrase,isita

subject,directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)

II.Tradition means giving votes to the most obscure of all classes, our ancestors. (G.K. Chesterton)

1. Istheitalicizedphraseagerundphraseoraparticipialphrase?2. Whatfunctiondoestheitalicizedphraseserve?(Ifitisagerundphrase,isita

subject,directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)

III.Adetectivestorygenerallydescribessixlivingmendiscussinghowitisthatamanisdead.Amodernphilosophicstorygenerallydescribessixdeadmendiscussinghowanymancanpossiblybealive.(G.K.Chesterton)

1. Aretheitalicizedphrasesgerundphrasesorparticipialphrases?2. Whatfunctiondotheitalicizedphrasesserve?(Ifitisagerundphrase,isitasubject,

directobject,indirectobject,objectofpreposition,orpredicatenominative?Ifitisaparticiple,whatdoesitmodify?)

IV.Acceptingoneselfdoesnotprecludeanattempttobecomebetter.(FlanneryO'Connor)

V.AccordingtoC.S.Lewis,TheLion,theWitchandtheWardrobebeganwiththementalimageofafauncarryinganumbrellaandparcelsinasnowywood.

Thenextthreequestionsrefertothissentence:Headandshouldersabovemostpeoplefromhisearlyteens,spendingalmostsixdecadesatalmostsevenfeethaslefthimwithastoopthatbecomesmorepronouncedashegrowsolder.VI.Whatisthegrammaticalsubjectofthissentence?VII.Thatopeningphrase,Headandshouldersabovemostpeoplefromhisearlyteens,isadanglingmodifier.Explainwhythisphrasedangles.(Hint:theanswerisrelatedtothegerundthatimmediatelyfollowsthecomma.)VIII.Reworkthesentencewithoutthegerund(andwithoutthedanglingmodifier).Thenextfourquestionsallreferbacktothissentence:Ridingthenow-drenchedscooterbackhomewouldsoakmybackside,forcingachangeintodrypants.IX.Whatarethegrammaticalsubjectandverbofthissentence?

X.Whatisthatphraseforcingachangeintodrypants?Agerundorapresentparticiple?Whatfunctiondoesitserve?(Inotherwords,ifit'sagerund,isitasubject,object,orcomplement,andifit'saparticiple,whatnoundoesitmodify?)XI.Whatthreeactionsaredescribedinthissentence?XII.Rewritethesentenceusingclausesinplaceofgerundsandparticiplessothatthesubjectsandverbsalignmorecloselywiththeactorsandactions.

LectureNotes

Module3,Lesson4:AppositivesIt'salittlemisleadingtoputappositivesinthenounequivalentsmodule,buttheydidn'tseemtofitwellanywhereelse.Theycouldhavebeeninwiththemodifiers,butthatlessonjustkeptgettinglonger.Sohereitis,inModule3aboutnounequivalents,whichseemedalittlesadandlonelywithoutit.Anappositiveisanoun(ornounequivalent)thatrenamesanothernoun(ornounequivalent).Itsitsrightnexttothenounornounequivalentthatitrenames(usuallyrightafter,sometimesrightbefore):

ZorbatheGreek.Mydog,apoodle.MydogRoxy.

GreekisanappositiverenamingZorba.Poodleisanappositiverenamingdog.Roxyisanappositiverenamingdog.Anappositiveisrightupagainstthenounitnames.Ifyougetmuchspacebetweenanounanditsappositive,thingsstartnotworking.Youespeciallycan'thaveaverbbetweenanounandanappositive.Ifyoudothat,you'vegotapredicatecomplement:

ZorbaisaGreek.Mydogisapoodle.

There'snothingwrongwithapredicatecomplement,butit'snotthesamethingasanappositive.

Anappositivephrase=theappositive+anymodifiersattachedtoitSeeifyoucanidentifytheappositives(orappositivephrases)intheseexamples:

1. Theoak-leafhydrangea,aspeciesnativetoTennessee,makesmesneeze.2. "STARWARS,"thebestmovieinthehistoryoftheworld,mademewhatIam

today:anerd.[1.Appositive:species.Appositivephrase:aspeciesnativetoTennessee.2.Firstappositivephrase:thebestmovieinthehistoryoftheworld.Secondappositivephrase:anerd.]ThatsecondexampleisactuallymoreinterestingthanIrealizedwhenIfirstwroteit.IinitiallythoughtthatanerdrenamedI,makingitanexceptiontotheruleabouttheappositivestayingnexttoitsnoun.Butitisn'trenamingI;it'srenamingthewholephrase:whatIamtoday.Soitobeystheruleafterall.Thatwasanexampleofaone-wordappositiverenaminganounclause.Itoftenhappenstheotherway,withanounclauserenamingasimplenoun:

ThisplayisbyWilliamShakespeare,WHOEVERTHATIS.

Ourcitycouncilmembersseemtosufferfrominsanity,DOINGTHESAMETHINGOVERANDOVERAGAINANDEXPECTINGDIFFERENTRESULTS.

(Inthatlastexample,theappositivephraseisalsoagerundphrase.)ErroneousAppositivesFinally,hereisanexampleofwhathappenswhentheappositiveDOESN'Trenamethenounit'snextto:

Agluttonforpunishment,thattrailrunwastoomuchevenforme.Agluttonforpunishmentsitsinanappositivespot.Butwhatnouncoulditberenaming?It'srightnexttothenountrailrun.Butthetrailrunisn'tagluttonforpunishment.Thewriterwastryingtorenameme.Youcouldcorrectthisbysaying:

Thattrailrunwastoomuchevenforme,agluttonforpunishment.Or,

EvenI,agluttonforpunishment,foundthattrailruntobetoomuch.Thebestsolution,however,probablydoesn'tuseanappositiveatall:

Icanbeagluttonforpunishment,butthattrailrunwastoomuch.

Quiz3.4:Appositives

I.MycousinLeonardstoppedbywithhisiguana.Choosethewordthatservesastheappositive(nottheappositivephrase). A.cousin B.Leonard C.iguana D.noneoftheaboveII.IamexpectingavisitfromJohnBarber,mynemesis.Choosethewordthatservesastheappositive(nottheappositivephrase). A.I B.visit C.JohnBarber D.nemesis E.noneoftheaboveIII.IamexpectingavisitfrommynemesisJohnBarber.Choosethewordthatservesastheappositive(nottheappositivephrase). A.I B.visit C.JohnBarber D.nemesis E.noneoftheaboveIV.Theopossum,theonlymarsupialnativetoNorthAmerica,isalsotheonlynon-primatewithopposablethumbs.Choosethewordthatservesastheappositive(nottheappositivephrase). A.opossum C.NorthAmerica E.thumbs B.marsupial D.non-primate F.noneoftheabove

V.SomebodyreleasedraccoonsinFinland,wheretheythrivedlikeanativespecies.Choosethewordthatservesastheappositive(nottheappositivephrase). A.Somebody B.raccoons C.Finland D.species E.noneoftheaboveVI.Ahockeyplayersincechildhood,Ilovebeingontheice.Choosethewordthatservesastheappositive(nottheappositivephrase). A.hockeyplayer B.childhood C.I D.ice E.noneoftheaboveVII.Vanderbilt'sfootballteamwentundefeatedin1922,thesameyeartheSovietUnionwasformed.Choosethewordthatservesastheappositive(nottheappositivephrase). A.Vanderbilt B.team C.1922 D.year E.SovietUnion F.noneoftheaboveVIII.Obviouslyfoodsnobs,theyturneduptheirnosesatmypicklestew.Choosethewordthatservesastheappositive(nottheappositivephrase). A.snobs B.they C.noses D.pickle E.stew F.noneoftheaboveIX.JohnnyCash,"theManinBlack,"hadhitsinmanymusicalgenres.Choosethewordthatservesastheappositive(nottheappositivephrase). A.JohnnyCash D.genres B.Man E.noneoftheabove C.hits

X.JohnnyCash,whowasknownas"theManinBlack,"hadhitsinmanymusicalgenres.Choosethewordthatservesastheappositive(nottheappositivephrase). A.JohnnyCash B.Man C.hits D.genres E.noneoftheaboveXI.Inwhichofthefollowingsentencesis"Taylor"usedasanappositive?Choosethewordthatservesastheappositive(nottheappositivephrase). A.MyfriendTaylorisafirefighter. B.Taylor,afirefighter,isafriendofmine. C.Thefirefighter,namedTaylor,isafriendofmine. D.Thefirefighter,afriendofmine,isnamedTaylor. E.noneoftheaboveXII. Thefollowingsentencecontainsmorethanoneappositive.Putacheckbesideeachwordthatservesasanappositive:LaterthatdayIreflectedonmyactions—theyelling,thecrying,thebangingofmysippiecup—andIrealizeditwastimetogrowup. A.day B.I C.actions D.yelling E.crying F.banging G.sippiecup H.time

LectureNotes

Module3,Lesson5:EssentialandNon-EssentialElements

Oneoftheusesofthecommaistosetoffso-called"non-essential"words,phrases,andclausesinasentence.Butwhatmakesanelement"essential"or"non-essential"?"Non-essential"doesn'tmean"unimportant"or"notaddingmeaning."Ifanelementdoesn'taddmeaning,youshouldn'taddittoyoursentenceinthefirstplace.Doestheelementchangetheessentialmeaningofthesentence?Thedifferencebetween"essential"and"non-essential"elementsisoftenexplainedintermsofwhetherornottheelementchangestheessentialmeaningofthesentence.Lookatthesetwosentences(whichtellamostlytruestory):

1. TheplaywrightSamuelBeckettgaveyoungAndretheGiantaridetoschool.2. SamuelBeckett,theplaywright,gaveyoungAndretheGiantaridetoschool.

Inthefirstsentence,SamuelBeckettisanappositiverenamingplaywright.Inthesecond,playwrightisanappositiverenamingSamuelBeckett.Whydoesthesecondhavecommasbutnotthefirst?Inthefirstsentence,SamuelBeckettisconsideredessential,becausetoleaveitoutwouldchangethemeaningofthesentence:TheplaywrightgaveyoungAndretheGiantaridetoschool.That'saverydifferentsentencefromTheplaywrightSamuelBeckettgaveyoungAndretheGiantaridetoschool.Playwrightsareadimeadozen.Butthatimageoftheblack-turtleneck-cladSamuelBeckett,iconoftheTheateroftheAbsurd,trundlingAndretheGianttoschoolisprettyirresistible.Inthesecondsentence—SamuelBeckett,theplaywright,gaveyoungAndretheGiantaridetoschool—thecommasaroundtheplaywrightshowthereaderthatthisisbonusinformation.Inthiscase,theappositivemayhelpareaderwhocan'timmediatelyputher

fingeronwhoSamuelBeckettis,butitdoesn'tchangetheessentialmeaningofthesentence.NarrowingandExpandingHowever,sometimesitfeelslikeajudgmentcalltosaywhetheranelementchangesthe"essentialmeaning"ofasentence.Anditcanbehardtotrustyourjudgment.Youmightfinditmorehelpfultoaskyourself:Doesthiselementaddmeaningbymakingthingsmoreprecise—bynarrowingfromgeneraltomorespecific?Ordoesthiselementaddmeaningbyexpanding—byprovidingbonusinformation?Essentialelementsaddprecision.TheyNARROWmeaning.Non-essentialelementsprovidebonusinformation.TheyEXPANDmeaning.ThenounSamuelBeckettisaboutasspecificasanouncanget.Itreferstooneman.SoanyappositiveormodifierImightattachtoSamuelBeckettwillbenon-essential.ItwillprovideadditionalinformationaboutSamuelBeckett,butitwon'tmakethenounmoreprecise.Beinganon-essentialelement,itwillneedtobesetoffbycommas,asintheseexamples:

SamuelBeckett,drivingaflatbedtruck,gaveyoungAndretheGiantaridetoschool.

SamuelBeckett,whohadahouseinAndretheGiant’shometown,gaveyoungAndretheGiantaridetoschool.

SamuelBeckett,notknowinghewasinthepresenceofgreatness,gaveyoungAndretheGiantaridetoschool.

NoneofthoseappositivesnarrowsSamuelBecketttoanythingmorespecific,sotheyareallsetoffbycommas.Propernounsarealwaysspecific,sowhenyouaddappositivesormodifiers,thosewillalmostalwaysbenon-essentialelements.

Ilikelivinginastatewherethereisnoincometax.IlikelivinginTennessee,wherethereisnoincometax.

Let'slookatonelastexample:

1. Cilantrothattasteslikesoapgrossesmeout.2. Cilantro,whichtasteslikesoap,grossesmeout.

Whichofthesetwosentencesiscorrectlypunctuated?Thatdependsonhowyoufeelaboutcilantro.Somepeopleactuallyhaveageneticpredispositionthatmakesthemthinkallcilantrotasteslikesoap.Sentence2communicatestheirposition.Sinceallcilantrotasteslikesoap,theclauseWHICHtasteslikesoapdoesn'tnarrowthingsdown.Formostpeoplehowever,cilantrodoesn'ttastelikesoap.However,iftheywereevertorunintosomecilantrothattasteslikesoap,itwouldgrossthemout.Sentence1

communicatesthisposition.TheessentialelementsTHATtasteslikesoapnarrowsthecategorydownfromcilantrotocilantrothattasteslikesoap.Onemorehelpfulclue:Rememberourrelativepronouns,whichintroduceadjectiveclauses?Usethattointroduceessentialclausesandwhichtointroducenon-essentialclauses.Ofcourse,whendescribingapersonyouusewhoorwhom.Ifyouneedhelprememberingwhentousewhoandwhentousewhom,lookbackatLesson10ofModule2.

Quiz3.5:EssentialandNon-EssentialElements

I.Anessentialelementaddsmeaningtoasentenceby: A.narrowingormakingthingsmoreprecise B.expandingorprovidingbonusinformationII.Anon-essentialelementaddsmeaningtoasentenceby: A.narrowingormakingthingsmoreprecise B.expandingorprovidingbonusinformationIII.Whichkindofelementshouldbesetoffwithcommas? A.essential B.non-essentialIV.Anessentialadjectiveclausecanstartwithwhichoftheserelativepronouns? A.that B.which V.Anon-essentialadjectiveclausecanstartwithwhichoftheserelativepronouns? A.that B.which

VI.Elementsthatmodifyorrenamepropernounsarealmostalwaysnon-essential.Explainwhy.VII.Inthefollowingsentence,theclauseswhomarriedWilliamShakespeareandwhostarredinThePrincessDiariesareessential,eventhoughtheymodifypropernouns.Explainwhy.IwastalkingaboutAnneHathawaywhomarriedWilliamShakespeare,notAnneHathawaywhostarredinThePrincessDiaries.

LectureNotesModule3,Lesson6:Review

Aswewrapupthismoduleonnounequivalents,Iwanttogivetwowarnings.1.NounEquivalentsalwaysintroduceabstraction.YourreaderalwayswantstoknowWHODIDWHAT.Yourreaderalwayswantssomethingtolookat.Whenyougiveyourreadersomethingtolookat,she'sabletogatherinformationaboutyourstorythesamewayshegathersinformationintherealworld:throughhersenses.Datacomesinthroughhereyesandears,allowinghertoreachconclusions,passjudgements,havefeelings,andmakeconnections.Writing(andreading)allowsustoskipoverthesensoryinformationandgostraighttologic/conclusions/emotions.Butjustbecauseyoucanskipoversensoryinformationdoesn'tmeanthatyoushould.Whenyouwriteinconcrete,sensorytermsinsteadofabstractterms,yourwritingfeelsalittlemorealive.Whenyouuseanounequivalentinanounspot,youareintroducingabstractionintoyoursentence.Nounequivalentsturnverbsintoabstractnouns.That'sjusthowtheywork.Theyare,bydefinition,abstract.Usingabstractlanguageisofteneasierforthewriterthanusingconcretelanguage.Butitisoftenharderforthereader.Ifyouhaveagoodreasontouseabstractlanguage,goahead.Butitcostsyourreaderextrawork.Makesuretheextraworkforthereaderisworthit(tothereader—nottoyou!).

2.Yourreaderwantstofeelconfidentshecangetfromsubjecttoverbtoobject.Onewaytomakesureyourreadercandothisistogettothesubjectearlyinthesentence,andtotheverbsoonafterthat.Sometimesyouhaveagoodreasontomakeyourreaderworkalittlebit.Ifyoudo,goahead.Butkeepinmindthatalongnounequivalentinthesubjectpositiondelaysthearrivalofthemainverb,andthatmakeslifehardforyourreader.Lookatthissentence:

Watchingthekindofsoccergameinwhichtwoevenlymatchedteamsbattlemanfullyfor90minutesandendupinazero-zerotiemakesmehappy.

Everythingfromwatchingtotieisthesubject,meaningthereaderhastohold24wordsinherbrainbeforesheevengetstotheverb!Butlookhowmuchmorereadablethesentenceiswhenthat24-wordgerundphrasebecomestheobjectratherthanthesubject:

Ilovewatchingthekindofsoccergameinwhichtwoevenlymatchedteamsbattlemanfullyfor90minutesandendupinazero-zerotie.

Inthatsentence,thereaderfindsoutWHODIDWHATinthefirsttwowords.She'sreadytosettleinfortherestofthesentence.

Quiz3.6:Review

I.Whichofthefollowingrelativepronounsusuallyintroduceadjectiveclauses?Chooseallthatapply. A.who B.whom C.which D.that E.whoever F.whomever G.whicheverII.Whichofthefollowingrelativepronounsalwaysintroducenounclauses?Chooseallthatapply. A.who B.whom C.which D.that E.whoever F.whomever G.whicheverIII.Whichoftherelativepronounsisoftenomittedinadjectiveandnounclauses?

IV.Toreceivethisawardwouldbeoneofthegreathonorsofmylife.Rewritethissentencewithagerundinplaceoftheinfinitiveinthesubjectslot.V.Acreatureofhabit,theroutinethatIhadmadeformyselfwasveryrigid.Thesentenceabovehasanappositive-relatedproblem.Explaintheproblemandreworkthesentence.VI.Whichofthefollowingstatementsapplytoanessentialclause?Chooseallthatapply. A.Itaddsmeaningbynarrowingormakingthingsmoreprecise. B.Itaddsmeaningbyexpandingorprovidingbonusinformation. C.Itissetoffbycommas. D.Itmightstartwiththerelativepronounthat. E.Itmightstartwiththerelativepronounwhich. F.Itmightstartwiththerelativepronounswhoorwhom.VII.Whichofthefollowingstatementsapplytoanon-essentialclause?Chooseallthatapply. A.Itaddsmeaningbynarrowingormakingthingsmoreprecise. B.Itaddsmeaningbyexpandingorprovidingbonusinformation. C.Itissetoffbycommas. D.Itmightstartwiththerelativepronounthat. E.Itmightstartwiththerelativepronounwhich. F.Itmightstartwiththerelativepronounswhoorwhom.

VIII.IntheModule3reviewlectureIsuggestedthatlengthynounequivalentsinthesubjectslotpotentiallycausemoreproblemsthanlengthynounequivalentsinobjectslots.Whyisthat?

Perhapsthemostimportantfunctionofgrammaristohelpyourreaderseehowthingsandactionsfittogether.Howdoesthisthingconnecttothisotherthing?Howdoesyourreadergetfromthisideatothenextidea?Yourgrammaticalstructuressetupconnectionsandtransitions.Alotofthathappensonthemainline:

Lindakickedtheball.(KickprettywellexplainsthenatureoftherelationshipbetweenLindaandtheball.)Lindaisasurgeon.(IsprovidestheconnectionbetweenLindaandsurgeon.Theyreflectoneanother;surgeonrenamesLinda.)

Inthismodule,we'regoingtotalkaboutotherwaysyoucommunicatetoyourreader,"Here'showthingsconnect."

• Conjunctions(bothcoordinatingandsubordinating)• Compounds• Parallelism• Agreement• Antecedents• Modification

Aswe'vealreadysaid,yourreaderwantstofeelconfidentthathecangetfromAtoBtoC.Yourconnectionsandtransitionscarryhimalongsothathedoesn'thavetothinkabouthowhe'sgettingfromoneideatothenext.Hecanpayattentiontotheaction.Goodtransitionsaretheantidoteforwordiness.Andwordinessdoesn'thavethatmuchtodowiththenumberofwordsorthecomplexityofagivensentence.Asentencefeelswordywhenthereaderisn'tsurehowthedifferentpartsfittogether.

AreadercanhandleamazingcomplexityIFhehasclearmarkersusheringhimfromonepartofasentencetothenext.Forexample,ifsomebodygivesyoudirectionstogetfromPointAtoPointB,thosedirectionsmightrequire15turns.Andyoucanhandle15turns,aslongastheturnsareallcorrectlymarked.Ifsomeonegivesyoudirectionswithonly3turns,butatoneofthoseturnsthestreetsignismissing,you'regoingtohavealotharderofatime.Theconnectionsinthismodulearethestreetsigns.Infact,ifyou'vewrittenthemwell,hopefullyyourreaderwon'thavetopayattentiontothematall.Ifyouthinkaboutyourconnectionsandtransitions,yourreaderwon'thaveto.YouwantyourreadertoSEEwhatyoumean,notFIGUREOUTwhatyoumean.Grammarisneverjustgrammar.

LectureNotesModule4,Lesson2:Subject-VerbAgreement

Disagreement.Itcausessomuchstressanduncertainty.Itmakesyourbloodpressuregoupjustbeingintheroomwithtwopeoplewhoaredisagreeingwithoneanother.Itcanbehardtothinkstraightinsuchasituation.Youwanttosay,"Can'twealljustgetalong?"You'veprobablyheardofsubject-verbagreementandpronoun-antecedentagreement.Whenverbsdon'tagreewiththeirsubjectsorwhenpronounsdon'tagreewiththeirantecedents,thereadergetsdistractedandstressed.Shemightnotbeabletothinkstraightaboutwhatyou'retryingtocommunicate.Subject-VerbAgreement=makingsurethatifyoursubjectissingular,yourverbissingular

Theotterlazesabout.(Otterissingular,lazesissingular.)Theotterslazeabout.(Ottersisplural,lazeisplural.)

SometimesIhearsomeonesay,"Mylicenseareexpired."IfyouwereraisedspeakingEnglish,youdon'tgenerallygetthiswrong.Thereareacoupleoftrickyspotswhereitispossibletogettrippedup:

Myfavoritefruitisapples.Applesaremyfavoritefruit.

Thenumberoftheverb(singularorplural)matchesthenumberofthesubject.Thenumberofthepredicatenominativedoesn'tmatter.Fruitis.Applesare.1.Thetitleofaworkofartisalwaystreatedasasingularnoun:StarryNightismyfavoritepaintingbyVanGogh.WarandPeaceisagreatnovel.

2.CollectivenounstendtobesingularinAmericanEnglish:Thechoirissinginginthequad.Thebaseballteamisstayinginourhotel.3.InBritishEnglish,collectivenounstendtobeplural:Thecricketteamarestayinginourhotel.NativeEnglishspeakersdosometimeshaveaproblemwhenalotofothernounscomebetweenthegrammaticalsubjectandtheverb.Forinstance:

Myneighbor,alongwithtwohundredotherlibrariansthroughtheUnitedStates,isattendingtheAmericanLibraryAssociationConferenceinKansasCity.

Thegrammaticalsubjectisthesingularnounneighbor.Sotheverbhastobesingular:isattending.Itdoesn'tmatterthatlibrarians,cities,andUnitedStates(whichisactuallysingularbutlooksplural)areinterposedbetweenthesubjectandtheverb.Infact,everythingfromalongthroughUnitedStatesisaprepositionalphrasemodifyingneighbor.Doyouremember,waybackintheintroductorylectureforthiswholecourse,Italkedaboutthedifferencebetweenthinkingofgrammarasproperusage,andthinkingofgrammarasawaytoloveyourreader?Properusagetellsmethatthesentenceaboutmyneighboriscorrect,thesubjectandverbagree,andI'vedonemyduty.Lovingmyreadermakesmerealizethatthesentenceisalittleconfusing.It'scorrect,butitfeelsabitodd.Isthereanotherwaytocommunicate?

MyneighborisoneoftwohundredlibrariansfromcitiesthroughouttheUnitedStatesattendingtheAmericanLibraryAssociationconferenceinKansasCity.

Theverbmovedclosertothenoun,andnowyourreaderisn'tthinkingaboutyourgrammar.

Quiz4.2:Subject-VerbAgreement

I.TheBadNewsBearsis/arenotanespeciallygoodmovie.Selectthecorrectverb. A.is B.areII.Myfavoritemealis/areRamennoodles.Selectthecorrectverb. A.is B.areIII.Ramennoodlesis/aremyfavoritemeal.Selectthecorrectverb. A.is B.areIV.Thecommitteerecommend/recommendsthatyoustopeatingsomanyRamennoodles.Selectthecorrectverb. A.recommend B.recommendsV.Themembersofthecommitteerecommend/recommendsthatyoustopeatingsomanyRamennoodles.Selectthecorrectverb. A.recommend B.recommends

VI.Theboys’choir,madeupofjuveniledelinquentsfromsmalltownsalloverthecountry,arrive/arrivesinanhour.Selectthecorrectverb(accordingtotheAmericanusage). A.arrive B.arrivesVII.Intheaboveexampleabouttheboys'choir,eventhecorrectverbformsoundsoddanddrawsattentiontoitself.Rewriteforclarity.(Remember,youalwayshavetheoptionofbreakingthesentenceintwo.)VIII.Bonus(tricky)question:OneofthosethingsthathappenonlyonTVhappenedtometoday.ThesubjectofthissentenceisthesingularOne.Sowhyisthepluralverbhappencorrectinthissentence?(And,incaseyouwerewondering,happenIScorrecthere).

LectureNotesModule4,Lesson3:PronounsandAntecedents

Youmightnotthinkofapronounasaconnectorword,thewayaconjunctionorevenaprepositionisaconnectorword.Butapronounisverymuchaconnector.Apronounisawordthatreachesbacktoanearlierphraseorclauseandsays,"Rememberthatnounweweretalkingaboutasecondago?Well,nowwe'retalkingaboutitagain."Thisisthepronoun-antecedentrelationship.Antecedent=thenounthatapronounrenamesThinkbacktorelativepronouns(who,whom,whose,which,that,where,when,etc.),whichwetalkedaboutbackinModule2.Theysitatthebeginningofadjectiveclausesandreferbacktonounsinthemainclause.Inthatway,therelativepronounCONNECTSthesubordinateclausetothemainclause.Lookatthissentence:

WhenIconfrontedMr.Purifoyabouthismessiness,hechallengedmetoafistfight.HisandhearebothpronounsreachingbacktoMr.Purifoy.Apronounanditsantecedentdon'thavetobeinthesamesentence.Veryoften,theantecedentisinthesentencebeforethepronoun.Butifthepronoungetstoofarfromitsantecedent,yourreaderwillhavetoworktoohardfiguringoutwhichnounthepronounissupposedtorename.Ifyourpronounandantecedentaremorethanasentenceapart,beabsolutelysurethatyourreaderwillbeabletoseetheconnectionwithoutanytrouble.Erronthesideofrepeatingyourantecedentratherthanassumingyourreadercanfigureitout.

It'syourjobasthewritertopresentthingsinsuchawaythatyourreadercanSEEyourmeaning.Pronoun-AntecedentTroubleSpotsHere'sanexampleofpronoun-antecedenttroubleinonesentence:

AfterGovernorHaslamwatchedthetigerperform,hewastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.

Heisprettyclosetoitsintendedantecedent,tiger.ButhecouldjustaseasilybereferringtoGovernorHaslam.GovernorHaslamisthesubjectofthesentence,sohe'sclosertothecenterofthereader'sattention.Also,thereadermightexpecttigertotakethepronounit.TheresultisthatweallendupenvisioningGovernorHaslameatingfifteenpoundsofrawmeatinpublic.Tofixthissentence,youcouldchangehetoit,orelserepeatthewordtiger.

AfterGovernorHaslamwatchedthetigerperform,itwastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.

AfterGovernorHaslamwatchedthetigerperform,thetigerwastakentoMainStreetandfedfifteenpoundsofrawmeatinthetownsquare.

Here'sanotherexample:

Blame,bitterness,andrecriminationscanbeemotionallydestructivetoyouandyourchildren.Youmustgetridofthem.

Waitasecond,getridofwhom?Yourchildren?Thepronounthemmakesyourreadernaturallygolookingforthenearestpluralantecedent,whichhappenstobeyourchildren.Here'sanothergreatone:

ThebatterhitanRBIsingleofftheshortstop'sleg,whichrolledintoleftfield.Nodoubtyouseetheproblemhere.Therelativepronounwhichintroducestheadjectiveclause.Theadjectiveclausesitsrightbehindthenounitmodifies,whichisalsotheantecedentforitsrelativepronoun.Youcan'thelpbutpicturethelegrollingintoleftfield.Itseemsashametofixit,butheregoes:

ThebatterhitanRBIsinglethatbouncedofftheshortstop'slegandrolledintoleftfield.

Pronounsusedwellhelpfocusyourreader'sattention.Usedpoorly,theydistractyourreader.Lookatthisconfusingparagraphaboutaman'sbeard:

Atthedinnertableatnight,itisadeepredlikeanIrishman'sbeard.Inthesun,helookslikeaVikingfromScandinavia.Itsmellslikeatropicalfruitsmoothiefromthebeardbalmheuses.

Inthefirstandthirdsentences,itreferstothebeard.Inthesecondsentence,hereferstotheman.Inthethirdsentencewe'rebacktothebeard.Thisisjusttoomuchforyourreadertotryandfigureout.Thewriterwasprobablytryingtoaddvariety,butvarietyforitsownsakeisnothelpful.Rememberthis:Apronounneedstorefertoanoun(ornounequivalent)andnotawholesentenceorwholeidea.Here'sanexampleofapronounreferringtoawholeidea:

Butmydadreclaimedapieceofhimselffromhisdiseasethatnightandetcheditintothemindsoftenyoungmenforever.

Whatistheantecedentforit?Hisdisease?Apieceofhimself?Theantecedentisuncleartothereaderforthesamereasonthatitisperfectlycleartothewriter.Theeventisetchedsoclearlyintothewriter'smindthatheknowsexactlywhathemeanswhenhesayshisdadetcheditintothemindsoftenyoungmenforever.Hehasforgottenthatwedon'tknowwhatitis.NOTE:Therulethatapronounneedstohaveasinglenoun(ornounequivalent)foritsantecedent,ratherthanawholeideaorsentenceisalmostimpossibletokeep.Ibreakthisruleallthetime.However,youshouldtrytokeepthisrule;onlyletyourselfbreakitifyoucan'tfindagoodwaytokeepit. LessonSummary

• Everypronounneedsanantecedent.• Thatantecedentneedstobeanoun(ornounequivalent).• Thatnounneedstobenearby.• Besurethereisnotanotherpossibleantecedentclosetothepronoun.• Whenindoubt,repeattheantecedentratherthanusingapronounandaskingyour

readertofigureitout.

Quiz4.3:PronounsandAntecedents

I. Betweenmyfingerseachpetalfeelslikesoftsuede,strongerthanTHEYappear.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.II.Asmymother’shealthdeteriorated,ITcausedproblemsintheirmarriagerelationship.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.III.SniffingahandfulofleavesandthrowingITintotheairwasevenmorefunthankickingthroughTHEM.Explainwhythereisaproblembetweenthecapitalizedpronounsandtheirantecedent.Thenofferarewritethatcorrectstheproblem.

IV.Lelo'sshopneartheedgeoftownprovidedhismainincome.Concreteandmudblockssupportedframesandshelvesofwidehome-craftedlumberofnon-standardizeddimensions.ITwasthesizeofourkitchen.Explainwhythereisaproblembetweenthecapitalizedpronounanditsantecedent.Thenofferarewritethatcorrectstheproblem.V.Davelookedupathisfather’sangryexpression.Hisbrowwasknitted.Hiseyesflashed.Hismouthwaspinched.Explainwhythereisaproblembetweentheitalicizedpronounsandtheirantecedent.Thenofferarewritethatcorrectstheproblem.

LectureNotesModule4,Lesson4:ConnectingClauses

We'vealreadytalkedaboutcombiningclausesintocompoundandcomplexsentencesthroughcoordinationandsubordination.Inthislessonwewillrevisitthoseideas.Remember:1.Acompoundsentenceis:________________________________________________________________________.2.Acomplexsentenceis:___________________________________________________________________________.3.Thesevencoordinatingconjunctionsare:______________________________________________________.4.Acompound-complexsentenceis:______________________________________________________________.5.Subordinationis:______________________________________________________________________________6.Coordinationis:____________________________________________________________________________[Answers:1.Twoormoreindependentclausesjoinedbyacoordinatingconjunctionandacommaintoasinglesentence.2.Asentencecomprisedofoneindependentclauseandatleastonesubordinate(dependent)clause.3.For,And,Nor,But,Or,Yet,So4.Asentencecontainingtwoormoreindependentclausesandatleastonedependentclause.5.Expressinganideaoractionasadependent(subordinate)clauseandattachingittoanindependent(main)clause.Subordinationallowsyoutosetupdifferentrelationshipsbetweenideasandactions.6.Creatingbalancebetweentwoideasinasinglesentence.Coordinatingconjunctions(andsemicolons)allowyoutosay:"ThesetwoideasarethesameKINDofidea."]Didyougetallthat?Coordinationandsubordinationspellouttherelationshipbetweentwoclauses:coordinationcommunicatesarelationshipofbalanceandequality,whereassubordinationcommunicatesanunequalrelationship.Butdon'tforget:anotherwaytoconnecttwoclausesistoputthemnexttooneanotherastwoseparatesentences.Whereascoordinationandsubordinationspellouttherelationshipsbetweenideas,placing

clausesinadjacentsentencesimpliesarelationship.Itleavesalittletoyourreader'simagination.Therewasapopsonginthe70sor80sthatsaid,"MyMaseratidoes185.Ilostmylicense.NowIdon'tdrive."Thoseideasarenotconnectedbyeithercoordinationorsubordination.Theyareconnectedbyproximity.Theproximitysuggeststhatthesethreeideasareconnected,butitisuptothereadertomaketheconnections.That'spartofthefun.Ioftentellwritersnottomakethereaderdoworkthatisthewriter'stodo.Buttheconversecanalsobetrue:sometimesitisgoodNOTtodotoomuchforthereader.SemicolonsAsemicolonjoinsINDEPENDENTclausesintoacompoundsentence.Youwriteacompletesentence;youwriteanothercompletesentence.Asemicolonsaystoyourreader"TheseideasaresocloselyrelatedthatIdidn'twanttheminseparatesentences.ButI'mgoingtoletyoufigureouttheirrelationship."Theinformationyoucommunicateinaclausedemandsalittlemoreofyourreader'sattentionthaninformationyoucommunicateinotherways(prepositionalphrases,participles,adjectivesandadverbs,etc.),becauseaclausetellsalittlestory.AclausetellsWHODIDWHAT.Lastly,Iwantyoutoconsiderthehierarchyofclauses.TheHierarchyofClauses

1. MainClause.Themainclausegenerallydemandsmoreattentionthananysubordinateclausesattachedtoit.

2. AdverbClause.Anadverbclauseisjustanindependentclausewithasubordinatingconjunctioninfrontofit,soitisonlyalittlelowerthantheindependentclauseinthehierarchy.

3. AdjectiveandNounClauses.Theactioninanadjectiveornounclausefeelslikeit'stuckedawaycomparedtotheactionofthemainclauseoranadverbclause.

Quiz4.4:ConnectingClauses

I.Whatarethesevencoordinatingconjunctions?(Hint:theirinitialsspellFANBOYS.)II.Whichofthecoordinatingconjunctionscommentstheleastontherelationshipbetweentwoideasorevents? A.for E.or B.and F.yet C.nor G.so D.butIII.Whichkindofconnectionisbestforcreatingbalance? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)IV.Whichkindofconnectionallowsforthemostsubtletyandnuancebycommentingmorespecificallyontherelativeimportanceofoneideaascomparedtoanother? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)

V.Whichkindofconnectioncommentstheleastontherelationshipbetweentwoideas? A.coordination B.subordination C.proximity(asemicolonortwoadjacentsentences)VI.Andtherearenokeysforthose,atleastwedon’thaveany.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.VII.Next,shegrabbedalargepinkbottle;thisonefamiliartohim.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.VIII.Theneurotransmittersinmybrainwerecrackling,andfiringofflikeapoorlyplannedfireworksdisplay.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.

IX.Therootsproutsandthewaitingisover,lifehasreturned.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.X.Pressgentlyandthefragilewebbends,pressharderanditdissolves.Thissentencehasanerrorinthewayitconnectsclausesorideas.Identifytheerror,thenrewritethesentencetocorrecttheerror.

LectureNotes

Module4,Lesson5:ConnectingClauses–CaseStudies

Someoftheideaswecoveredinthelastlessonaboutjoiningclausesandthehierarchyofclausesmayhaveseemedalittleabstract.Iwanttowalkthroughsomeexamplesfromstudentstoriestohelpbringtheseideasdowntoearth.Example1Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains,andithadanabundanceofdaffodils.Whatarethetwoclauses?1.Mygrandfather’sfarmwastuckedintoahollowintheTennesseemountains.2.Ithadanabundanceofdaffodils.Howarethejoined?Theyarejoinedbythecoordinationconjunctionand+acommaintoacompoundsentence.Remember,acoordinationconjunctionsuggeststhattwoclausesdeserveequalattentionandthesamekindofattention.Ithinkthat'swhythissentencefeelsalittleoff.Thetwoideasdon’tfeelcoordinate,thoughthegrammarsuggeststhattheyare.Hereisonewaytorevisethesentence:

Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains;ithadanabundanceofdaffodils.

Asemicolonjoinsthetwoclausesclosely,butitdoesn'tcommentonexactlyhowtheideasarerelated.Anotheroptionistousesubordination:

Mygrandfather'sfarmwastuckedintoahollowintheTennesseemountains,wheredaffodilsabounded.

Daffodilsaboundedonmygrandfather'sfarm,tuckedintoahollowintheTennesseemountains.

Example2Afterclass,whenhestartstoheadupstairsforhismonthlyturnasgreeter,heneedssomeonetocarryhiscupofcoffeeforhimsohecanholdhisplateofdoughnutsandclementineswithonehandandholdontothestairrailingwiththeother.That'salotofactions.Whatarethesubjectandverbofthispackedsentence?Heneeds.Sohowareallthoseotheractionsandideascommunicated?

• Whenheheadsupstairsisanadverbclause.• Forhisturnasagreeterisaprepositionalphrase.• Someonetocarryhiscoffeeforhimisaninfinitivephraseservingasthedirectobject

ofneeds.• Sohecanholdhisplateofdoughnutsandclementineswithonehandandholdontothe

stairrailingwiththeotherisalongadverbialphrasewithacompoundverb(holdhisplateandholdthestairrailing).

Whew!Thereareprobablydozensofwaystoimprovethissentence.Thebestones,Isuspect,involvebreakingitdownintomorethanonesentence:

Afterclass,heheadsupstairsforhismonthlyturnasagreeter.Buthehastoasksomeonetocarryhiscupofcoffee.He'llneedonehandforhisplateofdoughnutsandclementinesandanotherhandforthestairrailing.

Example3Hedoesn'tlikethemicrophonebutusesitsohecanbeheardclearlybyIrena,whois96yearsoldandhardlyevermissesaSunday.Thiswriterhasused

• acompoundverbtocommunicateallthataction:doesn'tlikebutuses.• anadverbialclausewithapassiveverb:sohecanbeclearlyheard.• anadjectiveclausewithanothercompoundverb:is96andhardlymisses.

Thisisnotabadsentence.Buthereareafewchangesthatimproveit:

Hedoesn'tlikethemicrophone,butheusesitsoIrenacanclearlyhearhim.Irenaisninety-sixyearsold;sherarelymissesaSunday.

Thisversiongetsridofthepassiveconstruction,sohecanbeheard,andalsogivesalittlemoreattentiontoIrena.She'sninety-sixandalwaysmakesittochurch,soshegetstwomainclausesallherown.

Promotingideastoindependentclausesordemotingthemtodependentclausescanmakesignificantchangesinthewayapassagereads.Still,sentenceconstructionisanart,notascience.

Quiz4.5:ConnectingClauses–CaseStudies

QuestionsIthroughVIrefertothefollowingsentence:Whenherfatherwalkedaway,leavingablankspaceinthedoorway,thelittlegirltookabiteofmintchocolatechipicecreamandwatchedhersistercryingonherbed.Thiscomplexsentencedepictsthefollowingactions:

1. Thefatherwalkedaway.2. Thefatherleftablankspaceinthedoorway.3. Thelittlegirltookabiteofmintchocolatechipicecream.4. Thelittlegirlwatchedhersister.5. Thesistercriedonherbed.

I.Inthesentenceabove,Action1(thefatherwalkedaway)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitive

II.Inthesentenceabove,Action2(thefatherleftablankspaceinthedoorway)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitiveIII.Inthesentenceabove,Action3(thelittlegirltookabiteofmintchocolatechipicecream)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitiveIV. Inthesentenceabove,whatparallelstructureconnectsAction3(thelittlegirlatehericecream)andAction4(thelittlegirlwatchedhersister)? A.compoundsentence B.compoundverbV.Inthesentenceabove,Action5(thesistercriedonherbed)isexpressedbywhichofthefollowinggrammaticalstructures? A.independentclause B.adverbclause C.adjectiveclause D.nounclause E.participle F.infinitive

VI.ChangetheadverbialclauseWhenherfatherwalkedawayintoanindependentclauseandexpressthesentencebelowasacompoundsentence:Whenherfatherwalkedaway,leavingablankspaceinthedoorway,thelittlegirltookabiteofmintchocolatechipicecreamandwatchedhersistercryingonherbed.VII.CHALLENGEQUESTION:Thefollowingsentenceisgrammaticallycorrect.Butthere'ssomethingoddabouttheclauseinboldtype.Icarriedmypretzelontothebus,wherethebusdriver’saidedidn’tseeitasIwalkedtothebackofthebusandsatbesideawindow.Twoquestionsabouttheclauseinboldtype:

1. Whatkindofclauseisit?2. Whatfunctiondoestheclauseserve?(Inotherwords,ifit'samodifyingclause,what

worddoesitmodify,andifit'sanounclause,whatslotdoesitfillinthemainclause?)

HINT:Thatwordwhereismisleading.Whereisoftenasubordinatingconjunctionsignalinganadverbialclause.Buthereit'sarelativepronoun.Onceyourealizethat,youshouldbeabletoworkoutwhatkindofclausethisis,andwhatfunctionitserves.

VIII.CHALLENGEQUESTION:Thisquestionreferstothesamesentenceasabove.Icarriedmypretzelontothebus,wherethebusdriver’saidedidn’tseeitasIwalkedtothebackofthebusandsatbesideawindow.

1. Wehavealreadyseenthattheclauseinboldisanadjectiveclausemodifyingbus.Doesthisadjectiveclauseseemlikeanappropriatewaytodepicttheactiondescribedintheclause?Whyorwhynot?

2. Howwouldyourevisethissentence?

LectureNotes

Module4,Lesson6:ParallelismHumanbeingslovesymmetry.Werespondtoit.Westriveforit.Westriveforitinarchitecture,interiordesign,visualarts.Werespondtoitinthecreatedworld,inthehumanface,inthehumanbody.Symmetryisafundamentalprincipleofbeauty.Now,therearelotsofbeautifulthingsthatarenotsymmetrical.Mostmountainsaren'tsymmetrical.Welikeplentyofthingsthataren'tevensupposedtobesymmetrical.WhatweDON'Tlikearethingsthataresupposedtobesymmetrical,butaren't.HaveyouseenToyStory3?OneofthebadguysisthisbabydollcalledBigBaby.He'sterrifying.Theonlythingunusualabouthisappearance,however,isthatoneeyeliddroopstobeingalmostclosed.Besidesthatlittleasymmetry,he'sjustaregularbabydoll.Asinotherartforms,weusesymmetryinwriting.Inthearchitectureofsentences,asinthearchitectureofbuildings,wesetupsymmetriesallthetime.Actually,Iusedsymmetryinthatlastsentence:"Inthearchitectureofsentences,asinthearchitectureofbuildings..."Anditwasn'tevenonpurpose.Wejustdoitnaturally.Symmetricalstructureslendbalanceandbeautytoyoursentences.Theyalsohelpyourreadergrasptheideasthatyouarepresenting.BUT,ifyousetupasymmetricalstructureandthenfillthatstructurewithwordsorphrasesthataren'tsymmetrical,youendupwithFaultyParallelism.FaultyParallelismwillbeaboutasdisturbingtoyourreaderasBigBaby'seyelidwastome.Threeofthecoordinatingconjunctions,AND,OR,andBUT,aswellasthecorrelativeconjunctionsEITHER/ORandNEITHER/NORcansetupparallelstructuresanywhereinasentence.

Lookatthesecompounds:

Compoundsubject:MichaelJordanandIcombinedforseventypoints.

Compoundverb:Wesanganddanced.

Compounddirectobject:Weatehotdogsandrelish.

Compoundpredicatecomplement:Youareagentlemanandascholar.

Compoundobjectofthepreposition:Isingofarmsandtheman.Asyoucanseeinthesesentencediagrams,acompoundistypicallyrepresentedwiththatbranchingstructurethatlookslikearocketship.Inaproperlyformedcompound,theitemsoneitherlegoftherocketshipwillbethesamekindofgrammaticalstructure.Englishgrammargivesyousomanywaystoexpressthesameidea,however,thatyoumightendupexpressingsimilarideasusingdifferentstructuresoneithersideofacompound.Here'sanexampleofFaultyParallelism:Ilikeswimmingandtoplaybasketball.

Herewehaveacompounddirectobject,butononelegisthegerundswimming,andontheotheristheinfinitivephrasetoplaybasketball.Theyaren'tthesamekindofnounequivalents,andthereforeourrocketshipisasymmetrical.Thesentencepromisedparallelism,butdeliveredfaultyparallelism.

Hereareafewwaystocorrectfaultyparallelism:1.Iliketoswimandtoplaybasketball.(Twoinfinitives)2.Iliketoswimandplaybasketball.(Compoundinfinitives)3.Ilikeswimmingandplayingbasketball.(Twogerunds)4.Ilikeswimmingandbasketball.(Twoabstractnounsbothnamingasport)Hereisanotherexampleoffaultyparallelism:

Dogsmustlearntoobeybutthattheyareloved.

Inthecompounddirectobject,onelegoftherocketshipisaninfinitive,andtheotherlegisanounclause.Wecouldfixitbysaying:

Dogsmustlearnthattheyhavetoobey,butthattheyareloved.Or,

Dogsmustlearntoobey.Buttheyalsoneedtoknowthattheyareloved.

CorrelativeConjunctionsImentionedcorrelativeconjunctionsearlier.Theyare,EITHER...ORNEITHER...NORBOTH...ANDNOTONLY...BUTALSOIfyouareusingacorrelativeconjunction,makesurethewordsonthefirsthalf(afterthefirstconjunction)areexactlythesamestructureasthewordsonthesecondhalf(afterthesecondconjunction.)Incorrect:Iamnotonlyscaredofalligatorsbutalsogrammarinstructors.Correct:Iamscarednotonlyofalligators,butalsoofgrammarinstructors.Intheaboveexample,eachhalfofthecorrelativeconjunctionisfollowedbyaprepositionalphrase.FaultyParallelisminCompoundVerbsWithcompoundverbs,sometimesyoucanloseparallelismbyaccidentallyswitchingfromactivetopassivevoice(orvice-versa).Forexample:

Ihadneverbeenslappedinthefacebeforeandsattherestunned.Youcouldfixthisparallelismwithaparticiple:

Havingneverbeenslappedinthefacebefore,Isattherestunned.Ormakeitacompoundsentence:

Ihadneverbeenslappedinthefacebefore,soIsattherestunned.Ihadneverbeenslappedinthefacebefore;Isattherestunned.

Onequicktip:Youdohavemoreflexibilitywithacompoundsentencethanwithotherkindsofcompounds.Aslongasyouhaveanindependentclauseoneithersideoftheconjunction,youhaveaparallelconstruction.Sometimesthebestwaytofixfaultyparallelismistogetridofit.Justbecausefaultyparallelismistheproblem,thatdoesn'tmeangoodparallelismisthesolution.

Thinkintermsof“equalsigns.”InasentencelikeLaszloisafireman,thatlinkingverb(is)iseffectivelyanequalsigninthemiddleofyoursentence:Laszlo=fireman.Justasinmathorscience,whenyouhavetopayattentiontounits,makesurethatthethingsoneithersideoftheequalsignarethesamekindofthing.

Considerthissentence,forinstance:Achildundergoinganesthesiaisafearfulexperienceforanyparent.

Inthissentence,child=experience.Thewriterprobablyintendedforthegerundundergoingtobethesubject.Inthatcase,heshouldhaveusedthepossessive:Achild'sundergoinganesthesiaisafearfulexperienceforanyparent.Ipreferthatsentencewithouttheparallelism:Thethoughtofachildundergoinganesthesiaterrifiesanyparent.Ormaybefixingthissentenceisachancetogetmorecreative:Athousandfearsracethroughamother'sheadwhenherchildundergoesanesthesia.Willhefeelaloneontheoperatingtable?Willhewakeup?Willhebethesamewhenhedoeswakeup?Grammarisneverjustgrammar.Thinkofeverygrammarchallengeasanopportunitytomakeyoursentencemoreexpressive.ComparisonsandParallelismOnarelatednote:Whenyousetupacomparison,thethingsoneithersideofthecomparisonneedtobethesamekindofthing:

LikeEve'sbiteoftheforbiddenfruit,Ihadeatengriefandlostmyinnocence.UnlikeEve,Ihadn'tbeengivenachoice.

Those"likes"areequalsigns.Eve'sbite=I.ThewritermeanstosaythatsheislikeEve,notthatsheislikeEve'sbite.

LikeEvewhenshebittheforbiddenfruit,Ihadeatengriefandlostmyinnocence.Belowareacoupleoflastthingstowrapthisup.Dospendsometimeonthequizforthislesson.ItcoversseveralthingsIwasn'tabletogettointhelecture.

1. Don'ttrytomakeeverythingparallel.Ifsomethingisn'tquiteparallelbutfixingtheparallelismmakesthingsworse,don'tfixtheparallelism.Forexample,TheoiltycoonaddressedCongresspowerfullyandwithgreatconviction.Powerfullyisanadverb,andwithgreatconvictionisaprepositionalphrase,butitdoesn'tsoundbad.Thereisn'tagoodadverbequivalenttowithgreatconviction,soIwouldleaveitasitis.

2. Theseissuesofparallelismareoneofthereasonsyouneedtoknowyourgrammarprettywell.Ithelpstobeabletoidentify,Oh,here'sacompounddirectobject,butononesideithasagerundandontheotherthere'sanounclause.Youcanfeelyourwaythroughalotofwritingissueswhenyou'reediting,butithelpstohavethetechnicalknowledge.

Quiz4.6:Parallelism

Eachofthequestionsinthisquizinvolvesasentencewithaparallelismerror.Foreachoftheseexamples,youwillanswertwoquestions:

1. Whatistheprobleminparallelisminthissentence?Hint:lookfortheAND,BUT,orORandcomparethestructuresoneithersideofit.Orelselookforcomparisonwords,especiallyLIKEorAS.YoumightfindithelpfultodeterminewhatkindofparallelstructureAPPEARStobesetupinthesentence(forexample:compoundverb,compoundsubject,compounddirectobject,compoundpredicatecomplement,compoundobjectofpreposition,etc.)andgofromthere.

2. Rewritethissentencewithouttheparallelismproblem.Hint:thismaymeanmakingthingsparallel,oritmaymeanthrowingouttheparallelismaltogether.

Here'sasamplequestionwithanswers:Jorgelikestoplayvideogames,boardgames,andjumpingonthetrampoline.

1. Thissentenceappearstohaveacompounddirectobjectfortheinfinitivetoplay.Thephrasesvideogamesandboardgamesworkfineasacompounddirectobject,butthegerundjumpingonthetrampolinedoesn'tworkasadirectobjectofplay.

2. Rewrite:Jorgelikesvideogames,boardgames,andjumpingonthetrampoline.(Inthisversion,videogames,boardgames,andjumpingonthetrampolineformacompounddirectobjectoflikes.)

I.Hecamewalkingupourdrivewayincowboybootsandbandylegs.

1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.

II.Ibegantopanic:myheartthuddedandquicksucksofair.1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.

III.Hepickeditup,tookabite,buthalfthecontentsspilledoutontotheplate.

IV.Cynthiawasthefirsttocallme'Grandma'andcausedmetothinkaboutfuturegenerations.

V.ThepolicemantoldmetogetmycaroutoftheroadandalsothatIshouldgetanewwardrobe.

VI.Myarmsareheavyandyetjitterylikehavinglowbloodsugar.1. Whatistheparallelismprobleminthissentence?2. Rewritethissentencewithouttheparallelismproblem.

VII.Henolongerhasthebronzedtwenty-year-oldhandsImetaroundtheswimmingpoolin1979.

LectureNotesModule4,Lesson7:NominativeAbsolutes

TheNominativeAbsoluteisoneofthosegrammaticalstructuresthatyoudon'thearalotabout,thoughyouseeitanduseitallthetime.TheNominativeAbsoluteisastructurewithinasentence,madeupofanounanditsmodifiers(usuallyincludingaparticiple)thathasnogrammaticalconnectiontoanythingelse.ThewordabsoluteisfromtheLatin,absolutuswhichmeanssetfree.Nominativeisanotherwordfornoun,soaNominativeAbsoluteisanounphrasethatisfloatingfreefromthesentenceit'sin.ANominativeAbsoluteusuallysitsatthebeginningofasentence,sometimesattheveryend,andoccasionallysomewhereinthemiddle.Hereareafewexamples:

Allthingsconsidered,thatwasn'tsuchabadriot.

Allthingsbeingequal,Iliketeabetterthanspoiledmilk.

Mydoghavingchewedupmyretaineragain,Imadeyetanothertriptotheorthodontist.

You'llnoticethatyoucouldeasilymoveanyofthoseNominativeAbsolutestotheendofthesentence:

Thatwasn'tsuchabadriot,allthingsconsidered.Let'slookatwhataNominativeAbsoluteismadeof,itsform.

• NominativeAbsolute=Noun+modifiers...almostalwaysaparticiple(eitherpresentorpast)

• Forexample:Things(noun)+considered(pastparticiple)Theparticipialphrasecanbeaslongasyouwant.Forexample:

MydoghavingchewedupmyretainerinthedarkofnightwhileIsleptthesleepoftheblessed,completelyunawareofthenefariousdeedsbeingcommittedinthenextroom,Imadeanothertriptotheorthodontist.

Ofcourse,thatlongparticiple("havingchewedup...")delaysthemainverblongerthanwenormallylike,butthegrammarallowsforsuchalongandcomplicatednominativeabsolute(thoughconsiderationforthereaderprobablydoesn't).Nowlet'slookatthefunctionofaNominativeAbsolute.

• ANominativeAbsolutedoesnothaveagrammaticalconnectiontothesentencewhereitlives.Itisn'tanobjectoracomplement.It'sjustthere.Andtheparticipialphraseisjustasidekicktothefloatingnoun.

• TheNominativeAbsolutehasalogicalconnectiontoitssentence.Itprovidesexplanatoryinformationthataddsmeaningtothemainsentence.Inthatsense,it'salmostadverbial,commentingonthewholeactionofthesentence.

Youwouldn'tsay:

Mygrandmother,havingbeenbornin1918,Ipickedupsomegrocery-storesushi.It'sgrammaticallyfinetosaythat,butthere'snologicalconnectionbetweentheNominativeAbsoluteandthemainclause.ACoupleofFinalThoughtsTheNominativeAbsolutelooksalotlikeaparticipialphraseatthebeginningofthesentence.Havingchewedupmyretaineragain,mydoglookedashamed.Thedifferenceisthattheparticiplemodifiesthesubject,mydog.IntheNominativeAbsolute,thenounismovedintothephrase.Sonowitisself-containedandcanmovearound.Iwarnwritersagainstover-usingNominativeAbsolutes.They'recomplexstructures,sotheysoundverysophisticated.Buttheytendtobecomeasortofverbalhabit,andthatgetswearyingforyourreader.Bydefinition,aNominativeAbsoluteintroducesadisconnectintoyoursentence.You'reshootingforconnection,soalwaysaskyourselfiftheNominativeAbsoluteisreallynecessary.

Quiz4.7:NominativeAbsolutes

I.Whatgrammaticalroledoesanominativeabsoluteserveinthesentencewhereitlives? A.Itisasubject. B.Itisaverb. C.Itisanobject. D.Itisacomplement. E.Itisamodifier. F.Ithasnogrammaticalconnection,onlyalogicalconnection.II.Anniesitsslumpedonaconcreteslab,herbackcurvedlikeanautilusshell.Whatisthenominativeabsoluteinthissentence?III.Warm,freshbreadtuckedundermyarm,Iwaitedformynewneighbortoanswermyknock.Whatisthenominativeabsoluteinthissentence?

IV.Billpushedthewheelbarrowupthedriveway,Sadiewalkingbesidehim.Whatisthenominativeabsoluteinthissentence?V.Ibookeditoff-stage,myfriendswaitingtohelpmeintoabluedresswhilethechoruscontinuedtosinganddanceunderthelights.Whatisthenominativeabsoluteinthissentence?VI.He’scoming,determinedlittlelegscrossingcarpetexpanse,enteringthedogzone.Whatisthenominativeabsoluteinthissentence?

LectureNotesModule4,Lesson8:CourseWrapUp

Havealookatthisverylong,verycomplexsentence:Thisisthefarmersowinghiscorn,Whokepttheroosterthatcrowedinthemorn,Thatwokethepriestallshavenandshorn,Whomarriedthemanalltatteredandtorn,Whokissedthemaidenallforlorn,Whomilkedthecowwiththecrumpledhorn,Thattossedthedog,Thatworriedthecat,Thatkilledtherat,ThatatethemaltThatlayinthehousethatJackbuilt.Thatsentencehas78words.Ithas12adjectiveclauses,3prepositionalphrases,and3participialphrases.Andyouunderstooditjustfine.Thisisaverycomplexsentence,andyetquitereadable.Why?Becauseitfollowstwoprincipleswe'vebeendiscussingallalonginGrammarforWriters.

• Itgetsimmediatelytothesubject/verbnexus:Thisisthefarmer.• Allofthemodifierssitimmediatelynexttothewordstheymodify.

Areadercanhandletremendouscomplexityaslongasyouareprovidingthemarkersheneedstonavigateit.Whenyouloveyourreaderyouaresaying,"I'vegotthisthingIwanttoshowyou.It'salittlecomplicated.SoI'mtosticktotheserulesthatyouandIshare,andthatwaywecangetthroughthistogether."

Languageallowsfornearlyinfinitecomplexity.Butthatcomplexityrestsonacombinationofformsthatarethemselvesprettysimpleandoftenprettyrigid.That'swhysomethinglikeMadLibsworks.Youcanpluginalmostanynounorverboradjectiveandstillhaveaworkingsentence,aslongasyouplugitintoaspotwhereanounorverboradjectivegoes.Asquirrelateanacorn.Asquirrelstoleanacorn.Aplumberstoleanacorn.Aplumberstolethepettycashbox.Almosteverywordofthatsentencehaschanged,andthemeaninghaschangedentirely.Buttheunderlyingstructurehasn't.It'sstillSubject-Verb-Object.Aslongasyouputtherightkindofwordineachslot,grammardoesn'tcareaboutthespecificwords.Sothecombinationsofwordswithinthegrammaticalstructuresareeffectivelyinfinite.Andthepossiblecombinationsofthegrammaticalstructuresareeffectivelyinfinitetoo.Butthegrammaticalstructuresthemselvesarenotinfinite.Infact,you'veinteractedwithprettymuchalloftheminthiscourse.Youknowallthegrammaryouneedtoconnecteffectivelywithyourreader.Ifyouhavetroublerememberingsomeforms,gobackandwatchthelecturesagain,orreviewthelecturenotes,orhaveanotherlookatthequizzes.Andhere'ssomethingelse:youknowallthegrammaticalstructuresyouneed,andyourreaderknowsthemtoo.Hemightnotknowheknowsthem,buthisbrainknowsthemwhenitseesthem.Youarereadytocommunicate.Asfarasvocabularygoes,youprobablyalreadyknowenoughwordstowritewhatyouwanttowrite.Itneverhurtstolearnmorevocabulary,butifyoureadalotyourvocabularywillgrownaturally.Don'tlearnvocabularyjusttoimpresspeople;thatjustputsthemoff.Languageiscomplex.Complexitymeanstherearealotofopportunitiestogetthingswrong.ANDYET,complexityalsomeansthatyouhavealotofdifferentoptionsforreachingouttoyourreaderandmakingconnections.Ihopethiscoursehasmadeyoulessafraidofthosepossiblepitfallsingrammarandmoreconfidentinyourabilitytoconnectreadersyoucareaboutwithideasandstoriesthatyoucareabout.Now,gowritesomethingbeautiful.

AnswerKey

Dr.JonathanRogers

QuizAnswerKey

Quiz1.2AnswerKey.........................................1

Quiz1.3AnswerKey.........................................3

Quiz1.4BAnswerKey....................................7

Quiz1.5AAnswerKey.................................11

Quiz1.5BAnswerKey.................................12

Quiz1.6AnswerKey......................................15

Quiz1.7AnswerKey......................................18

Quiz1.8AAnswerKey.................................20

Quiz1.8BAnswerKey.................................21

Quiz1.9AnswerKey......................................23

Quiz1.10AnswerKey...................................24

Quiz1.11AnswerKey...................................26

Quiz1.12AnswerKey...................................28

Quiz1.13AnswerKey...................................30

Quiz2.2AnswerKey......................................31

Quiz2.3AnswerKey......................................32

Quiz2.5AnswerKey......................................33

Quiz2.7AnswerKey......................................34

Quiz2.8AnswerKey......................................35

Quiz2.10AnswerKey....................................36

Quiz2.11AnswerKey....................................37

Quiz2.12AnswerKey....................................39

Quiz2.13AnswerKey....................................40

Quiz3.2AAnswerKey.................................42

Quiz3.2BAnswerKey.................................44

Quiz3.3AnswerKey......................................46

Quiz3.4AnswerKey......................................48

Quiz3.5AnswerKey......................................50

Quiz3.6AnswerKey......................................51

Quiz4.2AnswerKey......................................53

Quiz4.3AnswerKey......................................54

Quiz4.4AnswerKey......................................56

Quiz4.5AnswerKey......................................58

Quiz4.6AnswerKey......................................60

Quiz4.7AnswerKey......................................62

Quiz1.2AnswerKey

I. Thissentenceconsistsofasingleclause,themainlineofwhichisIworked.

Everythingelseisamodifier.OncetellswhenIworked,andataplumbingcompanytellswhereIworked.Here'sadiagram.

II. ThemainlinehereisIhaveadmiration.Theotherwordsarealladjectival,

modifyingadmiration.Here'sadiagram:

III. Thissentenceconsistsoftwoclauses,butonlyoneisamain(orindependent)

clause.Thatmostofusrunawayfromisadependent(adjective)clausemodifyingproblems.ThemainclauseisPlumbersconfrontproblems.Hereisadiagram:

VI. Thissentencejusthasthemainclausewithoneadjectiveandoneadjectivalphrase.ThemainlineoftheclauseisIcannotimaginesociety.

V. Themainlinehereisfriendswere(not)civil.Everythingelseisamodifier.Here's

adiagram:

VI. ThemainlinehereisPlumbersconductfeud.

VII. Again,wehaveasentencewithtwoclauses.Itstartswithadependent(adverbial)

clausethattellswhen,orunderwhatconditionsyoushouldhugaplumber'sneck.Butthemainclauseisyoushouldhugneck.

Bearinmindthatalmosteverythingthatistrueofamainclauseisalsotrueofadependentclause.Asyoucanseefromthediagrambelow,thetwoclausesinthissentenceareverysimilarinstructure.Still,thedistinctionbetweendependentandindependentclausesisimportantandnottobeignored.Here'sthatdiagram:

Quiz1.3AnswerKey

I. Hopefullythiswasaneasyoneforyou.IfyouapplytheVerbFinder,chasedis reallytheonlywordthatfits. Well,Isupposeit'spossiblethat'mob'couldfit...itseemsliketheBeatleswere alwaysgettingmobbed.Dopopsingersstillgetmobbed?II. IfyouuseyourVerbFinderhere,shoneistheonlywordthatfitsintheblank: I[blank].You[blank].He/She/It[blank].III. Fromthelastquestion,youknowthattheverbforthissentenceisshone.Plugthat verbintoyourSubjectFinder:Whoorwhatshone?Wisdomshone. Thewords"manyyears'rough"modifywisdom.Theytelluswhatkindofwisdom we'retalkingabout.Eyeistheobjectoftheprepositionfrom,anditismodifiedby thewords"onegood,"whichtelluswhatkindofeye.IV. PulloutthatVerbFinderagain:I[blank].You[blank].He/she/it[blank]. Inthiscase,morethanonewordcouldfitinthoseblanks.Frightenedcouldfit.Cried couldfit.*Sowhichofthoseistheverb?Well,theactionhere iscrying.Frightenedstartedoutlifeasaverb,buthereitisnotaverbbuta modifier—apastparticipledescribingJohnBarber'spitiablestateofmind. Criedistheverb.Plugthatverbintothesubjectfinder—Whocried?—andyoueasily findyoursubject.JohnBarbercried. *IfthiswereLatin,possumwouldalsobeacandidatefortheverb.PossumisLatin for"Iamable."V. I'msureyou'vealreadymemorizedyourlistoftobeverbs,soyouwouldn'thave hadanytroubleseeingthatwas(aformoftobe)pointstoyourverb.The

questioniswhetherornotwasisthewholeverborahelpingverb.Inthiscase,it's ahelpingverb.Thewholeverbiswaschased.VI. Youknowfromthepreviousquestionthattheverbhereiswaschased.Whenyou applytheSubjectFinderandaskWhowaschased?it'srelativelyeasytoseethatthe subjectispirate. Remember,identifyingthegrammaticalsubjectisnotthesamethingasidentifying theactor.Theangrymobistheactor.Thatpoorpirateisreceivingtheactionof chasing,notdoingtheaction(though,nodoubt,itfeelsplentyactivetohim).Froma logicalperspective,iftheactionischasing,heistherecipientofthataction,notthe agent.Butthewholepointofthepassivevoiceistoallowsomethingorsomebody besidestheactortobethesubject.TheSubjectFinderwillalwaysidentify thegrammaticalsubject,nottheactor.InalaterlessonI'llhavealotmoretosay aboutaligningthesubjectwiththeactor.VII. Inonesense,thisisaneasyone.Anytimeyouseeaformoftobe,youhavefound theverb(oratleastpartoftheverb).And,asyouknow,isisaformoftobe.So that'sourverb. However,thisisanothersentencethatdemonstratesthedifferencebetweenthe actioninasentenceandtheverbinasentence.Chasingfeelsmoreactivethanis.So, forthatmatter,doesactivity.ButifyouuseyourVerbFinder,neitherchasing noractivityfitsintheblank.Onlyisdoes.VIII. Youmayhavefoundthisoneatadtricky.But,asalways,theSubjectFindercomesto therescue.Weknowfromthepreviousquestionthattheverbisis.SoourSubject FinderquestionisWhatis? Ifthiswereashort-answerquestionratherthanamultiple-choicequestion,you probablywouldhaveansweredchasingcars.Thatwouldhavebeenagoodanswer. ButIdidn'tgiveyouthatchoice,becauseIwantedyoutohavetochoose betweenchasingandcars.Andsinceyou'rehavingtochoose,thecorrectchoice ischasing.Thedog'sfavoriteactivityischasing,notcars.IX. Thesubject/verbnexusofthefirstclauseisIarrange. Thesubject/verbnexusofthesecondclauseisyoudestroy.

Quiz1.4AAnswerKey

I. Thesubjectisyear(thefirstone),theverbiswas,andthepredicatecomplement isyear(thesecondone). Here'sthediagram:

II. Thesubjectofthissentenceisstep.Towardrecoverymodifiesstep,andofself- esteemmodifiesrecovery. Self-awarenessisapredicatecomplement.Itrenamesstep.Theto-beverbisisa cluethatwehaveapredicatecomplementratherthanadirectobject. Here'sthediagram:

III. Thissentencedoeshaveadirectobject—thenounclauseiftheyweretalking

aboutme.Iwonderedwhat?Iftheyweretalkingaboutme.WewilldiscussnounclausesinModule3.Meanwhile,bearinmindthattheDirectObjectFinderworksnotonlywithsimplenouns,butwitheverykindofnounequivalent.

Here'sthediagram:

IV. Subject:oldman Verb:was Here'sasimplifieddiagram(technicallyspeaking,theverbinthewhoclauseis turnedoutandtobeGeorgeJonesisaninfinitivephraseservingasthepredicate complement,butatthispointinourjourneythissimplifiedversionseemed adequate):

Quiz1.4BAnswerKey

I. ThemainlinehereisMikeleaned.Everythingelseisamodifier.The adverbforwardtellshowheleaned,asdoesthephraseontherail.Everythingelse tellsuswhichrail.Thereisasecondclauseinthissentence--"thatseparatedthe porch..."--butthisisanadjectiveclausetellinguswhichrail,notamainclause. Here'sthediagram:

II. ThemainactionhereisHemakes(his)trot.Everythingelseisa modifier.Slowandgloatingtelluswhatkindoftrot.Aroundthediamondtells uswherehetrotted.Squeezedintothebackyardtellsuswhatkindofdiamond(or possiblywhichdiamond).Here'sthediagram:

III. Themainlinehereisfamilymoved.ToPhoenixandfromChicagobothtell uswherethefamilymoved,andwhenIwasseventellsuswhenthefamilymoved. Here'sthediagram:

IV. Themainlineistruckhasbeensitting.Theverbhereisthreewords—hasbeen sitting.Hasandbeenarehelpingverbs.Inmydrivewaytellsuswherethetruck hasbeensitting,andformonthstellsuswhenthetruckhasbeensitting.Here'sthe diagram:

V. Themainlineisfamilytradedtornadoes.Goingwestisamodifier.Technically, thisisaparticipialphrasemodifyingfamily,butreallyitfeelsmoreadverbialhere, tellingusunderwhatcircumstancesthefamilytradedtornadosfortumbleweeds andearthquakeaftershocks.Everythingaftertornadosis,technicallyspeaking,a compoundprepositionalphraseservingtotellhowthefamilytradedtornadoes. Here'sthediagram:

VI. ThemainlinehereisTheyhadnottouchedthebirdfeeder.Ihungtwoweeks agoisaclausetellinguswhichbirdfeeder.Here'sthediagram:

VII. Thisoneisalittletricky.Thesubject/verbnexusofthemainclauseistruth broke.Thatopeningclause,Asthemists...cleared,tellsuswhenthetruthbroke, andthephrasewithalightthatpiercestothisdaytellsushowthetruthbroke.

VIII. Forthefirstindependentclause,thesubject/verbnexusiswaterwas.Forthe secondindependentclause,thesubject/verbnexusisthatwas. Hereisthediagram:

IX. Forthefirstindependentclause,thesubject/verbnexusisitwas.Forthesecond independentclause,thesubject/verbnexusiswehadcamped. Here’sthediagram:

X. TheonlycompletesentenceisLikethebackofmygrandmother’shands,the delicateveinsarevisible.(Thissentencehassomeissues,asyouwilllearnwhen wediscusspassivevoiceinLessons7and8ofthismodule,andwhenwediscuss parallelisminModule4,butitisasentencewithbothmainsubjectandamainverb, unliketheotherthreegroupsofwordsabove.)XI. Trickquestion!There'snomainverbhere.Thisisasentencefragment.Madeisa verb,butitisaverbinadependent(adjective)clause.And'todrink'isaninfinitive ratherthanaverb.Thesethingswillmakesenselateriftheydon'talready.

Quiz1.5AAnswerKey

I. E.NemesisrenamesJohnBarber,soitisapredicatecomplement.II. C.DirectObjectFinder:JohnBarbersoldwhat?Afakeelevatorpass.IndirectObject

Finder:JohnBarbersoldafakeelevatorpasstoorforwhom?Me.I'mstillmadaboutit.

III. D.OnceyouhaveidentifiedJohnBarberastheDOinthissentence,youstillneedto accountforsneakymonkey.ThephraserenamestheDOJohnBarber,soitisanOC.I couldhavecalledhimmuchworse.IV. B.ThephrasewithagloveisamodifiertellinghowJohnBarberslapped.It'snoton themainline.ThatleavesJohnBarberslappedmeonthemainline,anditis relativelyeasytoseehowthatclauseconformstotheS-V-DOpattern.V. B.Theverbhereiscould(not)ignore.Icouldnotignorewhat?Theinsult.Idaresay youcouldn'thaveignorediteither.VI. A.Thephraseinthevestibuleisadverbial,tellingwherewefought.ThatleavesWe foughtonthemainline,soit’sobviouslytheS-Vpattern.VII. B.Thestoryhasahappyending.

Quiz1.5BAnswerKey

I. B.S-V-DO

II. E.S-V-PC

III. E.S-V-PC

IV. B.S-V-DOAsyoucanseeinthediagrambelow,howtochangethebedsheets...isanounclause

servingasthedirectobjectoftheverbshowed.[Itlooksliketheleftsideofthe diagramgotcutoff.Sorryaboutthat,butforthepurposesofthisquestion,themore relevantpartsofthediagramareallthere.]

V. A.S-V

VI. E.S-V-PC

VII. A.S-V

VIII. C.S-V-IO-DO

IX. D.S-V-DO-OC

X. C.S-V-IO-DO

Quiz1.6AnswerKey

I. Therearetwoactionsinthatsecondsentence:Irenecallsout,andJimmylaughs.But theverblaughsbecomesthenounlaughter,tuckedawayasthedirectobjectinan adjectiveclause.AndJimmyhasdisappearedcompletelyfromthatsecond sentence.Hereisonewaytoreworkthesentence:Irenewouldcallout"Jimmy,stop it!"andJimmywouldlaughallthemore.II. Lookatthesubjectandverbofthissentence:furniture,clothing,andeducation madethemotherwilling(thisclausepatternisS-V-DO-OC).Therealactionhere— themothermakingchoices—getsmovedtoaparticiple(willing)modifiedbyan infinitivephrase(tostretch…)modifiedbyanadverbialclause(thatthey sometimesdisappearedaltogether).Bringingthegrammarinlinewiththeaction willprobablyinvolvemakingthemotherthesubjectofthesentence.

• Mymothersometimesstretchedourlimitedmeanstothebreakingpointinordertogiveusfinefurniture,goodclothes,andprivateeducation.

• Mymotherthoughtitwasimportantforustohavefinefurniture,goodclothes,andaprivateeducation.Shewaswillingtostretchourmeanstothebreakingpointtomakesurewehadthosethings.

Asalways,thesearejusttwoofmanypossiblewaystoreworkthesesentences.III. Thatphrasesnappedoffandneverreattachedisaparticipialphrase(actually,two participialphrases).Snappedandreattachedlooklikeverbs,buttheyserve asmodifiers.Theverbhereisthepassiveis[presumed]lost. Soherearetheactions:

• Askipoleissnappedoff.• Askipoleisneverreattached.• Askipoleislost.

(Ihaveexpressedallthreeoftheseactionsaspassiveconstructions,butsincewe don'tknowtheactorshere,Ihopeyouwillforgiveme.) Here'sonewaytobringtheverbsandsubjectsmoreinlinewiththeaction:The rightskipolesnappedoffandwasneverreattached.Itislosttothetundra.

IV. Thesubject-verbnexusofthemainclauseismomentfilled.Thesubject-verbnexus ofthesubordinateclauseisthat[surge]wasabouttoensue.Here'sadiagram:

Whataretheactions?

• Apersonsneezes(or,rather,isabouttosneeze).• Apersonfeelsdread.• Apersonknowsthatpainiscoming.

Therearelotsofwaystorevisethissentence.Here'sone:EverytimeIfeltasneeze comingon,Iwasfilledwithfear.IknewIwasabouttofeelasurgeofpain.I'mnot convincedthisisthebestwaytorevisethissentence,butasyoucansee,the grammarmorecloselyalignswiththeactionthanintheoriginal.V. Quicknote:Whenyoustartasentencewith"thereis/was/are/were,"youwill

ALWAYShaveamismatchbetweenactors/actionsandsubjects/verbs. Actions/StatesofBeing:

• Eventsandvenueswerescarce.• Mothergladlypaidthecostofroadtrips.

SubjectsandVerbs:• Scarcitywas• Costwas

Possiblerevision:

Culturaleventswerescarceinourhometown,somymothergladlypaidthecostof frequenttripstothecity.

Orperhaps,

Wehadfewculturalopportunitiesinourhometown,somymothergladlymade frequenttripstothecity.

VI. Actorsandactions:• Aseventh-graderbegshermothertotakehertoaplay.• Themotherenthusiasticallysays“Yes.”• Theseventh-graderisn'tsurprised.

Subjectsandverbs:• "Yes"was(not)surprising.• Ibegged.

Here'sonewaytorevise:InseventhgradeIbeggedmymothertotakemetoaplayattheTivoliTheater.Iwasn'tsurprisedwhenshegavemeanimmediateandenthusiastic"Yes!"

Quiz1.7AnswerKey

I. No.Thisisactive.Theverbhadbeatenisinpast-perfect.Likepassivevoice,the past-perfecttenseusesthefourthprincipalpart(beaten).Sointhatregardit resemblespassivevoice.Butthinkintermsoffunction,notform.Inthiscase,the bearisthegrammaticalsubject,andthebearistheactor(he'stheonewhodoesthe beating).ThepassiveformwouldbesomethingalongthelinesofWewerebeaten herebythelargebear...II. No.Thissentenceisnotinpassivevoice.Inthiscase,theto-beverbwasdepictsa stateofbeing.Remember,ifthiswereinpassivevoice,thegrammaticalsubject wouldbereceivingsomeaction.III. Yes.Thissentencestartswithadependentclause,Whenallelsefails.Thatclauseis inactivevoice.Butthemainclause,adogcanbecountedon,ispassive.IV. Yes.Thisisaprettygrosspassiveconstruction.Itwouldbebettertosay,Wesawa creatureswimming—abeaver?”V. No.Inthiscase,theto-beverbwasisusedasahelpingverbinthepast-progressive

verbwasstudying.Thegrammaticalsubject(He)istheactor(Heisdoingthestudy,notgettingstudied),sothisisnotpassivevoice.

VI. Bothofthesesentencesarepassive.ThedifferencebetweenthemisthatinSentence 1theactors(wolves)arenamed,andinSentence2theactorsareomitted.Who raisedJohnBarberinabarninSentence2?Wolves?Hisparents?French mimes?There'snowayofknowing.VII. Elvisusedthishandkerchief.VIII. AglassofwaterwasgiventoLindabyUncleThurston. or(ifyouwishtoleaveUncleThurstonoutofit) AglassofwaterwasgiventoLinda.

IX. LindawasgivenaglassofwaterbyUncleThurston. Alsoacceptable: Lindawasgivenaglassofwater.X. Revisedversion:Twohourslater,afterwehadeatenthesandwiches,thethunder came.(I'mjustguessing,ofcourse,thatwearethecorrectactorsforthisaction, sincethepassiveconstructionconcealstheactor(s).Youmayhaveguessed differently.That'sfine.)XI. 1.Thatlastsentenceisinpassivevoice.

2.Thisisanunfortunatechoice,becausequick-thinkingCurtis,themanofthehour,completelydisappearsjustathismomentoftriumph.Actually,therearetwopassiveverbsinthatlastsentence.Thesecond—Iwassurroundedbyfriends—isn'tsoegregiousasthefirst—Iwastossed—whicheffectivelyerasesourhero.3.Revised,activeversion:Hetossedmeinthepool,andfriendssurroundedmewithinseconds.Ifyouprefertoleavethesecondpassiveconstruction,thatworksfine:Hetossedmeinthepool,andIwassurroundedbyfriendswithinseconds.Inthatsecondversion,noticethatthenarrator,thereinthecenterofherfriends,isthegrammaticalsubjectofherownclause,andthatisentirelyappropriate.

Quiz1.8AAnswerKey

I. A.Intheactivevoice,theactoristhesubject.Inthepassivevoice,theactorismoved outofsubjectposition.Theactormaybetuckedawayastheobjectofapreposition (TheflowersweregiventoBarbieBYKEN),ortheactormaydisappearaltogether (TheflowersweregiventoBarbie).II. CandD.Inapassiveconstructiontheactorismovedoutofthesubjectposition,to bereplacedbyadirectobject(FlowersweregiventoBarbiebyKen)oranindirect object(BarbiewasgivenflowersbyKen).III. AthruD.Alloftheanswersareproblemsassociatedwiththepassivevoice.IV. 1.Whenconcealing/denyingagency

2.Whentheactorisunknown3.Whendirectingthereader'sattentiontosomethingbesidestheactor4.Whenexpressingpassivity(thesubjectofthesentencewasthevictim/receiverofanaction)

Quiz1.8BAnswerKey

I. Iwouldgivehispassiveconstructionahardno.Thepainterisholdinghisbrush, dabblingitinthepaint,brushingitonthecanvas...andthenjustwhenhe'saboutto finishhismasterpiece,POOF!,apassiveconstructionrendershiminvisible.II. Byusingthepassivevoice,thiswritergivesthesubjectpositiontothecatalogs ratherthangivingittothetruck.Thetruckisn'tasimportantasthecatalogsandthe bills.Idon'tknowifthewriterwasdoingthisonpurpose,butthissentence structurecreatesanicebalancebetweenthecatalogsandthebills,withthetruckas thefulcrumoftheteeter-totter.Ithinkthepassivevoiceisagoodchoicehere.III. Iwouldsaythetwopassiveconstructionsinthesecondsentenceareentirely appropriate.Itdoesn'tseemrelevanttosaywhobroughtthewaterfromthe mountainsanddistributeditthroughthecanals,evenifweknew.Asforthefirst sentence,thatpassiveconstructionisn'tterrible,butIfinditalittledistracting.You couldsay"Farmersgrowcitrustrees,almondtrees,etc.,"butIthinkIwouldjustsay "Citrustrees,almondtrees,cotton,andgrapesgrowsuccessfully..." Here'swhatmyrevisionwouldlooklike: Citrustrees,almondtrees,cotton,andgrapesgrowsuccessfullythanksto irrigation.Thewaterisbroughtdownfromthemountainsthroughanaqueductand distributedbyacanalsystem.IV. Idon'tthinkitmakesalotofsensetointroducetheanonymousartisthere.Iwould probablymakethewholethingpassive,orperhapsjustuseagoodoldlinkingverb ortwotodescribethescenesothatIhavelesspassivevoicebutIdon'thavetotalk abouttheartist.Here'sanall-passiveversion: Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvas onwhichthecedarsceneisset.Intocedarwoodiscarvedatinyfirtreestuntedat halfthebear’sheight.

Andhere'saversionthatuseslinkingverbsinthoselasttwosentences: Heisgluedtothickskisthatsitatopawoodenplank.Thewoodenplankisacanvasfor thecedarscene.Atinyfirtreecarvedfromcedarstandsstuntedathalfthebear’s height.V. Iwoulddefinitelykeepthefirstpassiveconstruction.Thereisnoactive-voicewayto communicatetheideaofbeingtransported(thoughyoucould,ofcoursecomeup withsomethingfresherthatmightbeactive).I'mnotassureIwouldkeepthe secondpassiveconstruction,thoughit'shardtoknowhowbesttoreviseit.Iassume thatPedroandIfromthefirstclauseexploredtheircreativity.Didtheyfosterit too,ordidtheirparentsfosterit?Didtheenvironmentfosterit?Noticehowthe passivevoiceallowsawritertogetawaywithsomeimprecision.Here'sonewayto revise: PedroandIhavelittlecontactthesedays,butwhenIthinkbackonourfriendshipI’m transportedbacktothatredbrickhouseonSpruceStreetwherewefosteredcreativity andexploredourimaginations.

Quiz1.9AnswerKey

I. AbstractionII. ComplyIII. RevealIV. Here'sonepossiblerevision:Leonardwasn'tpayingattention,sohecollidedwitha telephonepole. Ifyouwanttobemorespecific,youcansaysomethinglikethis: Leonardlookedupfromhistelephonejustbeforehecollidedwiththetelephonepole.V. Mariaarguedthatshewouldbeexposedtonewriskswhenthepolicyexpired.VI. Ioriginallywasn'tinterestedinknowingher;Ionlywantedhertoacceptme.

VII. Here'sonewaytodoit:AfterDalefellfromaladderatawarehousejobandinjured hisshoulderworkingasajanitoratthecountyjail,hewasnonetoosteadyonhisfeet.VIII. Someofmyfavoriteswerebooksandbaseballcards,butingeneralIwasunderthe impressionthatthebiggerthegiftthebetter,andIhadlittlerespectforbirthday cards.IX. Onthoseoccasionswhenheremovedhisshades,herevealedglassy,bloodshoteyes.

Or, Occasionallyheremovedhisshades.Whenhedid,Icouldseehiseyeswereglassyand bloodshot.

Quiz1.10AnswerKey

I. am,is,are,was,be,being,beenII. Thisstatementisfalse.Communicatingastateofbeingisaperfectlyrespectablejob foraverb.Thetobeverbisthemostcommonstateofbeingverb.Thisverbhasa badreputationbecauseitisoftenanaccompliceinwritingcrimessuchas inappropriatepassivevoiceandexcessivenominalization.Butthereisnoshamein usingatobeverbtocommunicateastateofbeing,noristhereanyshameinusing thetobeverbasahelpingverbintheprogressivetenses(whichyouwilllearn aboutinafuturelesson).III. Icanenvisionhairthatisasexpansiveasanexplosion;it'savividimage.AndIcan envisiontight,brownringlets.Butit’shardtoenvisionbothatthesametime.Ifyou wantmetoenvisiontight,brownringlets,don’taskmetoimaginethemasan explosion.Ifyouwantmetoenvisionanexplosion,don’taskmetoenvisionitas somethingtightandcontrolled.IV. Cliffsdon'thover.Actually,theystayverystillandsolid.Theremaybe circumstancesunderwhichyoucoulddescribeacliffashoveringinsome figurativesense.Buthere,whereapersonisjumpingoffaclifftogohang-gliding, thecliffistheleasthover-ythinginthesentence.Thehang-glidermighthover.The personattachedtothehang-glidermighthover.Butthecliffistheonethingthatjust sitsthere.V. Whenathingmelts,itgetssofter.Butwedon'tthinkofadefiantfaceasbeingsofter thanabewilderedface.Infact,weusuallythinkofitasquiteabitharder.Iwould saysomethingmorealongthelinesof:Hisbewilderedfacehardenedintodefiance.VI. IsuspectthisisoneofthosesituationsinwhichthewriterstartedoutwithThe rectangularstudiohadpolishedwoodfloors...anddecidedthatheldwouldbea moreinterestingverbthanhad.Idon'tagreethatheldismoreinterestingthan had.

Whenyounoticethataverbisn'tasinterestingasyouwantittobe,remember,the answerisn'tnecessarilyamatterofplugginginadifferentverb.Maybeyouneedto domorereworkingthanthat. ThestudiowasarectangleabouthalfthesizeofanOlympicswimmingpool—more thanenoughroomformytenlittledancerstoplieandpirouette.Thegleamofits polishedwoodfloorwasreflectedinafullwallofmirror.Abarreranthelengthofthe mirror,thenturnedthecornertorunalongasidewallinagreat"L."VII. Painting,brushing,andpattingareverydifferentactionsfromchiseling.Thewriter herewantstoconveytheideathatthisexhilaratedexpressionisaspermanentasif ithadbeenchiseled,butbecausehehasalreadycommittedtopainting,brushing, andpatting,chiselingisnolongeravailabletohim. Theuseoftheprepositionontoinsteadofintomakesmethinkthiswriterisn’t tooseriousabouttheverbchiselanyway.

Quiz1.11AnswerKey

I. Subject:pain Verb:wouldsurge Thatcommajustbeforetheverbisacluethatthereisaproblem.Anytimeyou're temptedtoputacommabeforetheverb,youprobablyneedtogetthesubjectand theverbclosertogether.Here'sonepossiblerewrite: EverytimeItriedtogetoutofbed,liquidpainsurgedthroughmyback,sointensethat itstolemybreath.II. Oneoption:Shehadneverbeforeexperiencedtheeerie,emptydarknessthatnow envelopedthethree-storyfoyerofherfather'sbig,glassed-inoffice.III. Onepossibility:Hisponytailcomeslooseandthreefeetofgrayingbrownhairdrapes hisshoulders;thissightistypicallyonlyobservedbyimmediatefamilyoranyonelucky enoughtocatchhimsippingcoffeeonadayoff.IV. Onepossibleanswer:Mygreat,greatuncleMarionwasaneccentricartist.Heframed hiswatercolorswithplanksfromtheporchandworehisteethonlyforimportant events.AfewyearsafterhediedTheVaseappeared,andwejokedthathissonBert hadputhisashesinitandplaceditonhismantel.V. Here'soneoption:Intheredbrickhomeofthewomannextdoor,aweeklyrhythm bandfortheneighborhoodchildrenputthedelighttomusic.VI. Here'soneoption:Thirtyfeetfromthewaterafringeofgnarledpinerootsreached outintotheemptyair,markingtheborderbetweenbarerubbleandstubbornforest. Thisalterationlookslikeitdidn'tmovethesubjectatall,butitactuallychangesthe verbfrommarkstoreached.

VII. Onepossibility:Loadedwithpurse,emptiedpicnicbasket,andtissue-filledgiftbag, themothertrudgedupthebackstepswiththreesweatykids,readytoescapetheJuly sun.VIII. Here'sonepossibility:Sheerexhilarationmixedwithutterterror.Launchingfromthe swing,Ifeltweightless,suspendedinmidair,untilIfeltthepulloftheearthdownward andsawthegrowingpuddlebelowme.Thejourneywasastonishing.

Quiz1.12AnswerKey

I. AtoD.Anythingonthemainlinecanbecompounded.II. for,and,nor,but,or,yet,soIII. Run-onsentence CommaspliceIV. 1.Thecompoundcomplementisbell-bottoms+sweater. 2.Therearethirteenwordsbetweenbell-bottomsandsweater.Simplyflip-flopping thetwomakesabigdifference: 3.Maybethatdayitwasapilledtansweaterandgreenplaidbell-bottomsayearor twopasttheirheightofcoolness.V. 1.Thecompoundverbiswasfurnished+smelt. 2.Youmightflip-flopthetwoverbphrases:Theroomsmeltmustyandwasfurnished withpiecesthatcouldeasilyhavebeenfroma1960scatalog. Oryoumightgiveuponthecompoundverbandcommunicatethemustysmellwith aparticiple:Themusty-smellingroomwasfurnishedwithpiecesthatcouldeasilyhave beenfroma1960scatalog. VI. 1.Thisisarun-onsentence.Ifinishedplayingandthehissoftherespiratoronce againfilledtheroomlikeincenseareindependentclauses.Tojointhemintoa compoundsentence,youneedacoordinatingconjunction(and)alongwitha comma. 2.Technically,thisiscorrect:Ifinishedplaying,andthehissoftherespiratoronce againfilledtheroomlikeincense.However,theactionsofthetwoclausesareso differentthatIthinkthissentencemakesmoresensedividedintotwosimple

sentences:Ifinishedplaying.Thehissoftherespiratoronceagainfilledtheroomlike incense.VII. Mysisterhadaskedforadozendolls,andmybrother'swishlisthadafrontandback.VIII. 1.Thecompoundobjectoftheprepositionisdoll+heart. 2.Mydollandarepentantheartvarysowidelyinnaturethatitishardtopicture Brianwalkinginthedoorholdingboth.Writersoftendothissortofthingfor humorouseffect,andthatisfine.Justbeawarethatyoudon'twanttodothisthingif you'renotbeingfunny. Onerevisionmightbe:Briancamehomewitharepentantheart,holdingmydollin hishand.

Quiz1.13AnswerKey

I. Thistimetomorrowisthetimeflag.II. ThetimeflagisDecember11,1941.III. Irealizedafterafewminutesthatmydadhadnotdrivenawaybutwassittinginthe carwatching.

Theflagonthetimelineisafterafewminutes.Thesentencealsousesthepastprogressivetense:wassitting.Sequentially,hadnotdrivencomesbetweenthosetwoverbsandiscompleted,sothepastperfecttensemakesthemostsense.

IV. I.Thetimeflagisthistimetomorrow,soyouknowitwillbeoneofthefutureforms.

Willbe+-ingsignalsfutureprogressive.V. B.SincethetimeflagisDecember11,1941,youknowtheverbtensewillbeoneof thepastforms.Thehelpingverbhad+the-edendingsignalsthepastperfecttense. ThedeclarationsofwarwerecompleteasofDecember11,1941.VI. B.Thebestoptionhereis:Ihadn'triddenmorethanamilebeforethedownpour started.Ifeltbadformywife;sheHADBEENhanginglaundryoutsidewhenIleft thehouse. Inthatlastsentence,theflagonthetimelineiswhenIleftthehouse.Thelaundry- hangingwasinprogressatthatpointinthepast,sothepastprogressivewas hangingshouldbecomehadbeenhanging.

Quiz2.2AnswerKey

I. B,C,F Ineachoftheseexamples,simplytryingthewordandbetweenthetwoadjectives givesyoutheanswer.Youwouldn'tsaybasicandhumandecencyortediousand planningmeetingorplainandgoldband,soyoudon'tneedcommasbetweenthose pairs.Butyoucouldsayripeandsweetberriesorlongandtediousplanningmeeting orfatandsoftsheep. AnothertrickthatIfailedtomentioninthelectureistotryflip-floppingthe adjectives.Iftheyworkjustaswellinthereverseorder,youdefinitelyneeda commabetweenthem.There'snorealdifferencebetweenfatsoftsheepandsoftfat sheep,soyouneedacommathere.Ontheotherhand,sweetspringgrassandspring sweetgrassarenotinterchangeable,soyoudon'tneedacommathere.II. A,B,E,G,H,J

Hyphenatetwoormorewordswhentheyserveasasingleadjectivebeforethenountheymodify—butnotwhentheyformapredicateadjective.Soyouwouldhyphenatemytwo-year-oldnephewbutnotmynephewistwoyearsold.

Donoticethatwhenyouhaveanadverb,youdon'tneedahyphen.Neitherheavily paintednorclearlyimpossibleshouldbehyphenated.Doyouseethedifference betweenheavilypaintedandhand-painted?Thewordhandisn'tanadverb.Ifthis doesn'tmakesensenow,itmaymakemoresenseafterwegetintoparticiples.III. B,D,GIV. SloppilyisanadverbtellingHOWJohnBarbercried. V. Lazyinasadjectivemodifyinggoat.IttellsWHATKINDofgoat(orpossiblyWHICH goat.) VI. Tomorrowisanadverbmodifyingtheverbcall.IttellsWHENIwillcall.

Quiz2.3AnswerKey

I. Iwouldomitbothdigitallyandrelationally.Theseadverbssimplyrepeatthe meaningofthephrasestheyinhabit.BeingconnectedtotheInternetisnecessarily digital,andbeingconnectedtopeopleisnecessarilyrelational.Theresulting sentenceiscleanerwhilestillkeepingobviousthecontrastbetweendigital connectionandrelationaldisconnection:TheymaybeconnectedtotheInternet,but theyaredisconnectedfromoneanother.II. Thissentenceisagoodexampleofwhyadverbshaveabadreputation.Theadverb loudlyallowsthewritertobelazy.Insteadoffindingthemostpreciseverb,the writerhasjustaddedan-lyadverbtothegenericverbshut.There'saneasyfixhere: theverbslammeanstoshutloudly.Butthiswouldalsobeagoodopportunityto thinkthroughamorevividdepictionofthescene.Maybesomethinglikethis:A momentlaterhisdoorswungopen,thenshudderedonitshingesasheslammedit behindhim.III. Theadverbquicklyisentirelyunnecessary.Ifshe’shalf-running,she’smoving quickly.IV. Inthiscase,theadverbscontributemeaning.Thiswriter(whohappenstobe WendellBerry)isnotusingtheseadverbsasasubstituteforabetterverb,norishe beingredundant.There'snoshameinusing-lyadverbswhentheyaddspecificity andclarity.V. Thiswriterwastryingalittletoohardtoavoid-lyadverbs.Thatfour-word prepositionalphrase,inafranticmanner,isnotanimprovementovertheadverb frantically.Hebouncedfrantically,yippingandbarking.

Quiz2.5AnswerKey

I. Theprepositionalphraseaftermeisadverbial,tellingwhenyoucanhaveaturn.II. Theprepositionalphraseaftermeisadverbial,tellingwhenyoucanhaveaturn. Noticethatanadverbialphraseismovable.Itdoesn’tmatterwhetheritappearsat thebeginningofthissentenceortheend.III. Theprepositionalphraseintotheburningbuildingisadverbial,tellingwhereJohn Barberran.(ThephrasetosavehisBeanieBabycollectionisaninfinitivephrase,not aprepositionalphrase,eventhoughtoisusuallyapreposition.We’lldiscuss infinitivephrasesinacoupleoflessons.)IV. Theprepositionalphraseofbirdsongisadjectival,tellingwhatkindofcacophony.V. Theprepositionalphraseunderthemattressisadjectival,tellingwhichmoney.VI. Theprepositionalphraseunderthemattressisadverbial,tellingwhereIhidthe money.VII. Theprepositionalphraseonthefloornearbyisadverbial,tellingwherethefansat.VIII. Theprepositionalphrasewithastraightfaceisadverbial,tellinghowHelenlooked.IX. Theprepositionalphrasewiththemermaidtattooisadjectival,tellingwhichgirl.X. Theprepositionalphraseiswithbinoculars.Butit’snotentirelyclearwhetherit’s supposedtobeadverbial,tellinghowHelenlooked,oradjectival,tellingwhichgirl.

Quiz2.7AnswerKey

I. Thegrammaticalsubjectofthesentenceissmile.Butthesmile,ofcourse,didn't

wipeteafromitsmustache.Here'sonewaytofixit:Thehusbandwipesteafromhishandlebarmustache.Hissmileiswideenoughtodriveatractorthrough.

II. Thegrammaticalsubjectisbird.Butthebirdisn'tbreakfastingonthepatio.Here's onewaytofixit:OnawarmOctobermorning,whiletheybreakfastedonthepatio,a birdswoopeddownandlandedontheirtable.III. Here'sonefix:IspentfivehoursansweringalltheERnurses'questions,nevergetting clarityonanyofmine,beforethedoctorfinallyenteredtheroom.IV. Thetemperapaintersarehalf-clothed,butthankstothepassiveconstruction,they havedisappearedfromthesentencealtogether,sotheparticiplehalf-clothedhasno nountomodify(neitherabackyardnortheabstractnountempera-paintingcanbe half-clothed).Changethepassiveconstructiontotheactive,andthesentencefixes itself:Wedidallofourtempera-paintinginthebackyard,half-clothed.V. Dampeningisaparticiple,notaverb.Ifyouchangeitbackintoaverb,thesentence fixesitself:Theforestdampenedtheinsects'choruslikestagecurtainsdeadeningan orchestra'stuningbeforeaconcert.VI. Thisisprobablythetidiestwaytodoit:Thedogfollowedhimeverywhere,growling, yipping,andbarking.Thisoptionlosestheideaofthedogalternatingthrougha repertoire(thoughitisimplied).Thewriterwouldhavetodecidewhetherthatidea isimportantenoughtojustifytheawkwardnessoftheoriginalphrasing.

Quiz2.8AnswerKey

I. TonestisanadverbialinfinitivetellingWHYtheblackbirdscome.(Thephrasetothemarshisaprepositionalphrase,thoughitstartswithto,likeaninfinitive.)

II. Thephrasetowinherlovewithtubasolosisanadjectivalinfinitivephrasetelling WHATKINDofattempts.Notethattheprepositionalphrasewithtubasolosisan adverbialphrase(modifyingtowin)withinthelargeradjectivalphrase.III. Toleavequicklyisadverbial,tellingWHYRichieturned.IV. ThephrasetoeatisaninfinitivetellingWHICHmushrooms.V. Thisoneisalittletricky.Tomaketheundergrowthsparseisanadverbialinfinitive phrase.Butwhatisitmodifying,andwhatquestionisitasking?Iwouldsayit modifiestheadjectiveenough,answeringTOWHATEXTENT.VI. Toseasonyourbrothisadverbial,tellingHOW(possiblyWHY?)youneed.VII. Tositatthebenchatthebendinthetrailisadverbial,tellingWHYIwouldtradeit all.

Quiz2.10AnswerKey

I. TheadjectiveclauseTHATILIKEBESTmodifiesgoat.TherelativepronounTHATis theDirectObjectoftheclause.II. WHEREIGOTMYSTARTisanadjectiveclausemodifyingpostoffice.Therelative pronounWHEREfunctionsasanadverbintheadjectiveclause.III. TheadjectiveclauseABOUTWHICHITOLDYOUmodifiesalligator.Therelative pronounWHICHistheobjectoftheprepositionaboutwithintheadjectiveclause.VI. TheadjectiveclauseITOLDYOUABOUTmodifiesalligator.Therelativepronoun THAThasbeenomitted,butitwouldbetheobjectoftheprepositionabout.V. WHOINSTALLEDOURICEMACHINEmodifiesplumber.TherelativepronounWHO isthesubjectoftheadjectiveclause.VI. TheclauseWHOSECARITOTALEDmodifiesguy.TherelativepronounWHOSEisan adjectivemodifyingcar.

Quiz2.11AnswerKey

I. TheadverbialclauseisAFTERJOHNBARBERSHOWEDUP.Thesubordinating conjunctionaftertellsWHENthepartygotlame.Sincetheadverbialclauseisat thebeginningofthesentence,youneedacommatoseparatetheadverbialclause fromthemainclause.II. TheadverbialclauseisAFTERJOHNBARBERSHOWEDUP.Thesubordinating conjunctionaftertellsWHENthepartygotlame. Remember,anadverbialmodifyingaverbismovable.Thisisthesamesentenceas theoneabove,exceptthattheadverbialclausehasbeenmovedfromthebeginning ofthesentencetotheend.NoticethatyouDON'Tuseacommatoseparatethemain clausefromadverbialclauseiftheadverbialcomesattheend.III. TheadverbialclauseisUNLESSSOMEONEASKEDFORIT.IttellsWHY(or,you mightsay,UNDERWHATCONDITIONS)thespeakerofferedinformation. Notethateventhoughafterservedasasubordinatingconjunctionintheprevious twosentences,itisaprepositioninthissentence.Howdoyouknow?Itdoesnot introduceaclause.Instead,itprecedesthenounpoint.Afterthatpointisan adverbialprepositionalphrasetellingWHENthespeakerdidn'tofferinformation.IV. TheadverbialclauseisTHANHECOULDHAVEKNOWN.Itmodifiestheadjective closer,answeringthequestionTOWHATEXTENT.V. TheadverbialclauseEVERYWHERETHEYGOtellsWHEREslugsleaveatrailof slime.VI. TheadverbialclauseisASANTONIOBROUGHTTHEBANANAPUDDINGINTOTHE DININGROOM.IttellsWHENLinda'seyesburnedwithtearsofgratitude.

VII. Thisisatrickquestion.Thisisasentencefragment.Asisasubordinating conjunction,whichsuggeststhatASTHECASHIERTOOKHERPLACEBEHINDTHE COUNTERshouldbeanadverbialclause.Butthere'snomainclauseforthe adverbialclausetomodify.Withoutamainclause,asubordinateclauseisjusta sentencefragment.VIII. TheadverbialclauseASIHAVEEVERBEENmodifiesangry,tellingTOWHAT EXTENTthespeakerisangry. Notethatintheprevioussentence,asintroducesaWHENclause,butinthis sentence,asintroducesaTOWHATEXTENTclause.IX. Thissentencehastwoadverbialclauses:WHENIWASFOURTEENandAFTERMY MOTHERDIEDANDMYFATHERRANOFF.ThefirstclausetellsWHENthe grandmothersentthespeakertothegrouphome.Thesecondclauseisactuallya compoundsentencerenderedsubordinatebythesubordinatingconjunctionafter. Likethefirstclause,ittellsWHENthegrandmothersentthespeakertothegroup home.

Quiz2.12AnswerKey

I. A.Whentheantecedentisaperson,youdon'tusetherelativepronounthat.Since therelativepronounservesasthesubjectofthesubordinateclause,usethe nominative-casewho.II. B.SincePeanutisaperson,thatisoutofthequestion.Sinceheistheobjectofthe prepositionat,theobjective-casewhomiscorrect.III. A.Again,sincepeoplearehuman,it'sdowntowhoorwhom.Sincetherelative pronounisthesubjectofthesubordinateclause,whoiscorrect.IV. B.Therelativepronounrenamespeople.Andthosepeoplearethedirectobjectof theverbknows.(JohnBarberknowswhomorwhat?People.)Sotheobjective-case whomiscorrect.V. B.Hopefullythiswasaneasyone.Therelativepronounistheobjectofthe prepositionof.VI. A.Thepronounishalfofacompoundsubject.Sousethenominative-caseI.(You wouldn'tsayMechasedapanther.)VII. B.Thepronounishalfofacompounddirectobject.Sotheobjective-casemeis correct.(Andyouwouldn'tsayApantherchasedI.)VIII. Thanheiselliptical,ashorteningoftheclausethanheistall.Thepronounheisthe subject,thereforeinthenominativecase.IX. Becausetheverbisismissingfromtheellipticalclause,thepronounlooksalot likeanobjectofapreposition.(True,thanisnotapreposition,butnevertheless,it feelslikeoneifyoudon'trealizethatthisisanellipticalclause).Andtheobjectofa prepositionisintheobjectivecase.Hencehim.

Quiz2.13AnswerKey

I. Theclausebecauseheknowshowtotrainchampionsisadverbial,answeringthe questionWHY.Butwhichverbdoesitmodify?Doesittellwhythecoachyells,or doesittellwhythespeakerputsupwiththecoach'syelling?Onesuspectsthe writermeansthelatter:sheiswillingtoputupwiththeyellingcoachbecausehe knowshowtotrainchampions.Buttheclauseisclosertotheverbyells,sothe grammarisatoddswiththelogicofthesentence.Itgivestheimpressionthatthe coachyellsbecauseheknowshowtotrainchampions.Startbymovingthat adverbialtothebeginningofthesentence: Becauseheknowshowtotrainchampions,Iputupwithacoachwhoyellsatme. That'sallright,butit'snotgreat.Hereareacoupleofotheroptions: Mycoachknowshowtotrainchampions,soIputupwithhisyelling.

Iputupwithacoachwhoyellsatme.Why?Becauseheknowshowtotrainchampions.(Inthisconfiguration,Becauseheknowshowtotrainchampionsisasentencefragment.Nevertheless,it'sdefinitelyacontender.)

II. Noticehowthepassivevoicecausesthedanglingmodifierhere.Ifyouturnthe passiveconstructionintoanactiveconstruction,thesentencefixesitself: Fromtheagesoftwelvetoeighteen,IspenthalfmyweekendsatRandall'shouse makingmovies.III. Liketheprevioussentence,thisonestartswithadanglingmodifier.It'sthe microchipthatisnearweightless,notyou.Here'sapossiblerevision: Themicrochipisnearweightless.Youcannotfeelitrestinginyourpalmifyouclose youreyes.IV. Whohasthehardface?Mikeorhisson?IthinkthepointisthatMikehasahard face.Thephraseisadverbial:HOWdidMikelook?Withahardface.Asyouarewell

awarebynow,adverbialsarehighlymovable.Butinthiscase,thewritermovedthe adverbialtoaplacewhereitcouldbemistakenforanadjectivalmodifyingMike's son(WHICHson?Theonewithahardface).Here'sthegoodnews:themovabilityof theadverbialcausestheproblemhere,butitalsomakesforaneasysolution: Withahardface,Mikelookedathiseldestson. Or, Hard-faced,Mikelookedathiseldestson. Andwhilewe'reatit,wemightaswelllookforamorepreciseverb:Hard-faced, Mikeglaredathiseldestson.V. There'salothappeninginthissentence.Peoplearecrossinglogbridges.Peopleare clearingwebs.Thewebsaredrippingwithmorningmist. Onequicksolutionissimplytomovetheadverbialphrasefromthelogbridgeswe crossedtothebeginningofthesentence(onceagain,themovabilityoftheadverbial isahelpfulthingtoremember):Fromthelogbridgeswecrossed,weclearedaway websdrippingwiththemorningmist. That'salittlebetter,butnotawholelotbetter.Trysomethinglikethis:Aswe crossedthelogbridges,weclearedawaywebsdrippingwithmorningmist.VI. Thatphraseatthebeginningofthesentenceisadanglingparticiple.The grammaticalsubjectisballet,butballet,ofcourse,wasn'tbornwithGermanbones orraisedalongsideapuppy. IwasbornwithGermanbonesandraisedalongsideapuppy,frolickinginan overgrownpasture,oftencrawlingalongacreekbedtocatchtadpoles.Butballet mademefeellovelyanddainty. Butevenwhenthedanglingparticipleisfixed,youseethatthissentenceneeds morethanagrammarmakeover.WhatareGermanbones,andhowarethey differentfromotherpeople'sbones?Whataboutthatpuppy?Whatisits relationshiptoballet?Iwouldkeeprevisingthispassagetosomethingmorelike this: Iwasbig-bonedlikemyGermanforbears.AndIwasatomboyaswell,always frolickingwithapuppyinanovergrownpastureorcrawlingalongacreekbedto catchtadpoles.Balletwastheonethinginmylifethatmademefeellovelyanddainty.VII. Here'sonepossibility:Myfavoriteprojectwasashadowboxofheroldjewelry.Imade itin2004tohanginherbathroom. Orpossibly, Myfavoriteprojectwasashadowboxofheroldjewelry.Imadeitin2004andhungit inherbathroom.

Quiz3.2AAnswerKey

I. ThenounclauseWhichevertableyoupickservesasthesubjectofthesentence.II. Thissentenceisverysimilartotheprevioussentence.Thenounclause,asbefore,is whichevertableyoupick.Butinthisversion,thenounclauseisanobjectofthe prepositionwith.Theprepositionalphrasewithwhichevertableyoupickis adverbial,modifyingfine.III. ThenounclausethatGeorgehadhisownagendaservesasthedirectobject.I learnedWHAT?thatGeorgehadhisownagenda.IV. A.ThenounclauseisIwasbeinggenerouswhenIofferedmyhalf-eatenhotdog.This isalittletrickyfortworeasons.First,therelativepronounthathasbeenomitted. Thatomissionisperfectlyacceptable,ofcourse,butitdoestakeawayoneofthe cluesforeasilyidentifyinganounclause.Secondly,thisnounclausecontainsan adverbclause.TheclausewhenIofferedmyhalf-eatenhotdogmodifiesthenoun beingwithinthenounclause. B.Thenounclauseservesasadirectobject.IthoughtWHAT?thatIwasbeing generous.V. Thenounclausewhoeverinterviewedyouservesastheobjectoftheprepositionto. (Theprepositionalphraseisadverbial,modifyingtheverbsend.WHEREshouldyou sendanote?towhoeverinterviewedyou.) Bonusquestion:Iftheclauseservesasadirectobject,whyistherelativepronoun thenominative-casewhoeverinsteadoftheobjective-casewhomever? Answer:becausetherelativepronounservesasthesubjectWITHINthedependent clause.Theroleofthedependentclausewithinthemainclausehasnobearingon thecaseoftherelativepronoun.VI. Thenounclauseisthesameasintheprevioussentence:whoeverinterviewedyou.In thisversion,however,thenounclauseservesasanindirectobject.Youshouldsend athank-younotetowhom?Towhoeverinterviewedyou.

VII. ThenounclauseWhomevertheyappointservesasthesubjectofthesentence.Note thateventhoughtheclauseisinthesubjectslot,therelativeclauseWhomeverisin theobjectivecasebecauseitservesasadirectobjectwithinthedependentclause.VIII. ThenounclauseWhoeverisappointedservesasthesubjectofthesentence.Thereal reasonIincludedthisquestionwassoyoucouldthinkaboutthatrelativepronoun whoever.ItwasWhomeverintheprevioussentence.WhyisitWhoeverhereinthis sentencethatlookssoverysimilar?Inthisversion,theuseofthepassive construction(WhoeverisappointedratherthantheactiveWhomevertheyappoint) movesthedirectobjectintothesubjectspotofthedependentclause.Andasubject, asyouknow,hastobeinthenominativecase.

Quiz3.2BAnswerKey

I. B.Theclauseisadverbial,tellingWHENMarthapatsherhairnet.II. D.Thisissimplythemainlineoftheclause:WHODIDWHAT?Marthapattedthe hairnet.Therestofthesentencewillprovideadditionalinformation,butthishair- net-pattingisthecentralaction(andthegrammaticalkernel)ofthesentence.III. A.ThisclausetellsWHICHhairnet,soitisadjectival.IV. C.WhenyouuseyourDirectObjectFinder,itisrelativelyeasytoseethatyouhavea nounclauseservingasadirectobject.Thetravelerseeswhat?whathesees.Inthat secondmainclauseafterthesemicolon,theclausewhathehascometoseeworksin exactlythesameway.V. B.Thewordbecauseisasubordinatingconjunction;itturnstheindependentclause itisnotthereintotheadverbialclausebecauseitisnotthere.Thisclauseanswers thequestionWHY.WHYcan'tGodgiveahappinessapartfromhimself?Becauseitis notthere.VI. A.Thisadjectiveclausemodifiesbest-seller.WHICH(orWHATKINDOF)bestseller? Onethatcouldhavebeenpreventedbyagoodteacher.VII. A.Therelativepronounthat(orpossiblywhen)isomittedfromthisclause,which mightmakeithardeventorecognizeitasadependentclauseatall.Butitisan adjectiveclausemodifyingtime.WHICHtime?Thetime(that)Iencounteredsucha smell.VIII. C.Thisoneisprettytricky.Thatwhenatthebeginningoftheclausemakesitlook likethisisanadverbclause.Buttakeacloserlook:themainlineofthissentenceis Thelasttime…was______.Thatverbwasisalinkingverb,andassuchitneedsa complement—eitherapredicateadjectiveorapredicatenominative.Theclause whenItouredacoleslawfactoryisanounclauseservingasapredicatenominative. ItanswersthequestionWHAT,notWHEN.

IX. A.Thisisamainorindependentclause.WHODIDWHAT?Shelooked.(Atniceyoung menisn'ttechnicallypartofthemainline.It'sanadverbialprepositionalphrase tellingHOWorWHEREshelooked.)X. B.Thephraseasifisasubordinatingconjunctionturningtheindependentclause shecouldsmelltheirstupidityintoanadverbialclause.HOWdidshelookatyoung men?asifshecouldsmelltheirstupidity.

Quiz3.3AnswerKey

I. Defendinganyofthecardinalvirtuesisagerundphraseservingastheobjectofthe prepositionof.II. Thisisagerundphraseservingasthedirectobjectoftheverbmeans.Tradition meansWHAT?Givingvotestoourancestors.III. Thetwoitalicizedphrasesarebothpresentparticiplesmodifyingmen.IV. Acceptingoneselfisagerundphraseservingasthesubjectofthesentence.V. Carryinganumbrellaandparcelsinasnowywoodisaparticiplemodifyingfaun. WHICHfaun?Onecarryinganumbrella...VI. Thegrammaticalsubjectisthegerund,spendingalmostsixdecadesatalmostseven feet.VII. Whenasentencebeginswithamodifyingphrase,thatphrasemustmodifythe subject.Inthiscase,thesubjectisthegerundspending.But,ofcourse,spendingisn't headandshouldersaboveanybody.Thepersonwhoisheadandshouldersabove everybodyisthehimmentionedabouttwo-thirdsthroughthesentence.VIII. Here'sonewaytodoit: Hehasspentalmostsixdecadesatalmostsevenfeet,headandshouldersabovemost peoplesincehisearlyteens.Thestrainhaslefthimwithastoopthatgrowsmore pronouncedashegetsolder.IX. Ridingthenow-drenchedscooterbackhomeisagerundphrasethatservesasthe grammaticalsubject.Theverbiswouldsoak.X. Thisisatoughquestion;todecidewhatthisphraseisandwhatit'sdoing,yourbest betisprobablytousetheprocessofelimination.Thereisnonounfunctionitcould

possiblyserve:it'snotasubject,notadirectorindirectobject,notanobjectofa prepositionorapredicatenominative.Soitcan'tbeagerund. Itmustbeapresentparticiple.Butparticiplesareadjectival;theymodifynouns. Whichnounmightthisparticiplemodify?DoesitmodifythegerundRidingthe scooter?Well,itfeelsmorelikeit'sthebackside-soakingthatforcesthechange,not theriding.Butthatphrasewouldsoakmybacksidedoesn'tprovideanynounor nounequivalentthattheparticiplecouldmodify. Soforcingachangeintodrypantsisaparticiple,butithasnocleargrammatical dutyinthesentence.XI. 1.Apersonridesanow-drenchedscooter. 2.Thescooter-rider’sbacksidegetssoaked. 3.Thescooter-riderneedstochangepants.XII. Here'soneway: IfIweretoridethenow-drenchedscooter,mybacksidewouldgetsoakedandIwould needtochangemypants.

Quiz3.4AnswerKey

I. B.Leonardrenamescousin.II. D.ThewordnemesisrenamesJohnBarber.Thewholeappositivephraseismy nemesis.III. D.Thissentenceisverysimilartothesentenceabove,butinthiscasenemesisis theobjectoftheprepositionfromandJohnBarberrenamesnemesis.IV. B.Theappositiveinthissentenceismarsupial,whichrenamesthesubject opossum.ThewholeappositivephraseistheonlymarsupialnativetoNorth America.Notethatnon-primateisthepredicatecomplement(thewholephraseis theonlynon-primatewithopposablethumbs).V. E.Thissentencedoesnothaveanappositive.VI. A.Thisisasituationinwhichtheappositiveappearsbeforethenounitrenames. WhydowesaythathockeyplayerrenamesIratherthantheotherwayaround? BecauseIisthesubject.Wholovesbeingonice?Ido.VII. D.Thewordyearrenames1922.ThewholeappositivephraseistheyeartheSoviet

Unionwasformed.TherehasneverbeenabettertimetobeaVanderbiltfan.VIII. A.Thisisanothersentenceinwhichtheappositivecomesbeforetheworditnames. Thesubjectofthemainclauseisthey.Foodsnobsrenamesthey.IX. B.TheManinBlackrenamesJohnnyCash.Theone-wordappositiveisMan.X. E.WhileManinBlackrenamesJohnnyCashasintheprevioussentence,thephrase

isnotanappositivebecauseitappearswithinanadjectiveclausemodifyingJohnnyCash.

XI. A.

XII. D,E,andF.Remember,gerundsarenoun-equivalentsandthereforecanserveas appositives.Thegerundsyelling,crying,andbangingareallappositives renamingthenounactions.XIII. Anappositiveneedstoberightnexttothenounitrenames.Inthissentence,za creatureofhabitappearstobeanappositive,butitisrightnexttoroutine.A routine,ofcourse,can'tbeacreatureofhabit.ThewritermeansthatIama creatureofhabit.Here'stheeasiestwaytofixthesentence:Acreatureofhabit,I madeaveryrigidroutineformyself.

Quiz3.5AnswerKey

I. A.II. B.III. B.Thecommasaroundanon-essentialelementsaytothereader,"Here'salittle extrainformation,alittlebonus."IV. A.V. B.Ifithelps,rememberthatwhichclausesaresetoffwithcommas.Thatclauses aren't.Ifanadjectiveclausemodifiesaperson,itstartswithwhoorwhom, whethertheclauseisessentialornon-essential.VI. Thewholepointofapropernounistonarrowacategorydowntosomethingvery precise.(Thecommonnouncityisabroadcategory;thepropernounHonolulu narrowsthecategorydowntoonespecificcity).Anyappositiveormodifierthatis appliedto,say,Honoluluisn'tgoingtomakeitanymorespecificthanitalreadyis.VII. ThoughAnneHathawayisapropernoun,thissentenceinvolvestwodifferent peoplewiththatname,andtheadjectiveclausesnarrowaverysmallcategory (peoplenamedAnneHathaway)downtospecificindividuals.That'swhytheclauses areessentialratherthannon-essential.

Quiz3.6AnswerKey

I. A,B,andC.Who,whom,andwhichtypicallyintroduceadjectiveclauses.Whereand whenoftendoaswell,butthesewordsjustasoftenintroduceadverbclauses.The relativepronounthatisatoss-up:itisaslikelytointroduceanounclauseasan adjectiveclause.II. E,F,andG.Whoever,whomever,andwhicheveralwaysintroducenounclauses. Wheneverandwherevermayintroducenounclauses,ortheymayintroduceadverb clauses.That,asmentionedintheabovequestion,maysignalanounclauseorit maysignalanadjectiveclause.III. Therelativepronounthatisoftenomittedinadjectiveandnounclauses.In adjectiveclauses,thatcanbeomittedwhenitservesasanobject,thoughnotwhen itservesasasubject.Youcansay"themanthatItoldyouabout"or"themanItold youabout."Eitherisacceptable.Youcansay"thechickenthatIgaveyou"or"the chickenIgaveyou." Butyoudon'tevenhavetodothatmuchanalysisofthegrammar.Inbothadjective clausesandnounclauses,ifitfeelsrighttoomittherelativepronounthat,itis acceptabletodoso.IV. Receivingthisawardwouldbeoneofthegreathonorsofmylife.V. Anappositiveneedstoberightnexttothenounitrenames.Inthissentence,a creatureofhabitappearstobeanappositive,butitisrightnexttoroutine.A routine,ofcourse,can'tbeacreatureofhabit.ThewritermeansthatIama creatureofhabit.Here'stheeasiestwaytofixthesentence: Acreatureofhabit,Imadeaveryrigidroutineformyself.VI. A,D,andFVII. B,C,E,andF

VIII. Oneoftheprinciplesofthiscoursehasbeentheideathat,allthingsbeingequal,the sooneryougetthroughthesubject-verbnexusthemoreclearyoursentencewillbe. Alengthynounequivalentinthesubjectslotdelaysthearrivalofthesubject. Onceareadergetsthroughthesubject-verbnexus(thatis,afterheknowswhodid what),heisbetterabletoprocesscomplexityintheremainderofthesentence. Complexstructuresthatcomeaftertheverbdon'tfeelascomplextothereaderas thecomplexstructuresthatcomebeforetheverb.

Quiz4.2AnswerKey

I. A.TheBadNewsBearsisthetitleofamovie,soitistreatedasasingularnouneven thoughitlooksplural.II. A.Asingularsubjecttakesasingularverb,regardlessofthepredicatecomplement.III. B.Apluralsubjecttakesapluralverb,regardlessofthepredicatecomplement.IV. B.Committeeisacollectivenoun.InAmericanEnglish,collectivenounsare typicallytreatedassingular.IfyouareBritish,however,youwouldsay,"The committeerecommend..."V. A.Inthissentence,thesubjectisthepluralmemberssothepluralverbrecommend

isappropriate.Nowcommitteeistheobjectoftheprepositionof,soallofus,BritsandAmericansalike,canagreethatweneedthepluralverbhere.

VI. B.Thesubjectofthissentenceischoir,acollectivenountreatedassingularin

AmericanEnglish.Thepluralnounsboys,delinquents,andtownsdon'tfigureinthequestiononewayoranother.

VII. Here'sonewaytorevisethesentence: Theboys'choirarrivesinanhour.Thechoirismadeupjuveniledelinquentsfrom smalltownsalloverthecountry. Oryoumightsay: Madeupofjuveniledelinquentsfromsmalltownsalloverthecountry,theboys' choirarrivesinanhour.VIII. Oneisthesubjectofthemainclause,buthappenisnottheverbofthemainclause;

rather,itispartoftheadjectiveclausethathappenonlyonTV.Thesubjectofhappenisthepluralthings(technically,thesubjectistherelativepronounthat,whichrenamesthepluralthingsandisthereforeplural).Sotheverbhappenispluraltoo.

Quiz4.3AnswerKey

I. TheantecedentofTHEYispetal,whichissingular.Sothepluralpronounisn't correct. Betweenmyfingerseachpetalfeelslikesoftsuede,strongerthanitappears.II. Really,theonlyavailableantecedentforITishealth.Butthemother'shealthdidn't causeproblemswiththemarriagerelationship.Quitetheopposite:the deteriorationofherhealthcausedproblems. Possiblecorrections: Asmymother'shealthdeteriorated,problemsgrewintheirmarriagerelationship. Thedeteriorationofmymother'shealthcausedproblemsintheirmarriage relationship. Asmymother'shealthdeteriorated,sodidtheirmarriagerelationship.III. Thisisaninterestingcase.ITisn'twrong,sinceyoucouldeasilymakeacasethatthe antecedentisthesingularhandfulratherthanthepluralleaves.ButifITis correct,THEMcan'tbecorrect.Really,THEMcan'tbecorrectinanycase,sinceyou can'tkickthroughahandfulofleaves.Unlessyou'rereally,reallysmall. Here'soneoptionforcorrectingthissentence: Sniffingahandfulofleavesandthrowingitintotheairwasevenmorefunthan kickingthroughaleafpile.IV. Whatwasthesizeofourkitchen?Goback26words:Lelo'sshop.That'salongway togoforanantecedent. Iwoulddoatleasttwothingstothispassage:FirstIwouldreversethefirst sentencesothatLelo'sshopcomesattheendofthesentence,signalingtothe

readerthatthesecondsentenceisallaboutLelo'sshop.Then,ratherthanusingthe pronouninthethirdsentenceIwouldrepeattheantecedent. Lelo'smainincomecamefromhisshopneartheedgeoftown.Concreteandmud blockssupportedframesandshelvesofwidehome-craftedlumberofnon-standardized dimensions.Thewholeshopwasthesizeofourkitchen.V. Thegrammardoesn'tmakeitclearwhosebrowwasknitted,whoseeyesflashed,or whosemouthwaspinched.Presumablyit'sthefather.Grammaticallyspeaking, Daveisaslikelyacandidatefortheantecedentasfather,especiallysincefatheris turnedintothemodifierfather's. Onepossiblerewrite: Davelookedupathisfather'sangryexpression.Theoldman'sbrowwasknitted.His eyesflashed.Hismouthwaspinched.

Quiz4.4AnswerKey

I. For,And,Nor,But,Or,Yet,SoII. B.Theconjunctionanddoesn'tsetupacontrastoracause-and-effectrelationship oranythingmoresubtlethantheideathattwothingshappenedortwothingsare true.III. A.CoordinationsuggeststhattwoideasdeserveasimilarAMOUNTofinterestanda similarKINDofinterest.IV. B.Subordinationallowsyoutosetupallkindsofrelationshipsbetweenideas. Subordinationalwayssays,"Betweenthesetwoideas,oneismoreimportantthan theother,onedependsontheother,oneservestheother."V. C.VI. Thisisacommasplice.Therearenokeysforthoseisanindependentclause.Sois atleastwedon'thaveany.Toconnecttwoindependentclauses,youneeda commaANDacoordinatingconjunction,orelseasemicolon.Whentwo independentclausesareconnectedwithjustacomma,that'sacommasplice. Correction:Andtherearenokeysforthose;atleastwedon'thaveany.VII. Thisisafaultyuseofasemicolon.Asemicolonjoinstwoindependentclauses.The phrasethisonefamiliartohimisnotaclause(noticeithasnoverb).Actually,it's anappositive.Sothesemicoloniserroneous. Correctversion:Next,shegrabbedalargepinkbottle,thisonefamiliartohim.VIII. Thissentencecontainsacompoundverb,cracklingandfiringoff.Witha compoundverb,youonlyneedacoordinatingconjunction(inthiscase,and),nota comma.

Correction:Theneurotransmittersinmybrainwerecracklingandfiringofflikea poorlyplannedfireworksdisplay.IX. Herewehavebotharun-onsentenceandacommasplice.Toconnecttwoclauses, youneedBOTHacommaandacoordinatingconjunction,orelseasemicolon. Betweenthefirsttwoclauses(Therootssproutandthewaitingisover)we're missingacomma.Betweenthesecondtwoclausesthewaitingisoverandlife hasreturned),we'remissingacoordinatingconjunction. Correction:Therootsprouts,andthewaitingisover;lifehasreturned.X. Thisisyetanothercommasplice.Onepossiblecorrection: Pressgentlyandthefragilewebbends.Pressharderanditdissolves.

Quiz4.5AnswerKey

I. B.Whenherfatherwalkedaway...isanadverbclause.II. E.Leavingablankspaceinthedoorwayisaparticiplewithintheopeningadverb clause.Itmodifiesfather.III. A.This(togetherwithAction4,thegirlwatchinghersister)isthemainactionofthe sentence.IV. B.There'sonlyonemainclauseinthislongsentence,butthatclausecontainsa compoundverb:ateandwatched.Theysharethesubjectlittlegirl.V. E.Thephrasecryingonherbedisaparticipialphrasemodifyingsister.VI. Herfatherwalkedaway,leavingablankspaceinthedoorway,andthelittlegirltooka biteofmintchocolateicecreamandwatchedhersistercryingonthebed. Oryoucoulduseasemicolon(Ipreferthisversion): Herfatherwalkedaway,leavingablankspaceinthedoorway;thelittlegirltooka biteofmintchocolateicecreamandwatchedhersistercryingonthebed.VII. Asstrangeasitseems, 1.Thisisanadjectiveclause.

2.Itmodifiesbus.VIII. Considertheactionsinthissentence: 1.Aschool-childcarriesapretzelontoabus.

2.Theschool-childwalkstothebackofthebuswiththepretzel. 3.Thebusdriver'saidedoesn'tnoticethepretzel-sneaking.

Actions2and3seematleastasimportantasAction1;youmightsaytheyarethe mainpointofthesentence.Thefactthatthosetwoactionsaretuckedintoan

adjectiveclausemodifyingbusismisleading.Thisisagoodexampleofthe grammarofasentencegettingcrosswayswiththelogicofthesentence. Possiblerewrites: Icarriedmypretzelontothebus,butthebusdriver'saidedidn'tnoticeitasIwalked tothebackofthebusandfoundaseatbesideawindow.

Icarriedmypretzelontothebus.Iwalkedpastthebusdriver'saideonthewaytomyseatintheback,butshedidn'tnoticethepretzel.

Quiz4.6AnswerKey

I. 1.Cowboybootsandbandylegsappeartoformacompoundobjectofthe prepositionin.Apersoncanbeincowboyboots,butnotinbandylegs. 2.Onepossiblerewrite:Thebandy-leggedstrangercamewalkingupourdrivewayin cowboyboots.(Remember,justbecausefaultyparallelismistheproblem,that doesn'tmeancorrectparallelismisthesolution.Justasoften,it'sbettertogetridof theparallelstructurealtogether.)II. 1.Ononesideofandisanindependentclause(myheartthudded),butonthe othersideisthenounphrasequicksucksofair. 2.Onepossiblerewrite:Ibegantopanic:myheartthudded,andItookinquicksucks ofair.(Inthisversion,Iturnedthatlastnounphraseintoanindependentclause, creatingacompoundsentenceafterthecolon.)III. 1.Itappearsthatwehaveacompoundverb:pickeditupandtookabitehavethe samesubject.Butthatthirdactionisexpressedasanindependentclause.The subjectofspillediscontents,nothe. 2.Onepossiblerewrite:Hepickeditupandtookabite,buthalfthecontentsspilled outontotheplate.(Inthisversion,thesimpleinsertionofandbetweenthetwoparts ofthecompoundverbseparatesthecompoundverbfromthesecondindependent clausethatstartswithbut.Inotherwords,theinsertionofandtakesawaythe reader'sexpectationthattherewillbeathirdverbinthecompound.)IV. 1.ThisisaSubject-Verb-PredicateComplementsentence:Cynthiawasthefirst...The andappearsatfirsttosignalacompoundpredicatecomplement.Infact,thewriter wasthinkingofthisasacompoundverb:Cynthiawasandcaused.Theproblemhere isthatwasisalinkingverb,andcausedisanactionverb.Thatmakesitverytrickyto combinetheminacompoundverb:thefirsthalfofthecompoundisaS-V-PA pattern,andthesecondhalfofthecompoundisaS-V-DOpattern.

2.Afewpossiblerewrites:Cynthiawasthefirsttocallme'Grandma.'Shecausedmetothinkaboutfuturegenerations.ThefirsttocallmeGrandma,Cynthiacausedmetothinkaboutfuturegenerations.

CynthiawasthefirsttocallmeGrandma,andshewasthefirsttomakemethinkaboutfuturegenerations.

V. 1.Thissentencehasacompounddirectobject.Thepolicemantoldmetwothings:a) togetmycaroutoftheroad,[aninfinitivephrase]andb)thatIshouldgetanew wardrobe[anounclause].Eitheraninfinitivephraseoranounclauseisan acceptablewaytophraseanindirectquotation,butthewriterneedstochoose. 2.Threepossiblerewrites: Thepolicemantoldmetogetmycaroutoftheroadandtogetanewwardrobe. ThepolicemantoldmethatIshouldgetmycaroutoftheroadandalsothatIshould getanewwardrobe. ThepolicemantoldmethatIshouldgetmycaroutoftheroadandgetanew wardrobe.VI. 1.Ifwethinkofthelikeasanequalsign(oraniscongruentsign),itbecomeseasier toseetheparallelismproblemhere.Thewordsheavyandjitteryareadjectives.The wordshavinglowbloodsugarareagerundphrase—thatis,anounequivalent.A noundoesn'tequalanadjective.There'sourparallelismproblem. 2.Onepossiblerewrite:Myarmsfeelheavyandjittery,thewaytheyfeelwhenIhave lowbloodsugar.VII. 1.Thismaynottechnicallybeaparallelismproblem,butitisarelatedproblem.The waythissentenceisphrased,thewriterspeaksofhavingmetapairofhandsin 1979.Thatisanoddthingtosay. 2.Onepossiblerewrite:Henolongerhasthebronzedtwenty-year-oldhandsofthe manImetaroundtheswimmingpoolin1979.

Quiz4.7AnswerKey

I. F.ThatwordabsolutecomesfromtheLatinabsolutus,meaning"setfree."Soa nominativeabsoluteisanounthatisfloatingfreefromthesentencewhereitlives. Nogrammaticalconnectiontothesentenceisholdingitback.II. Thenominativeabsoluteisherbackcurvedlikeanautilusshell.III. Warmfreshbreadtuckedundermyarmisthenominativeabsolutehere.IV. Sadiewalkingbesidehimisanominativeabsolute.V. Thenominativeabsoluteismyfriendswaitingtohelpmeintoabluedresswhile thechoruscontinuedtosinganddanceunderthelights.VI. Thenominativeabsolutehereisdeterminedlittlelegscrossingtheexpanseofthe carpet.Thoughnominativeabsolutesusuallyappearatthebeginningortheendof asentence,sometimestheyappearmid-sentence,asinthisexample.

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